Name of Assessment

	Type or Form of Assessment	Transition Point When Assessment is Administered	Attachments (insert hyperlinks or give page numbers)
1a	Praxis II #856	State Content Knowledge Assessment	Program Completion Certification	N/A	N/A	2002-2005 100% Pass Rate
1b	Praxis II #092	State Content Knowledge Assessment	Program Completion Certification	N/A	N/A	2002-2005 100% Pass Rate
2	Content Knowledge: GPA			Appendix E GPA calculated from selected courses in Area F & G	Appendix F Rubric for Scoring Content Knowledge	2002-2003 3.17 Avg. GPA 2003-2004 3.20 Avg. GPA 2004-2005 2.94 Avg. GPA
3	Planning: Lesson Plans from Student Teaching	Lesson Plan	End of Student Teaching	Appendix H Directions for Lesson Plans from Student Teaching Handbook (STH)	Appendix I Rubric for Scoring Student Teaching Lesson Plans	2003-2004 100% at Level 3, 4, or 5 2004-2005 83.3% at Level 3, 4 or 5

4	Providing Instruction: Final Student Teaching Evaluation	Faculty Observation	End of Student Teaching	Appendix K Directions for completing Final Student Teaching Evaluation for Cooperating Teachers and a copy of the evaluation form from STH.	Appendix L Rubric for Scoring Final Student Teaching Evaluation Forms	2003-2004 100 % at Level 3, 4 or 5 2004-2005 100% at Level 3, 4 or 5
5	Effect on Student Learning: Models Project	Teaching and Assessment Project	End of Student Teaching	Appendix N Directions for completing Models Project from STH.	Appendix O Rubric for Scoring Models Project	2003-2004 84.6 % at Level 3, 4 or 5 2004-2005 91.66% at Level 3, 4 or 5
6	Dispositions for Teaching: Dispositions/INTASC 3	Candidate Self Rating and Faculty Evaluation	End of Student Teaching	Appendix Q Explanation of STARS, directions for completing INTASC summary ratings and copy of survey.	Appendix R STARS/INTASC Proficiency levels/stages of development for Dispositions.	2003-2005 Faculty Evaluations 92.6% at Level 3, 4 or 5 Student self ratings 87.6% at Level 3, 4 or 5
7	Other: CPR/1^st Aid Certification	Certification	Prior to Student Teaching	Appendix T Explanation of CPR/1^st Aid Certification requirement.	Appendix U Scoring rubric for CPR/1^st Aid Certification.	2002-2005 100% pass rate
8	Other: Curriculum Project	Written comprehensive project	Prior to block	Appendix W Description of Curriculum Project from KH 3400 (Curriculum and Assessment)	Appendix X Rubric for Scoring Curriculum Project.	2004-2005 86.67%

Meeting Criterion Levels for Standards in 2004-2005

Name of Assessment		Type or Form of Assessment	Transition Point When Assessment is Administered	Attachments (insert hyperlinks or give page numbers)
Name of Assessment		Type or Form of Assessment	Transition Point When Assessment is Administered	Assessment	Scoring Guides/Criteria	Student Performance
1a	Praxis II #856	State Content Knowledge Assessment	Program Completion Certification	N/A	N/A	100% Pass Rate
1b	Praxis II #092	State Content Knowledge Assessment	Program Completion Certification	N/A	N/A	100% Pass Rate
2	Content Knowledge: GPA			Appendix E GPA calculated from selected courses in Area F & G	Appendix F Rubric for Scoring Content Knowledge	2.94 Avg. GPA
3	Planning: Lesson Plans from Student Teaching	Lesson Plan	End of Student Teaching	Appendix H Directions for Lesson Plans from Student Teaching Handbook (STH)	Appendix I Rubric for Scoring Student Teaching Lesson Plans	83.3% at Level 3, 4 or 5
4	Providing Instruction: Final Student Teaching Evaluation	Faculty Observation	End of Student Teaching	Appendix K Directions for completing Final Student Teaching Evaluation for Cooperating Teachers and a copy of the evaluation form from STH.	Appendix L Rubric for Scoring Final Student Teaching Evaluation Forms	100% at Level 3, 4 or 5
5	Effect on Student Learning: Models Project	Teaching and Assessment Project	End of Student Teaching	Appendix N Directions for completing Models Project from STH.	Appendix O Rubric for Scoring Models Project	91.66% at Level 3, 4 or 5
6	Dispositions for Teaching: Dispositions/INTASC 3	Candidate Self Rating and Faculty Evaluation	End of Student Teaching	Appendix Q Explanation of STARS, directions for completing INTASC summary ratings and copy of survey.	Appendix R STARS/INTASC Proficiency levels/stages of development for Dispositions.	Faculty Evaluations 92.6% at Level 3, 4 or 5 Student self ratings 87.6% at Level 3, 4 or 5
7	Other: CPR/1^st Aid Certification	Certification	Prior to Student Teaching	Appendix T Explanation of CPR/1^st Aid Certification requirement.	Appendix U Scoring rubric for CPR/1^st Aid Certification.	100% pass rate
8	Other: Curriculum Project	Written comprehensive project	Prior to block	Appendix W Description of Curriculum Project from KH 3400 (Curriculum and Assessment)	Appendix X Rubric for Scoring Curriculum Project.	86.67%

