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NASPE 2008 Initial PETE Standards and NCATE Electronic Portfolio Workshop
The National Physical Education Teacher Education (PETE) Conference
Las Vegas, NevadaWednesday, October 3, 2012
Tab Uhrich, Towson UniversitySupport from Stevie Chepko, Mel Horton, & Caryl Martin
Tab Uhrich, Towson University
What is the Purpose of the NASPE/NCATE Program Report?
Purpose: To demonstrate teacher candidate (TC) mastery of NASPE Standards and Elements (Also, Program Report provides information to Unit for use in response to NCATE Unit Standard 1)
NCATE Program Report allows program 6-8 comprehensive assessments to provide evidence of TC mastery
What is an assessment? -Assessment: A series of 4 items merged into 1 document
in sequential order (1st= narrative; 2nd= assignment; 3rd= scoring guide; and 4th= data table). Can be 1 single assignment (i.e.,
Unit Plan Assignment) or multiple assignments bundled together (i.e., 6 skill tests from 6 different activity courses)
Tab Uhrich, Towson University
NASPE/NCATE Program Report Sections
Cover Sheet
Section 1: Context
Section II: List of Assessments
Section III: Relationship of Assessments to NASPE Standards &
Elements
Section IV: Evidence for Meeting Standards
Section V: Use of Assessment Results to Improve TC and
Program PerformanceTab Uhrich, Towson University
NASPE/NCATE Program Report Sections
Briefly, what is involved with each section?
What information is needed?
How much work is there to do?
Tab Uhrich, Towson University
Cover Sheet
Cover Sheet: A form to complete with16 Basic Prompts to be Addressed
Sample Prompts Include: -Name of institution & program-Name of program report compiler(s)-Grade level for which TCs are being prepared (i.e., PK-12 or 6-12)-Degree level (i.e., bacc or post-bacc)-Program report status (i.e., initial, response to conditions or revised report)-Candidate performance on state licensure test (Did candidates meet 80% pass rate, as required by NCATE?)
Highly Recommend: Work on this section after Sections II and III are completed (and while you are waiting for data for Section IV).
Tab Uhrich, Towson University
Section 1: Context
Section I: 2 Prompts to be Addressed and 3 Documents to Upload2 Prompts to Address:
1. Description of any state or institutional policies that may influence the application of AAHPERD/NASPE Standards. (Limit: 4,000 characters)
FYI: NCATE considers 1 page = 4,000 characters2. Description of field/clinical experiences required for the program, including number of hours for early field experiences and the number of hours/weeks for student teaching or internships. (Limit: 8,000 characters)
3 Documents to Upload: 1. PETE Program Course of Study (including course titles)2. TC data across most recent 3 years (separate bacc & PB data)3. Faculty Chart (name, degree, assignment, rank, scholarship, and teaching experience)
Highly Recommend: Work on this section after Sections II and III are completed (and while you are waiting for data for Section IV).
Tab Uhrich, Towson University
Section II: List of Assessments (Minimum # is 6 & Maximum# is 8)
Section II: A 1-page chart.
For each of your program’s 6-8 assessments, provide the following:-Name of Assessment
Examples: Unit Plan Assignment; GPAI; Health-Related Physical Fitness Test-Type or Form of Assessment
Examples: Essay, comprehensive exam, case study, portfolio, licensure test -When the Assessment is Administered
Examples: Admission to the program; student teaching
Highly Recommend: Complete this section at the same time as you complete Section III
Tab Uhrich, Towson University
Name of Assessment Type or Form of Assessment
When the AssessmentIs Administered
1 [Licensure assessment, or other content-based assessment]
2 [Content-based assessment]
3 [Assessment of candidate ability to plan and implement instruction]
4 [Assessment of internship or clinical experiences]
5 [Assessment of candidate effect on student learning]
6 Additional assessment that addresses AAHPERD/NASPE standards (required) ]
7 Additional assessment that addresses AAHPERD/NASPE standards (optional) ]
8 Additional assessment that addresses AAHPERD/NASPE standards (optional) ]
Section II – List of Assessments
Tab Uhrich, Towson University
Name of Assessment Name of Assessment
Type or Form of
Assessment
When the AssessmentIs Administered
1 [Licensure assessment, or other content-based assessment]
Praxis II Tests 10091 & 20093
Licensure Test (required by the MD State Dept. of Educ.)
