A PROPOSAL TO THE CSULB CAMPUS ASSESSMENT COMMITTEE

Physical Education Student Assessment Portfolio

(PESAP)

Prepared by:

Emyr Williams, Barry Lavay, Karen Butt, & Clayre Petray

Department of Kinesiology and Physical Education

California State University, Long Beach

Friday, October 16, 1998

Introduction

This full assessment project proposal will focus on assessing preservice physical education student learning outcomes of students enrolled in the Physical Education Teacher Preparation Program (adapted, elementary, and secondary physical education options) in the Kinesiology and Physical Education (KPE) Department. Currently, many course objectives and student learning outcomes in this program are being taught separately with little interrelation, synthesis and continuity of information from course to course. This project will enable the KPE pedagogy faculty to sequentially and developmentally tie together student outcomes from individual courses to assist students to become effective teachers. The purpose of this project will be to focus on coordinating student learning outcomes in three key areas; instructional planning, analysis of teaching, and reflection on teaching for the following seven sequentially offered courses (course descriptions are listed on page 3), KPE 270 (introductory course) KPE 320, 370, 380, EDSS 300P, EDSS 450P, and EDSS 472, A, B, C (capstone course). These three key areas (instructional planning, analysis of teaching, and reflective teaching) were chosen because they include student learning outcomes that are shared by all seven of the courses and provide the essence of effective teaching. Currently, each of these courses has learning outcomes and assessment related to each of the three areas; however, coordination and a sequential progression to enhance student learning outcomes and assessment of the areas, does not exist. The project will involve the collaboration of all pedagogy faculty in the KPE department, however, the authors of the proposal will be primarily responsible for project development and implementation.

A unique aspect of this project will be the design of a physical education student assessment portfolio (PESAP) that will allow students to organize, synthesize, and reflect on learning outcomes throughout their course of study. By the start of the Fall 1999 semester, a detailed computer based PESAP portfolio tutorial program will be developed. The tutorial will take the form of a disc consisting of information describing how students can create a PESAP of their work and will demonstrate knowledge of the three learning outcomes, instructional planning, analysis of teaching, and reflective teaching in the seven courses taught in the program. The tutorial will be located in the KPE Department's computer laboratory and also on disk allowing easy access for all students enrolled in the program. The tutorial will include guidelines and examples students can follow to develop their personal portfolio.

#1 & #2

What follows are course descriptions of the seven sequentially offered courses; KPE 270, 320, 370, 380, EDSS 300P, EDSS 450P, and EDSS 472, A, B, C. This is followed by three tables (pages 4-9) which describe how the learning goals, current assessment and future portfolio assessment activities are addressed for each of the three key areas; instructional planning (table 1), analysis of teaching (table 2), and reflective diary (table 3). The tables serve as a framework to illustrate the proposed interrelationship among the physical education teacher preparation courses for each of the three key areas.

KPE 270 Professional Practices in Public School Physical Education is an introductory course designed to provide an overview of current professional practices in public school physical education. Students entering the KPE Physical Education Teacher Preparation Program (Adapted, Elementary, Secondary) enroll in this course after completing 30 units of college course work or during the first semester of their junior year if they are a transfer.

KPE 320 Adapted Physical Education is a course taken during the student's junior year and is designed to prepare students to meet the physical activity program needs of individuals with disabilities. The course includes an understanding of the etiology, characteristics and best teaching practices for individuals with mental, physical, emotional, sensory, health, learning and/or multiple disabilities.

KPE 370 Movement Theory and Practice of Physical Education is also taken during the studentsÕ junior year. This course focuses on principles, aims and objectives of quality elementary school physical education programs. Its goal is to help students to develop the knowledge and teaching skills that they can use to enable children to move more efficiently, effectively and enjoyably and eventually reap the benefits that accrue from regular, lifelong involvement in physical activity.

KPE 380 Principles, Organization and Management of Secondary School Physical Education is a course designed to provide an overview of current practices related to principles, teaching strategies and management of activities taught in secondary school physical education. This class is taken in sequence following KPE 370.

EDSS 300 P Preliminary Field Experiences is a course designed to give students a field experience as a teacher aid. This course is required as the first course in the professional education sequences for the single subject credential. Additionally this course is used as an evaluation of students for admission to the single subject teacher education program. It is recommended that students take this course in their junior year as a co-requisite with KPE 380.

EDSS 450 P Curriculum and Methods in Teaching Physical Education is a course designed for students who have been accepted into the single subject teaching credential program. This course covers objectives, curriculum, materials, teaching methods and procedures used in teaching physical education. It is recommended that students enroll in this class the semester before they student teach. This course includes a field experiences at the school in which students will student teach the following semester.