SECTION 4 – Evidence for Meeting Standards

Assessment #1 (Required) – Content Knowledge: Data from Praxis II Tests

A. List the standards addressed by this assessment.

PSC Standards 1, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14 and 15

B. Aggregate pass rates for each test each year over the past three years, including most recent academic year. Data must be presented on all completers, even if there were fewer than 10 test-takers during a single year. Eighty percent of completers who have taken the content tests must pass.

	# of Completers	Pass Rate
2002-03	8	100%
2003-04	13	100%
2004-05	12	100%

C. Interpret the Praxis II data in terms of the standards addressed.

PRAXIS I and II as an assessment shows content knowledge in both health and physical education. All but four of the PSC standards are addressed by this assessment. A 100% pass rate on PRAXIS I and II for program completers over the past three years clearly demonstrates that they have more than adequate content knowledge in both areas and across a P-12 curriculum.

The sub scores reported for both tests are based on the scores received from 8 of the 12 completers in 2004-2005. On three of the six sub content areas from #0856 (Personal Health Care, Community Health/Diseases and Disorders and Movement Forms) 100% of the program completers scored within average performance and above average range. On the other 3 sub content areas (Family Living and Sex Education, Fundamental Movements, Motor Development, and Motor Learning, and Fitness and Exercise Science) 87.5% of the program completers scored within average performance and above average performance range. On #092 100% were within the average range or above average range for both sections: Part I. Assessing fitness and designing routines to achieve goals and Part II. Designing activities for skill mastery or achievement of objectives.

The 100% pass rate coupled with nearly 100% test takers at the average or above average performance range on each of the sub content areas clearly provides evidence that teacher candidates graduating from the BS Ed. Program in HPE have excellent content knowledge.

Assessment #2 (Required) – Content Knowledge: GPA

A. List the standards addressed by this assessment.

PSC Standards 1, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 15, and 18

B. Summarize the data presented in the table(s) related to the assessment submitted in Section 2.

The content in these 15 courses cover the majority of the PSC content standards. These courses represent all courses taken prior to the pedagogy block and student teaching with the exception of KH 3200 which is taken spring semester of the junior year. The average GPA for content knowledge core courses for a total of 141 students in the program over the past three years was 3.11. The breakdown for each academic year is 3.17 for 2002-03; 3.20 for 2003-04 and 2.94 for 2004-05. The letter grade distribution for these courses was 307 A’s; 193 B’s, 99 C’s, 18 D’s, 14 F’s and 2 WF’s.

C. Interpret the data in terms of the standards addressed. Explain how the assessment data show that candidates meet these standards.

Students in the BS Ed HPE program overall perform well on this assessment. However, the average GPA dropped from a consistent B minus (3.17 and 3.20) during the 2002 and 2003 academic years to a C plus (2.94) for the current academic year. Looking at the GPA for specific classes the drop might be attributed to some courses being taught by part time instructors. For example, the GPA from KH 2220 (Musculoskeletal Function and Human Performance I) dropped from 1.89 and 1.87 during the 2002 and 2003 academic year to a 1.50 for the current academic year. This course is a prerequisite for biomechanics. The GPA for KH 2230 (Musculoskeletal Function and Human Performance II) dropped from a 2.89 in 2002 to a 2.41 in the current year. The focus of this course is basic physiology. These two courses along with the two courses that they are prerequisites for, biomechanics and exercise physiology are represented by standard 3. Comparing the GPA for Biomechanics (KH 3600) and Exercise Physiology (KH 3600) there was an increase in grade from a C - to a C+. This increase in GPA for KH 3600 and KH 3650 can be contributed to the fact that these courses include hands on laboratory experiences that actually help students increase their content knowledge over time.