Phase III: During Internship II Or Following completion of program
2 [Content-based assessment]
Course Grades Course Grades Phases I or II:KNES 140 Track & Field, KNES 182 Field/Court I, KNES 202 Net/Wall Games,KNES 239 Physical Fitness Activities, NES 283 Activities for the Young Child (K-3) KNES 327 Teaching Cultural Dance Forms: Creative Movement
3 [Assessment of candidate ability to plan and implement instruction]
Unit Plans and Lesson Plans
Projects (Course Requirement)
Phase III: Internship II -Elementary Placement (2 Unit Plans & 2 sets LPs)-Secondary Placement (2 Unit Plans & 2 sets LP)
4 [Assessment of internship or clinical experiences]
Internship II Evaluation
Intern Evaluation Phase III: Internship II -Midpoint Evaluation - Elementary Experience-Final Evaluation - Elementary Experience-Midpoint Evaluation - Secondary Experience-Final Evaluation - Secondary Experience
5 [Assessment of candidate effect on student learning]
Assessing Student Achievement Project (ASAP)
Project (Course Requirement)
Phase III: Internship II-Elementary Experience (1 K-5 ASAP Assignment) -Secondary Experience (1 Gr.6-12 ASAP Assignment)
6 Additional assessment that addresses AAHPERD/NASPE standards (required) ]
Technology Assignment
Project (Course Requirement)
Phase III: Internship II -Elementary Placement (1 Technology Assignment)-Secondary Placement (1 Technology Assignment)
7 Additional assessment that addresses AAHPERD/NASPE standards (optional) ]
Health-Related Physical Fitness
PETE Program Requirement
One time per academic year (spring semester)
8 Additional assessment that addresses AAHPERD/NASPE standards (optional) ]
Internship I (Elem. & Sec. Eval. Form)
Intern Evaluation Phase II: Internship I-Final Evaluation - Elementary Experience-Final Evaluation - Secondary ExperienceTab Uhrich, Towson University
Section II: List of Assessments (Minimum # is 6 & Maximum# is 8)
Purpose: Provides information specific to the 6-8 assessments identified by PETE program as evidence of TC mastery of NASPE Initial PETE Standards/Elements
-The 6-8 assessments, when viewed holistically, should demonstrate TC mastery of all 6 NASPE Initial PETE Standards/Elements
-Assessments submitted in Program Report must be those implemented by all TC’s
(Rationale: Because elective courses do not ensure assessment and mastery of all TC’s)
Tab Uhrich, Towson University
Section III: Relationship of Assessments to NASPE Standards & Elements
Section III: A checklist.
For each of your program’s 6-8 assessments, indicate which NASPE Element(s) for which it is intended to provide evidence.
Example:Assessment 1 is Praxis II PE Content Knowledge Exam. Place a checkmark in the “#1” box at Elements 1.1, 1.2, 1.3 and 1.4.
Rationale: Evidence from Praxis II provides partial evidence for meeting Elements 1.1, 1.2 and 1.3 (“describe” but not “apply”) and full evidence for Element 1.4.
Highly Recommend: Complete this section at the same time as you complete Section II
Tab Uhrich, Towson University
Section III: Relationship of Assessments to Standards
AAHPERD/NASPE STANDARD APPLICABLE ASSESSMENTS FROM
SECTION II
Standard 1: Scientific and Theoretical KnowledgePhysical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.
Element 1.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, and fitness.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 1.4 Identify historical, philosophical, and social perspectives of physical education issues and legislation.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 1.5 Analyze and correct critical elements of motor skills and performance concepts.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Tab Uhrich, Towson University
Section III: Relationship of Assessments to Standards
AAHPERD/NASPE STANDARD APPLICABLE ASSESSMENTS FROM SECTION II
Standard 2: Skill and Fitness Based Competence*Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K – 12 Standards.
Element 2.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 2.2 Achieve and maintain a health-enhancing level of fitness throughout the program.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 2.3 Demonstrate performance concepts related to skillful movement in a variety of physical activities.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Tab Uhrich, Towson University
Section III: Relationship of Assessments to StandardsAAHPERD/NASPE STANDARD APPLICABLE ASSESSMENTS
FROM SECTION II
Standard 3: Planning and ImplementationPhysical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.
Element 3.1 Design and implement short and long term plans that are linked to program and instructional goals as well as a variety of student needs.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance based) goals and objectives aligned with local, state, and /or national standards.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 3.3 Design and implement content that is aligned with lesson objectives. □#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 3.4 Plan for and manage resources to provide active, fair, and equitable learning experiences.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 3.6 Plan and implement progressive and sequential instruction that addresses the diverse needs of all students.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 3.7 Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8Tab Uhrich, Towson University
Section III: Relationship of Assessments to Standards
AAHPERD/NASPE STANDARD APPLICABLE ASSESSMENTS FROM
SECTION II
Standard 4: Instructional Delivery and Management Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
Element 4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 4.2 Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 4.3 Provide effective instructional feedback for skill acquisition, student learning, and motivation.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 4.5 Utilize managerial rules, routines, and transitions to create and maintain a safe and effective learning environment.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 4.6 Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8Tab Uhrich, Towson University
Section III: Relationship of Assessments to Standards
AAHPERD/NASPE STANDARD APPLICABLE ASSESSMENTS FROM
SECTION II
Standard 5: Impact on Student LearningPhysical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.
Element 5.1 Select or create appropriate assessments that will measure student achievement of goals and objectives.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 5.2 Use appropriate assessments to evaluate student learning before, during, and after instruction.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 5.3 Utilize the reflective cycle to implement change in teacher performance, student learning, and instructional goals and decisions.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Tab Uhrich, Towson University
Section III: Relationship of Assessments to Standards
AAHPERD/NASPE STANDARD APPLICABLE ASSESSMENTS FROM
SECTION II
Standard 6: ProfessionalismPhysical education teacher candidates demonstrate dispositions essential to becoming effective professionals.
Element 6.1 Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 6.2 Participate in activities that enhance collaboration and lead to professional growth and development.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Element 6.4 Communicate in ways that convey respect and sensitivity.
