ESHE 386
Applied Physical Education Assessment
1. Catalog Entry
ESHE 386
Applied Physical Education Assessment
Credit hours (3)
Prerequisites: ESHE 210 and minimum 2.5 cumulative GPA
Co-requisites: ESHE 380 and ESHE 384
This course will examine the process of gathering standards-based evidence about a student鈥檚 level of achievement in the cognitive, affective, and skill domains and make inferences based on that evidence to help plan instruction, enhance learning, and provide feedback to students, parents, and administrators.
2. Detailed Description of Course
1) Study the role of state and national standards in designing appropriate
assessments;
a. Virginia Standards of Learning for Health, Physical Education, & Driver鈥檚
Education
b. National Health Standards and National Physical Education Standards.
2) Examine the planning process as it relates to assessing multiple learning domains;
a. Planning for student learning; starting with the end in mind,
b. Focusing the content of a unit,
c. Writing clear measurable objectives,
d. Writing rubrics that match the standards and content,
e. Using assessments strategically,
f. Creating assessments for the psychomotor domain,
g. Creating assessments for the cognitive domain,
h. Creating assessments for the effective domain,
i. Locating appropriate standards based assessments.
3) Exploring the use of technology in the assessment process;
a. Managing and using assessment data,
b. Using assessment data to assign grades,
c. Developing your plan to become an assessor,
d. Using spreadsheet technology to determine grades,
e. Using technology resources for assessment
3. Detailed Description of Conduct of Course
Course information will be presented through a wide variety of teaching methods that
may include:
1) Lectures,
2) Videos
3) Discussions
4) Student presentations
5) Cooperative learning
6) Project-based learning
7) In-class assignments
8) Peer teaching
9) Online content
4. Goals and Objectives of the Course
Goals, objectives, and assignments in this class may address the following sets of
accreditation standards or guidelines;
1) Society of Health and Physical Educators/National Association for Sport and
Physical Education (SHAPE/NASPE).
2) Council for Accreditation of Teacher Educators/National Council for the
Accreditation of Teacher Education (CAEP/NCATE),
3) Interstate Teacher Assessment and Support Consortium (InTASC),
4) Virginia State Code for health and physical education p-12 teacher education
programs (VDOE HPE),
5) Virginia Standards of learning for Health Physical Education for P-12 schools,
6) PRAXIS II Health and Physical Education Content Test 5857 (PRAXIS II HPE).
As a result of successfully completing this course, each teacher candidate will be
able to:
1) Demonstrate competence in specialized content knowledge of physical education
(SHAPE/NASPE 1, InTASC 1 & 2);
2) Describe and apply knowledge of rules, etiquette, techniques & tactics of K-12
content (SHAPE/NASPE 1, InTASC 1 & 2);
3) Describe and apply knowledge of performance/critical elements, cues, errors
and
task progressions in K-12 physical education content (SHAPE/NASPE 1,
InTASC 1 & 2);
4) Demonstrate the knowledge of using the Fitnessgram or other evidence-based
fitness tests to determine student levels of fitness (VDOE 7);
5) Demonstrate a health-enhancing level of fitness and maintain a selected level
of
fitness throughout the program (SHAPE/NASPE 2);
6) 澳门老奇人论坛 content and programming knowledge to plan and implement
developmentally appropriate learning experiences aligned with local, state,
and
national standards and grade-level outcomes through the effective use of
resources, accommodations and/or modifications, and technology to address the
diverse needs of all students (SHAPE/NASPE 3, InTASC 2);
7) Engage students in meaningful learning experiences through effective use of
pedagogical skills including positive communication, feedback, and behavior
management to enhance student learning. (SHAPE/NASPE 4, InTASC 3);
8) Select and implement appropriate assessments to monitor learners鈥� progress,
guide decision-making related to instruction and learning, and engage learners
in their own growth (SHAPE/NASPE 5, InTASC 6);
9) Demonstrate behaviors essential to becoming effective professionals including
exhibiting professional ethics and practices, seeking opportunities for
professional development, and promoting the importance of physical literacy.
(SHAPE/NASPE 6, InTASC 9);
10)Demonstrate understanding of the knowledge, skills, and processes of health
and
physical education as defined in the Virginia Standards of Learning (VDOE HPE1,
InTASC 4);
11)Demonstrate understanding of the basic scientific principles of human movement
as they apply to health-related fitness (i.e. flexibility, muscular strength
and endurance, cardiorespiratory endurance, and body composition) (VDOE HPE
3,
InTASC 4);
12)Demonstrate understanding of the administration of and planning for a health
and
physical education program (i.e. differentiated instruction based on a continuous
learning cycle, student safety, classroom management, injury prevention, liability
issues, standards-based curriculum, and assessments that foster student learning)
(VDOE HPE 4, InTASC 1);
13)Demonstrate an understanding of the knowledge, skills, and processes for teaching
physical education, (i.e. developmentally appropriate movement skills,
knowledge of human growth, development, and motor learning, strategies that
promote effective physical activity learning environments, and the use of authentic,
traditional, psychomotor, and fitness assessment methods) (VDOE HPE 6, InTASC
1);
14)Demonstrate understanding of and ability to design developmentally appropriate
instruction, and performance-based assessment that is aligned with the Virginia
Standards of Learning for Health and Physical Education. (VDOE HPE 7, InTASC
2);
15)Demonstrate understanding of the connection that prior student learning has
on
the use of evaluation in the reflective planning cycle (VDOE HPE 7, InTASC
2);
16)Demonstrate understanding of an proficiency in pedagogy to incorporate writing
as an instructional and assessment tool to generate, gather, plan, organize,
and present ideas in writing to communicate for a variety of purposes
(VDOE HPE 10, InTASC 6 & 7).
5. Assessment Measures
Assessment measures may include, but are not limited to:
1) Peer teaching
2) Lesson Plans
3) Assessment Projects;
4) Assessment Reports to Teachers,
5) K-12 teaching 鈥� Field Experience
6) Quizzes and/or Exams
7) Presentations
8) Peer Evaluations
9) Portfolio
6. Other Course Information
None
Review and Approval
May 2011
July 2010
November 2008