The content in the other courses represented by this assessment cover the majority of the PSC content standards. For example, KH 3000 (Personal Health and Wellness), KH 3100 (Instructional Technology), KH 3020 (Performance and Analysis II: Training and Fitness), and NUTRI 3100 (Nutrition for Educators) cover all of the health related standards (1, 2, 4, 5, 6, 7, 8, 9, 10, and 12). The average GPA for KH 3000 is 3.69 for the last three years.

Standards 13 and 15 are covered by the content in KH 3010 (Performance and Analysis III: Movement and Rhythms), KH 3610 (Motor Learning and Development), KH 3020 (Performance and Analysis II: Training and Fitness), KH 3030 (Performance and Analysis III: Team Sports), KH 3040 (Performance and Analysis IV: Lifetime Sports), and KH 3050 (Performance and Analysis V: Outdoor Education). The average GPA for these courses over the last three years is KH 3010 (3.27), KH 3610 (2.78), KH 3020 (3.41), KH 3030 (3.76), KH 3040 (3.53) and KH 3050 (3.89).

Standards 1 and 2 are covered by KH 2130 (Introduction to the Allied Fields of Health, Physical Education and Fitness and KH 3400 (Curriculum and Assessment in HPE). Average GPA is 3.65 and 3.17, respectively.

Overall, when balanced with a 100% pass rate on PRAXIS II this assessment shows that students complete a program that prepares them well in content knowledge for both health and physical education and across a Pre-K -12 curriculum.

Assessment #3 (Required) – Planning: Lesson Plans

A. List the standards addressed by this assessment.

PSC Standards 5, 6, 7, 8, 10, 13, 14, 15, and 18

B. Summarize the data presented in the table(s) related to the assessment submitted in Section 2.

Lesson planning is an integral part of the HPE program at GSU. Students have multiple opportunities throughout the program to develop their skills in developing curriculum plans, unit plans, daily lesson plans and IEP’s (Individual Educational Plans). These plans are broad in scope across the P-12 curriculum in health, physical education and adaptive physical education. Lesson planning in student teaching should represent their cumulative experience in the HPE program.

In spring 2004, GSU College of Education implemented a college wide assessment program: STARS/INTASC – Student/Teacher Assessment and Retention System. Lesson plans completed during the student teaching experience relate directly to knowledge and performance components of The INTASC (Interstate New Teacher Assessment and Support Consortium). Near the end of student teaching all students complete a self rating on INTASC III and faculty evaluate all student teachers on INTASC.

Overall, candidates do very well on this assessment. The Assessments show that 100% of the HPE candidates were at Level 3, 4 or 5 for the 2003-2004 academic year and 83.3% of the candidates were at levels 3, 4, and 5 for the 2004-2005 academic year.

C. Interpret the data in terms of the standards addressed. Explain how the assessment data show that candidates meet these standards.

Candidates in the HPE program more than adequately address all of the standards addressed by this assessment. Due to a heavy field based series of courses that combine theory and practice that start in the junior year and are totally field based in the senior year students’ start early in their career at GSU in all aspects of planning from curriculum plans to unit plans to daily lesson plans.

The assessment data clearly shows that Standard 5 which addresses knowledge of emotional, physical and mental wellness over the life span is met by the HPE candidates. HPE majors are required to plan lessons from Pre-K through 12^th grade across health and physical education content.

Standards 6, 7, 8 and 10 are health content related. Students in the HPE program have multiple opportunities to develop health lessons and implement them in real classroom settings not only in student teaching but in field based experiences prior to student teaching.

Standards 13, 14, and 15 are related to physical education content. The data clearly shows that candidates in the HPE program are competent in designing physical education lessons across a P-12 curriculum that demonstrate a knowledge of motor development, fitness education, and performance related skills for a variety of activities.