□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8
Tab Uhrich, Towson University
Section III: Relationship of Assessments to Standards
Purpose: Demonstrates alignment of the Program’s assessments (as listed in Section II of Program Report) with the NASPE Standards and Elements
Keep in mind:– One assessment may apply to multiple NASPE Standards & Elements– Conversely, some NASPE Standards & Elements may be addressed by
more than one assessment
Usage:– By programs: As a self-check to be certain all 6 Standards and each
Element have been addressed– By reviewers: To determine which assessments align with each of the
NASPE Standards and Elements
Tab Uhrich, Towson University
Section IV: Evidence for Meeting Standards (Section IV is comprised of 6-8 assessments)
Section IV: Location where you house your program’s 6-8 assessments.
Each assessment should be one document comprised of the following sections (in this order):
1. Narrative2. Assignment3. Scoring Guide4. Data Table
Section IV is the heart of the program report, so…let’s quickly take a glance of the intent of Section V, then return to Section IV, assessments, narrative, data, …..etc.
Tab Uhrich, Towson University
Section V: Use of Assessment Results to Improve TC and Program Performance
Purpose: Evidence that assessment results were analyzed by program faculty and are, or will be used, to improve TC performance and for strengthening the PETE program
1 Prompt to be Addressed Across 3 Different Areas: (Limit: 12, 000 characters)Describe the steps program faculty has taken to use information from assessments for
improvement of both candidate performance and the program. Organize response around the following 3 areas (in this order):
1. Content knowledge2. Professional and pedagogical knowledge, skills, and dispositions3. Student learning
Highly Recommend: Complete this section last (In other words, after Section IV is completely finished).
Tab Uhrich, Towson University
Section V: Use of Assessment Results to Improve TC and Program Performance
Summarize principal findings from evidence (data)(Summarize holistically to each of the 3 areas of NCATE Unit
Standard 1 rather than assessment-by-assessment)
Provide faculty’s interpretation of the findings
Describe steps taken by program faculty interpretation to improve TC and PETE program performance
Provide programmatic changes/improvements made, or proposed, based on faculty interpretation
Note: Graphs/charts cannot be inserted into Section V
Tab Uhrich, Towson University
Section IV: Evidence for Meeting Standards
The actual evidence of TC’s ability to meet the 6 NASPE
Standards & each Element (as stated in Section II)–
this section is the heart of the report.
Tab Uhrich, Towson University
Section IV: Evidence for Meeting Standards
Make “most compelling case” that program assessments align, meet, & provide sufficient TC performance evidence (data) that each of the 6 NASPE Standards and each of the Elements are met.
Tab Uhrich, Towson University
Section IV: Evidence for Meeting Standards
Each assessment is one document that contains 4 sections
Each assessment consists of the following (in this order):-Narrative (4 prompts to be addressed; 2 pages)-A copy of the assignment (5 pages)-A copy of the scoring guide (No page limit stated)-Data table(s) (No page limit stated)
Each assessment is limited to 17 pages and/or cannot be larger than 2 mb
Label each assessment document as it is identified in Section II, List of Assessments and save as .doc FYI: NCATE’s system will not accept docx. files
Example: If Section II indicates that Assessment 5 is “Assessing Student Achievement Project” then Assessment 5 document in Section 4 is labeled “Assess 5” OR “Assess 5 Assess Student Achieve Project”
Tab Uhrich, Towson University
Section IV: Evidence for Meeting Standards
1 possible exception regarding 4 parts of an assessment: Assessment 1 may not have assignment and scoring guide if state has
a required licensure test such as Praxis II Physical Education Content Knowledge (ETS will not release sample copy of exam or answer key)
Note: If state does NOT have a required licensure test, and program administers their own content knowledge exam, submit the following (in addition to narrative and data table):
-”Assignment” = A copy of the exam including answer key
-”Scoring Guide”= Information about point values per question; minimal level of acceptable performance; and performance levels (i.e., Target is 90-100%; Acceptable is 70-89%; Unacceptable 0-69%)
Tab Uhrich, Towson University
Assessments: The Narrative
Narrative (2 pages maximum): NCATE requires that each assessment in the program report contain a narrative addressing the following 4 prompts:
(1a) Description of Assignment: Brief description, or overview of the assignment, and its use in the program (especially important when the assignment is not obvious such as lesson plans, unit plans, and work samples). Be concise; may be 1-2 sentences.
(1b) Alignment: Description of how the assessment specifically aligns with NASPE Standard(s) and Element(s), as noted in Section III of Program Report. Highly Recommend: Report this information in a chart (example on next slide)
(1c) Brief analysis of data findings: May be a brief statement that addresses what faculty noted about data; may be 1-2 sentences.
