Tab Uhrich, Towson University Support from Stevie Chepko, Mel Horton, & Caryl Martin

NASPE 2008 Initial PETE Standards and NCATE Electronic Portfolio WorkshopThe National Physical Education Teacher Education (PETE) ConferenceLas Vegas, NevadaWednesday, October 3, 2012 Tab Uhrich, Towson University Support 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 Performance Tab 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 Upload 2 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 characters 2. 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

Section II – List of Assessments [1 Tab Uhrich, Towson University

[1 Tab 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 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. Narrative 2. Assignment 3. Scoring Guide 4. 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 knowledge 2. Professional and pedagogical knowledge, skills, and dispositions 3. 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) 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) Tab 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) 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 candidate performance 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 instruction Assessment 4: Assessment of internship or clinical experiences Assessment 5: Assessment of candidate effect on student learning Assessment 6: Required, but program’s choice Assessment 7: Optional & program’s choice Assessment 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: *Achieveandmaintaina 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 the following: • 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 planningand implementing learning experiences that require students to appropriately 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 the following: • 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

Tab Uhrich, Towson University Support from Stevie Chepko, Mel Horton, & Caryl Martin