Candidates in the HPE program must also address within their lesson plans the individual needs of handicapped learners within inclusive classes. This addresses Standard 18. In addition, HPE candidates must also learn how to write IEP’s for handicapped learners in an adaptive physical education setting.

Assessment #4 (Required) – Providing Instruction: Final Student Teaching Evaluation

A. List the standards addressed by this assessment.

PSC Standards # 5, 6, 14, 15 and 18

B. Summarize the data presented in the table(s) related to the assessment submitted in Section 2.

HPE candidates perform very well on this assessment. The cooperating teachers at the end of each student teaching section (Elementary and Secondary) rated 100% of the GSU students as either more than satisfactory or satisfactory on the Final Student Teaching Evaluation for the academic years 2003-2004 and 2004-2005.

These scores of more than satisfactory and satisfactory were then given a STARS/INTASC level of 3, 4 or 5 by program faculty for INTASC III. The data table on attachment #______ shows the INTASC rating by HPE faculty.

C. Interpret the data in terms of the standards addressed. Explain how the assessment data show that candidates meet these standards.

The assessment chosen to address these standards is an evaluation that is completed by each of the two cooperating teachers, one elementary teacher and one secondary teacher that a GSU student has as during student teaching. Each cooperating teacher completes this evaluation twice once at mid-placement and then again at the end.

This assessment is broad covering pedagogical skills, knowledge and dispositions that are addressed in Standards 4, 5, 6, 14, 15, and 18. Standard 5 is addressed by demonstrating competence in the ability to show knowledge through planning and teaching at a level 3, 4 or 5 for both elementary and secondary student teaching sections. Standards 6, 14 and 15 are addressed by developing and teaching lessons that are developmentally appropriate at both the elementary and secondary level for health-related fitness content; team sports at the secondary level and the development of performance skills at the elementary level. Standard # 18 is addressed by requiring HPE students to address the individual needs of all students in their classes including handicapped individuals.

Assessment #5 (Required) – Effect on Student Learning: Models Project

A. List the standards addressed by this assessment.

PSC standards 6, 14, 15 & 18

B. Summarize the data presented in the table(s) related to the assessment submitted in Section 2.

HPE candidates perform very well on this assessment. In 2003-2004 84.6% of the students performed at level 4 (proficient) or level 5 (advanced). For the most recent academic year, 2004-2005, the percent of students performing at level 3 developing or level 4 and 5 increased to 91.66%.

C. Interpret the data in terms of the standards addressed. Explain how the assessment data show that candidates meet these standards.

HPE candidates must complete a Models Project during one of their student teaching placements. This project is based on a teaching model other than a Direct Instructional Model. One of the major components of this project is that students must design and implement a student assessment for each major learning goal of the project. These goals typically cover all domains: cognitive, psychomotor, affective and fitness domain. Through a pre-test and post-test assessment design a majority of the HPE candidates for the past two years have been able to successfully demonstrate that they have an effect on student learning and are therefore meeting standards 2, 6, 14, 15, and 18.

Standards 6, 14 and 15 are the three standards most often covered by the content delivered in the majority of the Models projects. HPE students after choosing an instructional model appropriate for a grade level then must choose a content that is best delivered by the instructional model. Therefore there is a lot of variety in the content covered by the Models Projects. Standard 6 and 14 cover fitness content and Standard 15 broadly covers other physical education content related to team and individual sports, performance skills, outdoor activities, dance, etc. Standard 18 is addressed in the Models Project because students must include any handicapped students in the assessment.

Particularly in the psychomotor domain that covers these 3 standards, HPE students have demonstrated student learning from the pre-test to the post-test. Many students have also chosen to include cognitive and affective pre and post assessments and have also shown evidence of student learning.

Assessment #6 (Required) – Dispositions for Teaching: Dispositions

A. List the standards addressed by this assessment.

PSC Standards 2, 4, 14 and 18

B. Summarize the data presented in the table(s) related to the assessment submitted in Section 2.

Faculty evaluations showed that 92.6% of the HPE candidates are either at Level 3 (Developing) or Level 4 (Organizing) and Level 5 (Characterizing) while 87.6% of students rated themselves at these three levels.

C. Interpret the data in terms of the standards addressed. Explain how the assessment data show that candidates meet these standards.