(1d) Interpretation of how data provides evidence for meeting the identified NASPE Standard(s) and Element(s)
Tab Uhrich, Towson University
Assessments: The Narrative (Example: 1b Alignment Chart)
Practice Task Assignment Sections NASPE Standards & Elements
1. MD Stds. for Physical Education (No alignment)
2. Title of Game (No alignment)
3. Object of Game (No alignment)
4. Environment Formation Element 3.4
5. Student Formation Element 3.4
6. Equipment (No alignment)
7. Rules of Game Element 3.6
8. Remediations Element 3.5
9. Extensions Element 3.5
10. Game Variations Element 3.6
11. Reference(s) (No alignment)Tab Uhrich, Towson University
Assessments: The Narrative
1a. Description of the Assignment: This assignment provides evidence of TC ability to…
1b. Alignment with NASPE Standards/Elements: Insert chart here with assignment sections as aligned per NASPE Standard(s)/Element(s)
1c. Brief Analysis of the data: Data reveal that…1d. Interpretation of how data provides evidence for meeting NASPE
Standards/Elements: Evidence for Element 4.1 is noted by…
Highly Recommend: -Write 1a and 1b while waiting for data (and following completion of Sections
II & III).-Write 1c and 1d as data become available throughout the semester.
Tab Uhrich, Towson University
Assessments: The Assignment
Assignment (Approximate limit: 5 Pages)
Copy of the Assignment (aka instrument/directions) is a comprehensive document that is clearly delineated as communicated to TCs
Assignment should fully align with narrative, scoring guide, and data table
Assignment should align with NASPE Standard(s) & Element(s) it is intended to support (as per Program Report Section III and Narrative 1b).
Tab Uhrich, Towson University
Assessments: The Assignment
Additional Information:
-If assignment does not provide clear description of TC expectations, report compiler should provide additional detail(s) and description to clarify candidate expectations
-Ideally, the assignment will state which section(s)/portion(s) are intended to align with NASPE Standard/Element as denoted in narrative 1b (Rationale: To avoid reviewers having to guess or assume how assignment aligns with 1b)
Tab Uhrich, Towson University
Assessments: The Scoring Guide
Scoring Guide
-Scoring guide or rubric that is used to assess the assignment
-Scoring guide should fully align with narrative, assignment and data table
-Scoring guide should align with NASPE Standard(s)/Element(s) it is intended to support (as per Program Report Section III and Narrative 1b).
-Ideally, the assignment will state which section(s)/portion(s) are intended to align with NASPE Standard/Element as denoted in narrative 1b (Rationale: To avoid reviewers having to guess or assume how assignment aligns with 1b)
Tab Uhrich, Towson University
Assessments: The Scoring Guide Sample Assessment 4 Internship Evaluation Scoring Guide
(Note: Select items only; sample does not represent entire rubric)
NASPE Element
Level 1 Level 2 Level 3 Level 4
TC provides demonstration
4.2 Insert criteria here
Insert criteria here
Insert criteria here
Insert criteria here
TC delivers feedback to individual Ss about practice performance
4.3 Insert criteria here
Insert criteria here
Insert criteria here
Insert criteria here
TC notes when students are ready for next activity
4.4 Insert criteria here
Insert criteria here
Insert criteria here
Insert criteria here
*Minimal level of acceptable performance for scoring guide entry: Level 3Tab Uhrich, Towson University
Assessments: The Scoring Guide Additional Information
Provide clear differentiation among TC levels of performance. Examples:
3 Levels: Target, Acceptable, & Unacceptable Minimal level of acceptable performance: Acceptable
3 Levels: Excellent, Satisfactory, & Unsatisfactory Minimal level of acceptable performance: Satisfactory
3 Levels: 3, 2, & 1 Minimal level of acceptable performance: 2
4 Levels: Exceeding Expectations, Meeting Expectations, Approaching Expectations, & Unacceptable Minimal level of acceptable performance: Meeting Expectations
4 Levels: 4, 3, 2, & 1 Minimal level of acceptable performance: 2
Provide a statement of note delineating the level the program considers minimally acceptable TC performance for the assessment, even if it seems obvious to the report compiler and program faculty.
Tab Uhrich, Towson University
Assessments: The Scoring Guide Additional Information
Scoring guide levels should be identical to the levels identified in the data table.
Example: If the scoring guide states 4 levels of performance, the data table should indicate TC achievement for the same 4 levels.
May use any number of levels of TC performance
Ideally, the scoring will delineate which section(s)/portion(s) are intended to align with NASPE Standard/Element as denoted in narrative 1b (Rationale: To avoid reviewers having to guess or assume how scoring guide aligns with narrative 1b and assignment).
Tab Uhrich, Towson University
Assessments: Data Table(s)
Data table: Aggregated data from TC scores, per scoring guide item, following administration and grading of the assignment.
Each cell of data table should indicate percentage of TCs who performed at each level, per scoring guide item, for administration period (including n for assignment and administration period).
Data table should fully align with narrative, assignment and scoring guide.
Data table summarizes aggregated data by administration (DO NOT SUBMIT DATA PER CANDIDATE).
Be sure to omit any references to candidate names and/or confidential information (i.e., social security number or student ID number).