EDSS 472 A, B, C Student Teaching is the capstone course for the teacher preparation program. It is a course in which the students are assigned to a school for a minimum of five periods daily. Students are responsible for teaching three classes representing at least two different aspects or levels of physical education. The two additional periods are for observation, preparation and consultation with the school and university supervisors.

#3

Collaborating Faculty Backgrounds in Teaching the Courses and Assessment

Karen Butt, Ed.D is an Associate Professor and Coordinator of the Single Subject Teaching Credential Program in the KPE Department. During the past five years, Dr. Butt has taught KPE 380, EDSS 300 P, EDSS 450 P and supervised student teachers in EDSS 472 A, B, C. (AIM team member)*

Barry Lavay is a Professor and Coordinator of the Adapted Physical Education (APE) Specialist Credential Program in the KPE Department. For the past 10 years, Dr. Lavay has coordinated the program, taught all of the APE courses and directed the majority of practicum experiences (KPE 320, 387, 388, 427 & 489A). This past spring, the CSULB APE Specialist Credential Program was approved by the California Teacher Commission (CTC), making it to date, one of three programs in the CSU system that has met with approval (AIM team member)*.

Clayre Petray, Ph.D. is a Professor in the KPE Department. She is the Coordinator of the Elementary School Physical Education Option and has taught KPE 370: Movement Theory and Analysis: Principles of Elementary School Physical Education for the past 16 years (AIM team member)*.

Emyr Williams, Ph.D. is an Assistant Professor in the KPE Department.. He will teach KPE 270: Professional Practices in Public School Physical Education. His research interests are in educational technology applications in Physical Education.

* AIM team member have been a part of a collaborative group that received two grants to develop a multimedia software program in the area of analysis of teaching effectiveness in physical education. This program, entitled "The Use of Class Time in the Elementary School Physical Education Program," teaches students how to identify activity, instruction and management time in the classroom and focuses on how to optimize the use of class time in the physical education class

#4 & #5

The expected long term result of this project will be a student created portfolio. The studentsÕ participation in the portfolio development process will lead to improved learning throughout their course of study. All of the studentsÕ work in the portfolio will be related to the three learning outcomes; instructional planning, analysis of teaching, and reflective teaching (see tables 1, 2, & 3). As an example of one of the activities students will have in their portfolio, related to the teaching analysis outcome, students beginning in their introduction to physical education course (KPE 270) will be required to teach and videotape a micro physical education lesson (i.e., a brief 5-10 minute lesson of their teaching of an activity). Throughout the remainder of their coursework and during enrollment in the key courses (KPE 320, 370, 380, EDSS 450), the students will re-teach the same content and incorporate their growing pedagogical knowledge base, thus allowing the students in their capstone class (EDSS 472 A, B, C) to review and reflect upon their teaching and how it has evolved over time (see table 1, 2, & 3). Other examples of student learning outcome materials to be included in the portfolio will be; videotape analysis of teaching, reflective diary of teaching experiences, unit and lesson teaching plans, and other creative projects (see tables 1, 2, & 3).

A second long term goal will be to have students create a CD portfolio of their works. However, initially the students will develop an electronic based portfolio of information (e.g. video & computer disc). By the end of the academic year, Spring 2000, students will be able to show work in progress from a minimum of three courses (KPE 270, 320, 370).

A short term goal of this project, completed by the Fall of 1999 semester, will be a detailed computer based portfolio tutorial program developed by the faculty. The tutorial will take the form of a disc consisting of information describing how students can create a PESAP of their work, thus enabling them to demonstrate knowledge of the three learning outcomes; instructional planning, analysis of teaching, and reflective teaching. The tutorial will be located in the KPE Department's computer laboratory and also on disk, allowing easy access for all students enrolled in the program. The tutorial will include guidelines and examples students can follow in order to develop their own portfolio. In addition students enrolled in the introductory KPE 270 class will be taught how to create a PESAP of their work.

The funds from this grant will allow the faculty to meet on a regular basis to develop the tutorial. Additionally, faculty will need meet to collaborate, synthesize and link information in order to further develop and refine the framework of physical education teacher preparation course outcomes outlined in tables 1, 2, and 3.

What follows is a timeline for when students take courses and will be responsible for adding appropriate materials for their portfolio (see tables 1, 2, & 3, for materials to be included in the portfolio related to the three learning outcomes).

Timeline

* EDSS 300P and KPE 380 are co-requisites

#6

BudgetWe are requesting financial support for overload salary for each of the four faculty members. We are also requesting a small amount of money for materials and a student assistant salary.Faculty support 4 x $1,200 = $4,800

Student salary (@ $10/hr) = $1,000

Materials = $200

View 3 Outcomes