Standard 2 requires that students show competence in organizing a total school program of health and physical education. The Dispositions assessment from INTASC includes dispositions on students valuing an interdisciplinary approach to the discipline of health and physical education.

Standard 4, 14 and 18 are addressed throughout the disposition assessment by allowing students to rate themselves on stages of development for dispositions. Below are several examples taken directly from the survey that relate directly to these standards.

2. I value the individual differences among all student and accommodating these differences to fulfill the learning needs of all students.

3. I value the human diversity, respect students’ varied talents and perspectives, and show sensitivity to community and cultural norms.

4. I value the development of students’ critical thinking, independent problem solving ad performance capabilities.

Assessment #7 (Optional) – Other Assessment: CPR/First Aid Certification

A. List the standards addressed by this assessment.

PSC Standards 11, 12, 16 and 17

B. Summarize the data presented in the table(s) related to the assessment submitted in Section 2.

HPE candidates must hold current Community CPR and First Aid certification at the start of student teaching. This is a requirement on the Student Teaching Application Form. One hundred per cent of all students’ eligible for student teaching during the past 3 years have held current CPR and first aid certification throughout student teaching.

C. Interpret the data in terms of the standards addressed. Explain how the assessment data show that candidates meet these standards.

Standards 11, 12 and 16 require that students’ possess the basic content knowledge necessary for CPR and first aid certification. Standard 17 requires that candidates’ have along with the content knowledge the necessary physical skills needed for obtaining CPR and first aid certification. The GSU assessment goes beyond this basic requirement by ensuring that students possess CPR certification at all three levels: infant, child and adult.

Assessment #8 (Optional) – Other Assessment: Curriculum Project

A. List the standards addressed by this assessment.

PSC Standards 1, 2, 5, 14 and 18

B. Summarize the data presented in the table(s) related to the assessment submitted in Section 2.

The assessment used in this section is a Curriculum Project developed in KH 3400 (Curriculum and Assessment in Health and Physical Education). This is a course taken the first fall semester as a junior. Data for this assessment only includes the most recent year because of the addition of a new faculty member designated to teach this course for the first time fall 2004. Data from 2004-2005 show that 86.67% of the HPE students scored either at the acceptable level or target level on this assessment. This is an excellent indicator that students are doing well on meeting the standards addressed by this assessment.

C. Interpret the data in terms of the standards addressed. Explain how the assessment data show that candidates meet these standards.

Standards 1 and 2 require that program candidates know and demonstrate the unique relationship of a total school health and physical education programming. Students must also show that they have a clear understanding of curriculum development for P-12 school system which addresses standard 5 in which knowledge of emotional, physical, and mental wellness over the lifespan is addressed. Standard 6 and 14 in which knowledge of health related fitness must be addressed; this assessment requires that students speak to meeting NASPE standards and Georgia QCC’s. Both the NASPE standards and the Georgia QCC’s include health related fitness components. One additional requirement of the curriculum project is that students address diverse student needs within in their chosen curricular model. This requirement meets Standard 18.

The high percentage of students (87%) scoring at an acceptable or target level on this assignment shows that all of these standards clearly being met.

SECTION 5 – Use of Assessment Results to Improve Candidate and Program Performance

(1) Content Knowledge:

After analyzing the data from the two major assessments that were chosen for to demonstrate content knowledge (PRAXIS II #856/#92 and Average GPA for content courses) it can be determined that these two assessments measure the content knowledge of HPE candidates. GSU undergraduate HPE students completing the program currently are passing PRAXIS II with a 100 % pass rate and have a Content Core average GPA of 3.17, 3.20 and 2.94 for the last three years, respectively. The current plan is to maintain and monitor both Praxis II sub-scores and the average GPA. The information from the PRAXIS II sub-scores has been shared with the appropriate faculty members who teach the content so that they can include additional content in existing courses to cover any below average performance range scores. Please refer to the bulleted action plan below for action plan to improve scoring in these areas.

Data from one additional assessment (#7 CPR/1^st Aid Certification) indicates that GSU HPE candidates have excellent content knowledge. This assessment indicates that students have a 100% pass/earn rate on CPR/1^st aid certification. The current plan is to maintain these scores.