Tab Uhrich, Towson University
Assessments: Data Table(s)Sample Assessment 4 Internship Evaluation Data Table
(Note: Select items only; sample does not represent entire rubric)
Level 1 Level 2 Level 3 Level 4
TC provides demonstration (NASPE Element 4.2)
Fall 2011 (n=24) 0% (0/24) 4% (1/24) 67% (16/24) 29% (7/24)
Spring 2012 (n=19) 5% (1/19) 10.5% (2/19) 74% (14/19) 10.5% (2/19)
Mean (F11 + S12) 2% (1/43) 7% (3/43) 70% (30/43) 21% (9/43)
TC delivers feedback to individual Ss about practice performance (NASPE Element 4.3)
Fall 2011 (n=24) 0% (0/24) 12.5% (3/24) 75% (18/24) 12.5% (3/24)
Spring 2012 (n=19) 5.25% (1/19) 10.5% (2/19) 79% (15/19) 5.25% (1/19)
Mean (F11 + S12) 2% (1/43) 12% (5/43) 77% (33/43) 9% (4/43)
Tab Uhrich, Towson University
Assessments: Data Table(s)Additional Information
Data should be presented 1 administration at a time
Indicate percentage of TCs achieving in every level for each scoring guide category (Present most recent data first)
Data table should use identical categories from the scoring guide to indicate TC performance at each level
Ideally, the scoring will delineate which section(s)/portion(s) are intended to align with NASPE Standard/Element as denoted in narrative 1b (Rationale: To avoid reviewers having to guess or assume how scoring guide aligns with narrative 1b and assignment).
Tab Uhrich, Towson University
Assessments: Data Table(s)
Minimum amount of data to demonstrate candidateperformance at acceptable level for the 2008 Standards:
At least 2 administrations of data for each assessment
*For an assessment administered every semester (in both fall and spring each academic year), data for 2 administrations could be collected in one academic year.
*For an assessment administered only in one semester per academic year (e.g., only in fall semesters), data for 2 administrations could be collected in two academic years.
Tab Uhrich, Towson University
Section IV Assessments: Reminder
Assessment 1: Licensure assessment, or other content knowledge-based assessment
Assessment 2: Content-based assessment Assessment 3: Assessment of candidate ability to plan and
implement instructionAssessment 4: Assessment of internship or clinical
experiencesAssessment 5: Assessment of candidate effect on student
learningAssessment 6: Required, but program’s choiceAssessment 7: Optional & program’s choiceAssessment 8: Optional & program’s choice
Tab Uhrich, Towson University
Section IV: Assessment #1
Reminder: If state licensure test data are submitted, assessment & scoring guide are not required for submission in Assessment #1 bundle (i.e., if state requires Praxis II exam or state administers their own exam)
If state does not require a licensure test, a content-based assessment must be implemented and be submitted as Assessment 1 (Assessments 1 & 2 MUST address content knowledge, as per NCATE guidelines).
A data table is always a required document in all assessments, including Assessment #1. When using state licensure test data, sub-score data are needed to delineate performance among Elements 1.1 vs. 1.2 vs. 1.3
Tab Uhrich, Towson University
Section IV: Assessment #1
NCATE requires 80% pass rate of program completers on state licensure exam in most recent academic year to be eligible for NASPE/NCATE program national recognition
Programs are exempt from requirement when – State does not have a required licensure exam or– If program does not have a total of 10 program completers
over the past 3 years
Tab Uhrich, Towson University
Section IV: Assessment #1
Test data should reflect percentage of candidates who have passed licensure test for each administration period
Most recent administration must also include:– Mean and range of total scores– Mean and range of sub-test scores
Data must be presented for all program completers, even if less than 10 test takers in a given year
Additional information about accessing Praxis II data: http://www.ncate.org/Accreditation/ProgramReview/PraxisIIDataforNCATEStandardOne/tabid/457/Default.aspx
Test data may be scanned if report presents data as outlined above
Tab Uhrich, Towson University
Section IV: Assessment #3
Reminder: Assessment 3 must provide evidence of candidates’ ability to plan and implement (with K-12 students).
FYI: Reviewers will be seeking that evidence of implementation is from the same plan created by the candidate.
In other words, candidates write a plan (i.e., lesson plan or unit plan) and implement the same plan they wrote with K-12 students.
Tab Uhrich, Towson University
Section IV: Element 2.2
Element 2.2: *Achieve and maintain a health-enhancing level of fitness throughout the program.
IMPORTANT: Reviewers will be seeking that program implements assessment for Element 2.2 at least 2 times throughout the PETE Program. In other words, candidates must be assessed initially (to determine “achieve”) and assessed at least one more time (to determine “maintain”).
Highly Recommend: Ensure your program has a plan in place for remediation for those candidates who fail to achieve program’s minimal level of acceptable performance relative to Element 2.2. Be sure to state and explain plan in assessment used to provide evidence for Element 2.2 (Assessment 2, 6, 7, or 8).
Possible sources of evidence include but are not limited to thefollowing:• Fitnessgram®• Any approved health-related physical fitness test• Institutional assessment
*TC competence will be defined by the program and assessed accordingly. All programs will ensure that TCs with documented disabilities are allowed and encouraged to use a variety of accomodations and/or modifications to demonstrate competency in movement fundamentals, performance concepts, and fitness based on their ability.
Tab Uhrich, Towson University
Section IV: Element 3.7
Element 3.7: Demonstrate knowledge of current technology by planning andimplementing learning experiences that require students toappropriately use technology to meet lesson objectives.
Important: K-12 students are expected to be using the technology in order to achieve lesson objective(s); it is not acceptable if the candidate plans and is the only one to use the technology during instruction.
