1. Application Review

[Licensure assessment, or other content-based assessment]

#1

Content

#5

Prof. Devel.

P.E. is not yet categorized by the “Highly Qualified Teacher”

Must have a B.S. or B.A. from an accredited college or university

Admission

Transcript

Review of application package

Checklist

See Table 1

See Table 1a

2.

 [Content-based

assessment]

#1

Content

Comprehensive Examination Questions

Taken during the last semester of coursework

Comprehensive Examination Directions

Planned program of study

Example of Comprehensive Examination Question

General grading criteria;

Future expectation: Use School of Education comprehensive exam rubric

See Table 2

See Table 2a

3

[Assessment of candidate ability to plan instruction]

#6

Prof.

Practice

Program specific course work

Lesson plan assignment embedded in PEX 552: Supervision in Physical Education

Lesson plan assignment

10 point rubric

4.

 [Assessment of internship, practicum, or other clinical experience]

#6

Prof.

Practice

Program specific

 course work

A.  Self and peer evaluation/analysis of teaching.          B.  Professional development

assignment embedded in PEX 552: Supervision in Physical Education

I-Plan assignment

20 point rubric

Future assignment; will be implemented Spring, 2006

5.

[Assessment of candidate effect on student learning]

#3

Diverse

Learning

Program specific course work

Assessment

assignment embedded in PEX 552: Supervision in Physical Education

Assessment of student work assignment

20 point rubric

100% pass rate for the assignment

6. Scholarly Research

[Additional assessment]

#4

Research

PEX 591: Special problems or

PEX 599: Thesis project

Last semester prior to graduation

Special problems paper or

Thesis project

Advisor evaluation of Special Problems paper: rubric

See Table 6a

See Table 6b

7. Leadership

[Additional assessment]

#2

Leadership

Program specific coursework

Physical education standards based curriculum project

embedded in PEX 520: Curriculum Construction in P.E.

NASPE standards based physical education curriculum unit

50 point rubric

100% pass rate for the assignment

Student 1 grade: A

Student 2 grade: A

Data

Findings

Current/Future plan

Anticipated results

Change in Requirements for Comprehensive Examination procedures

Faculty in  the Department of Kinesiology wanted to improve the rigor of their comprehensive examination procedures

The current policy now states that students will respond to four questions, instead of three, reflecting course work that must have been taken at URI: 1 researched based, 2 required courses, and 1 elective course.

Expectations of learning and reflection will be raised as it will become more challenging for students to pass the Master’s in Kinesiology (Physical Education).

I-Plan Assessment and Curricular Changes

There has been a change in what Rhode Island teachers need to maintain and/or renew their certification with the new I-Plan program.

There is also a strong interest from students who want to get their master’s degree and get certified at the same time.

In addition to the existing masters program, the Physical Education Teacher Education (PETE) faculty would like to implement more workshops and/or professional development opportunities for future students.

In addition, the PETE faculty has been designing a new MSTCP program to address the high interest in such a program.

Our curriculum will be adjusted to reflect the changing needs of our future students.

In addition, our graduate programs can continue to address the need for quality standards based curriculum at the graduate level.

Special Problems Projects

Most of our graduate students choose the option of completing a special problems project instead of a thesis.

Although most special problems projects have been meeting the standard, the goal is to increase the rigor and outcome of the project so it can be either published in a refereed journal or presented by the student at a regional and/or national conference.

Students will increase levels of critical thinking as well as how their projects relate to RIBTS/NASPE Content and Beginning Teacher standards.  Students’ papers will be strongly encouraged to be published and/or presented. 

Exit Survey

More data is needed regarding how our graduate program is meeting the needs of our graduates in terms of content, diversity, resources, and preparation.

Distribute exit surveys at the completion of Special Problems project

There will be more statistical vs. anecdotal evidence on which the PETE  faculty can reflect and create changes in content, diversity, resources, and preparation.