Content Knowledge
Goal/Assessment	Maintain/Monitor/Improve	Action Plan	Timeline
100 % pass rate/ PRAXIS II	Maintain/Monitor	1. Continue to require students to submit PRAXIS II scores to program coordinator and Office of Academic Advisement for the COE	Ongoing
Decrease % of students scoring in below avg. performance range on sub content areas: II., IV. And VI.	Improve	1. Share students’ sub-scores with program faculty responsible for teaching related content so that they can improve or add additional time for developing content in existing classes. 2. Program coordinator emphasize the areas during PRAXIS II study sessions with students	Ongoing
GPA 2.94/Core Content Average GPA	Maintain/Monitor	1. Review Core Content Average GPA 1/year	Ongoing
110% pass rate/CPR/1^st Aid	Maintain/Monitor standards above PSC requirements	1. Continue to review Pass Rates fall and spring semesters	Ongoing

(2) Professional and Pedagogical Knowledge, Skills and Dispositions:

There are multiple assessments for analyzing HPE candidates’ professional and pedagogical knowledge, skills and dispositions. These include but are not limited to Lesson plans, Final Student Teaching Evaluation, Curriculum Project and Dispositions. On Assessment #3 Lesson Plans 100 % of the HPE candidates scored at Level 2, 3 or 4 for 2003-2004 and 83.3% for 2004-2005. The 16.7 % of students not scoring at level 3, 4 or 5 represent two students out of twelve and is indicative of the quality of their lesson plans not that they did not have a plan in place. The current plan is to provide all student teachers with additional feedback on lesson planning during student teaching seminars and university observation visits beginning spring 2006. Data from Assessment #4 (Final Student Teaching Evaluation) indicates that according to the student teachers’ cooperating teachers 100% of the HPE students score at level 3, 4 or 5 for the past two academic years. The HPE program faculty plan to maintain and monitor these data yearly to maintain current levels. Data from Assessment # 6 (Dispositions) included both faculty evaluations and student teachers’ self ratings. Faculty evaluated 92.6% of the students on INTASC III at Level 3, 4 or 5. The student self ratings were 87.6% for the same levels. The HPE program faculty plan to maintain and monitor these data yearly to maintain current levels. Data from the curriculum project indicates that 86.67% of the HPE students can design a P-12 curriculum project at developing, proficient or advanced levels for junior students. The current plan is to keep the current structure of the class the same with one lead instructor and two guest instructors (health and adaptive physical education). The timeframe for guest instructors to teach will be adjusted to impose minimum disruption of content delivery within the semester.

Professional and Pedagogical Knowledge, Skills and Dispositions
Goal/Assessment	Maintain/Monitor/Improve	Action Plan	Timeline
83.3%/Level 3, 4, or 5 on Lesson Plans	Improve	1. Increase amount of time in Student teaching spent on lesson planning. 2. Increase time spent with individual students during university observation visits discussing lesson plans. 3. Train PTI university supervisors on GSU expectations.	Begin Spring 2006
100%/Level 3, 4 or 5 on Final Student Teaching Evaluation	Maintain/Monitor	1. Review evaluation forms yearly	Ongoing
Curriculum Project	Maintain/Monitor/Improve	1. Adjust course content schedule to minimize disruption of guest instructors	Begin Fall 2005
Dispositions	Maintain/Monitor	1. Review INTASC III scores each semester as needed.	Ongoing

(3) Effects on Student Learning and on Creating Environments that Support Learning:

Assessment #5 (Models Project) from student teaching is a major unit involving planning, teaching, and assessing student learning using an Instructional Model different from Direct Instruction. HPE candidates scored very well on this assessment with 91.66% of them scoring at level 3, 4 or 5 this past academic year and 84.6% scoring at these same levels the previous year. The current plan is to maintain and monitor this high level of performance. Program faculty plan on utilizing this same format for all unit plans in student teaching as well as KH 4510 and KH 4520 in order for students to have additional practice at creating environments that are more likely to support learning.

Effects on Student Learning and on Creating Environments that Support Learning

Goal/Assessment

Maintain/Monitor/Improve

Action Plan

Timeline

Models Project

Maintain/Monitor

1. Review each semester as needed

2. Introduce project earlier in program via KH 4510 and KH 4520

1. Ongoing

2. Begin Fall 2005