Possible sources of evidence include but are not limited to thefollowing:
• Lesson plan• Unit plan• Work sample• Internship/student teaching or field work assessments
Tab Uhrich, Towson University
Assessments: Portfolios
Highly Recommend: Avoid using portfolio (hard copy or e-portfolios) data as evidence for meeting NASPE Standards/Elements if possible.
If your program decides to use portfolio (hard copy or e-portfolios) data, ensure data reflects candidates’ ability to meet the targeted element. Often, scoring of portfolios is based on quality of reflection of portfolio artifact, which does not align with the intent of any NASPE Standard or Element. In other words, when a candidate submits a “reflection statement about a portfolio artifact” it is often graded on grammar/spelling and alignment with assignment (e.g., accuracy of alignment of reflection and artifact with NASPE Element) rather than actual ability to plan, teach, assess, etc.
Tab Uhrich, Towson University
Assessments: General Info. Across ALL 6-8 Assessments
-Peer-evaluated work: NOT acceptable. In other words, data submitted as evidence of candidates’ knowledge/skills must be generated from scoring by a course instructor, university supervisor and/or internship mentor teacher; not a college-level peer practicing a “peer assessment” task.
-Candidate self-assessment data: NOT acceptable. In other words, opportunities for candidates to do a self-evaluation (i.e., dispositions form) is not acceptable evidence for meeting NASPE Standards/Elements.
-Data generated from group work: NOT acceptable. In other words, when candidates work in pairs to plan or implement, it is unclear if data reflects both candidates’ knowledge/skills or only one of the 2 candidates of the pair.
Tab Uhrich, Towson University
Assessments: General Info. Across ALL 6-8 Assessments
-Candidates’ ability to implement, as per elements under Standards 3, 4 & 5: Implementation MUST be with K-12 students (NOT college-level peers).
-Reminder: Evidence submitted of candidate ability to implement is, in general, expected to be based on a plan written by that same candidate.
Tab Uhrich, Towson University
Uploading the Assessment Files
Before upload to the PRS website: Create ONE assessment document for each of the 6-8 assessments in Section IV including:
• Narrative• Copy of the Assignment• Scoring guide• Data Table
Remember: Label the assessment document by assessment # and name as it is titled in Section II of Program Report
*An Attachment cannot be uploaded if it exceeds 2 MB (about 17 pages; 4000 characters per page)
*Attachments must be in .doc format (NOT .docx)*Limit of 20 total attachments to PRS file
Tab Uhrich, Towson University
Section I: Context
Report Compilers:
Attach one document:PETE program of study (A document that outlines courses and experiences required for all TCs to complete the program. Document must include course titles and may be from catalog or advisement sheet.)
Tab Uhrich, Towson University
Section I: Context
Report Compilers:Complete the following on-line:1. Chart with # of candidates and completers
(Table A in NASPE/NCATE Program Report instruction document)
2. Chart on program faculty expertise and experience (Table B in NASPE/NCATE Program Report instruction document)
Tab Uhrich, Towson University
Section I: Context
Formatting:-Tables & charts are not permitted when
answering questions 1 & 2 (if a table or chart is necessary, it must be uploaded as a separate attachment; be sure to label accurately)
Tab Uhrich, Towson University
Focus of the reviewers
In general:-Have TCs mastered the necessary knowledge for
subjects they will teach or jobs they will perform?
-Do TCs meet state licensure requirements?
-Do TCs understand teaching & learning, and can they plan their teaching and fulfill other professional education responsibilities?
-Can TCs apply their knowledge in classrooms & schools?
-Do TCs focus on student learning?
Tab Uhrich, Towson University
Focus of the reviewers
In Section IV:-Do the assessments align with the components of
the NASPE Standard(s) and Element(s)?
-Do the assessments demonstrate meaningful cognitive demands & skill requirements at challenging levels for TCs?
-Are the assessments accurate & free from bias?
Tab Uhrich, Towson University
Focus of the reviewers
In Section IV:
-Do the scoring guides provide clear and distinct levels of TC performance?
-Does the minimal level of acceptable performance, as determined by the program, align with the NASPE Standard(s) and Element(s) it is intended to support?
-Do the data, as reported, indicate the extent to which the TCs meet the NASPE Standard(s) and Element(s)?
-Is the NASPE Standard met? (each element under the standard must be met in order to pass the standard)
Tab Uhrich, Towson University
Focus of the reviewers
Criteria for determining if an element is met:
Target: Fully meets and exceeds element
Acceptable: Meets element; weaknesses may be found, but overall the element is met
Unacceptable: Weaknesses are serious and must be addressed prior to positive rating
Tab Uhrich, Towson University
Program Review Decisions
National recognition, or
National recognition with Conditions, or
Not Nationally Recognized*
*Refer to the following NCATE document for further details regarding “Guidelines on Decisions”:
http://www.ncate.org/Accreditation/ProgramReview/GuidelinesAndProcedures/GuidelinesonDecisions/tabid/447/Default.aspx
Tab Uhrich, Towson University
Program Review Decisions:Nationally Recognized
Criteria for making decision:
-The program substantially meets NASPE Standards & every Element
-The program substantially meets NASPE Standards & Elements, but may have some Areas for Improvement (AFI) which are limited to broad programmatic areas
Tab Uhrich, Towson University
Program Review Decisions:Nationally Recognized with Conditions
Criteria for making decision: The program generally meets NASPE Standards & Elements.
However, one or more conditions must be remediated within 18 months. Conditions are limited to one or more of the following: – Insufficient data to determine if NASPE Standards & Elements are met – Insufficient alignment (e.g., among NASPE Standards/Elements or
scoring guides)– Lack of quality in some assessments or scoring guides – All NASPE Elements are not met – The NCATE requirement for an 80% pass rate on state licensure tests
is not met
Tab Uhrich, Towson University
Program Review Decisions:Not Nationally Recognized
Criterion for making decision: -The NASPE Standards & Elements that are not
met are serious and more than a few in number OR are few in number but so fundamental that recognition is not appropriate
Tab Uhrich, Towson University
Assessment Information:Generic Assessments
It will be difficult to use a unit assessment to demonstrate that NASPE Standards & Elements are met (unless it specifically aligns with designated NASPE Standards & Elements, as indicated on the document submitted in the program report)
Options:• Create addendum to the generic assessment (e.g., student teaching
evaluation) to address NASPE Standard(s) & Element(s)• Align assessment & scoring guide with NASPE Standard(s) & Element(s)
(and indicate this alignment in the assessment submitted in the program report)
• Add additional items or directly reference NASPE Standards & Elements on the assessment instrument
See the following NCATE FAQ (“Assessments” question #5) document for further information regarding the use of generic assessments in Program Reports:
http://www.ncate.org/Accreditation/ProgramReview/ProgramReviewFAQ/Assessments/tabid/440/Default.aspx
Tab Uhrich, Towson University
Assessment Information: Grades
-NASPE/NCATE will accept use of grades as evidence of content knowledge only (Assessment #1 if no state licensure test; or, Assessment #2; or optional assessments #6, #7, #8)
-Grades from required courses of all TCs (no electives)
-Select courses then bundle into one assessment
-Narrative must indicate how program aligns grades with NASPE Standard(s) & Elements(s)
-Need to develop scoring guides for grades using content specific scoring criteriaSee the following NCATE document for further information regarding the use of course grade in Program Reports:
http://www.ncate.org/Accreditation/ProgramReview/GuidelinesAndProcedures/DocumentingCourseGrades/tabid/456/Default.aspx
Tab Uhrich, Towson University
Assessment Information: Grades
Required Format of Assessment: Part 1: Description of the assessmentPart 2: Alignment with NASPE Standards and ElementsPart 3: Grade policy and minimal level of acceptable TC performancePart 4: Data table(s)
See the following NCATE document for sample alignment charts and data tables:http://www.ncate.org/Accreditation/ProgramReview/GuidelinesAndProcedures/DocumentingCourseGrades/tabid/456/Default.aspx
Tab Uhrich, Towson University
Section VI: Revised Reports
This section is only completed if program is submitting a revised report for a Not Nationally Recognized decision.
Report Compilers:1. Download the program report form from NCATE website.
2. Describe, in Section VI, what the program has done to address the concerns of reviewers. (FYI: Section VI is only found in revised reports)
3. List all components of the report (in Section VI) that are being resubmitted in the revised report.
4. Prepare the revised assessments of the report for submission.
Tab Uhrich, Towson University
Submission Process
Submit Program Report at the AIMS/PRS website: http://prs.ncate.org
Requirement: Adobe Acrobat Reader version 7 or higher
FYI: -Converts report to PDF format -Allows for character limits instead of page limits-20 attachments maximum permitted (2 MB maximum per
attachment)
Tab Uhrich, Towson University
Where Should I Begin? Highly Recommend
1. Analyze PETE curriculum– Where do we assess NASPE Standards & Elements (as written in
Section II of program report)?– How do we assess?– How did TCs perform?– Where are the “gaps” (in standards and/or elements, as found
by completing Section III of program report)?
2. Determine consistent decision points
3. Plan consistent assessments– Limited to 6-8 assessments
4. Plan method for data collection and tracking– Aggregated data
Tab Uhrich, Towson University
Special Cases: 2 PETE Program Levels
B.A. and MAT Programs:
-Levels may be combined in 1 program report if assessments in each program are identical. These programs would submit a “linked report.” (However, data tables must be disaggregated for TCs in each respective program).
-If sufficient differences among program tracks exist in their assessment structure, content, and/or conceptual frameworks, it might be best to write separate program reports.
Tab Uhrich, Towson University
Special Cases: Dormant Programs
If 0 TCs are “in the pipeline” and 0 TCs have graduated from the program in the past 3 years:
-Program report NOT required by NCATE
-However, once TCs are admitted, program status changes to reactivated– Programs may choose to submit program report at that
time, or– Submit program report as part of the scheduled unit
accreditation review cycle (whether or not TCs have graduated from the program)
Tab Uhrich, Towson University
Special Cases: Small Programs
-All programs, regardless of size, must submit a program report if program has had any completers in the past 3 years
-NCATE-imposed state licensure test pass rate does not apply to programs without 10 completers over a 3-year period– However, it is strongly recommended that programs
address interpretation of these data– Consider what might be done programmatically to
improve TC scores
Tab Uhrich, Towson University
Special Cases: Small Programs
Assessment data for very small programs
-Data do not provide a reliable indicator of program quality
-If TCs perform poorly on a specific assessment – It will be important for program to reflect on why poor performance
occurred– Develop a systematic plan to address such deficiencies in the program
report (Sections IV & V)
-Regardless of program size, TCs still expected to meet NASPE Standards & Elements
Tab Uhrich, Towson University
Team Component
-Accreditation process calls for concerted teamwork among PETE program faculty to achieve goal of national program accreditation recognition.
-Report compiler’s job is to clearly communicate the program’s stance for each section.
-Importance of creating a detailed timeline with designated initiatives, responsibilities, & deadlines should be maintained to keep program moving in a timely fashion to program report completion.
Tab Uhrich, Towson University
Team Component
-Designate specific roles & responsibilities– Programmatic changes– Collection of assessment data– Decisions made in preparation for next review cycle
-Programs must determine a “collection system” to secure aggregated data efficiently and effectively
-Distribute responsibilities equally among program faculty rather than a single, individual decision.
Tab Uhrich, Towson University
Team Component and Timeline
-Time to begin preparing for next NASPE/NCATE review is immediately following conclusion of previous cycle
-Reflect on self-study of program assessment data & NASPE/NCATE reviewer feedback
-Make planned programmatic changes to address deficiencies
-Discuss, develop, & implement changes by PETE program faculty as a whole
Tab Uhrich, Towson University
TimelineSemester of NCATE
Visit to the Institution Program Reports Due Date Recognition Report Due Back to Institution
Fall 2012 Sept. 15, 2010; March 15, 2011
Feb. 1, 2011Aug. 1, 2011
Spring 2013 March 15, 2011 Aug. 1, 2011
Fall 2013 Sept. 15, 2011 Feb. 1, 2012
Spring 2014 March 15, 2012 Aug. 1, 2012
Fall 2014 March 15, 2012Sept. 15, 2012
Aug. 1, 2012Feb. 1, 2013
Spring 2015 March 15, 2012Sept. 15, 2012
Aug. 1, 2012Feb. 1, 2013
Fall 2015 Sept. 15, 2012 Feb. 1, 2013
Spring 2016 March 15, 2013Sept. 15, 2013
Aug. 1, 2013Feb. 1, 2014
Fall 2016 Sept. 15, 2013 Feb. 1, 2014Tab Uhrich, Towson University
Important Considerations
Faculty roles in program review and report writing process:
-Strongly recommend a senior, tenured faculty member be designated to coordinate or direct the process– Conflict of assigning a non-tenured, tenure track faculty
member in this leadership role(Possible lack of scholarly activity due to overwhelming time commitment demands…possibly resulting in impact on tenure & promotion decision)
Tab Uhrich, Towson University
Important Considerations
TC artifacts (i.e., sample copy of candidate’s work such as lesson plan or written assignment):
-NOT included in program report (syllabi are also NOT included in the program report)
-However, important to maintain a collection of appropriate artifacts that demonstrate TC performance relative to corresponding assessments & related data for on-site institutional NCATE and/or state program approval visit
Tab Uhrich, Towson University
Further Reading & Resources
1. National Association for Sport and Physical Education (2009). National standards and guidelines for physical education teacher education (3rd ed.). Reston, VA: Author.
2. Guidelines for preparing an NCATE Program Report:http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/
PreparingAnNCATEProgramReport/tabid/449/Default.aspx
3. Checklist for Evaluating Key Assessments:http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/
KeyAssessmentsAndProgramReports/tabid/455/Default.aspx
4. Guidelines for Using & Documenting Course Grades:http://www.ncate.org/Accreditation/ProgramReview/GuidelinesAndProcedures/
DocumentingCourseGrades/tabid/456/Default.aspx
5. Obtaining & Documenting Praxis II Data:http://www.ncate.org/Accreditation/ProgramReview/
PraxisIIDataforNCATEStandardOne/tabid/457/Default.aspx
Tab Uhrich, Towson University
Further Reading & Resources
6. Program Report Examples:http://www.ncate.org/Accreditation/ProgramReview/
ProgramReviewResources/ProgramReportExamples/tabid/459/Default.aspx
7. Examples of Assessments:http://www.ncate.org/Accreditation/ProgramReview/ProgramReviewResources/
SPAAssessmentLibrary/tabid/460/Default.aspx
8. Guidelines for preparing Response to Conditions Program Report : http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/ResponsetoConditionsReport/tabid/454/Default.aspx
9. Guidelines for preparing Revised Program Report: http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/RevisedProgramReports/tabid/453/Default.aspx
10. Frequently Asked Questions: http://www.ncate.org/Accreditation/ProgramReview/ProgramReviewFAQ/
tabid/436/Default.aspx
Tab Uhrich, Towson University
Questions? Need Help?
Contact Information:
1. NASPE or NCATE questions? Contact Kristin Cipriani at NASPE E-mail: [email protected]
2. About this presentation? Contact Tab Uhrich at Towson UniversityE-mail: [email protected]
Tab Uhrich, Towson University