Office of the University Registrar
Office of the University Registrar Radford University
Radford University P.O. Box 6904, Radford, VA 24142
Phone: 540.831.5271 Fax: 540.831.6642 Division of Student Affairs
Cover Sheet for Proposal to the Undergraduate Curriculum and Catalog Review Committee
Note: For new courses, use the New Course Proposal Form
Proposal Number (Assigned by the Registrar):
Date:
Department: Department of Exercise, Sport, and Health Education (ESHE)
Contact Person: Susan M. Miller
Course or Program ID: ESHE 475
Proposal Category (check all that apply):
___ Course Prerequisite Change
___ Course Title Change (23 characters):
___ Course Deletion
___ Course Number Change
___ Program Revision (Attach Revision of Existing Program Form)
___ New Program (Major, minor, and certificate)
___ Course Credit Hour Change
___ New Course (attach New Course Proposal Form)
_X_ Course Syllabi Change
_X_ Change to Catalog Description
___ Minor Change to Course
Proposal Description with Rationale (State current status, proposed change, and why the change is desired. Attach additional sheets if necessary. If the proposal in any way alters the requirements for the program, complete the Revision of Existing Program section of this form):
Current Status: This course is currently part of our Virginia Department of Education (VDOE) state-approved teacher preparation program leading to teacher licensure in physical and health education.
Proposed Change: This proposal presents minor changes including a revised course description and updated course goals and objectives that reflect VDOE licensure regulation requirements and NCATE/NASPE standards.
Rationale for Proposed Changes: In order to maintain our status as a VDOE state-approved teacher preparation program, we must submit licensure matrices and course syllabi showing compliance with these new regulations to the Virginia Department of Education.
Approved proposals traditionally go into effect the next academic year. However, if seeking an alternative effective date, please indicate the requested date in the space provided below, along with reason:
Effective Date: January 2009
Reason for requesting an alternative effective date (please type or write in your reason for the change here): The Virginia Department of Education requires all teacher preparation programs convert to the new licensure standards and submit their program matrices and syllabi for approval by December 2008.
_X_ Include a copy of the old and new syllabi to this proposal for comparison.
___ For Program Revisions, attach the Revision of Existing Program Form and include both the current and proposed program.
___ For New Course Proposals, attach the New Course Proposal and Assessment of Library Resources Forms with appropriate signatures.
Special Note: Changes to course syllabi must be submitted to the Registrar’s Office on either a 3 1/4 floppy disk or ZIP disk after final approval by the Vice President for Academic Affairs.
|Signature |Title |Date |
| |Department Curriculum Committee Chair | |
| |Department Chair | |
| |College Curriculum Committee Chair | |
| |College Dean | |
|If this proposal in any way affects a professional education program, it must be submitted to and approved by the Professional Education |
|Committee and the Faculty Senate: |
| |Professional Education Committee Chair | |
| |General Education Curriculum Advisory Committee Chair | |
| |Faculty Senate President | |
| |UG Curriculum & Catalog Review Committee | |
| |VP for Academic Affairs | |
Revised 08/17/05
Office of the University Registrar Radford University
Radford University P.O. Box 6904, Radford, VA 24142
Phone: 540.831.5271 Fax: 540.831.6642 Division of Student Affairs
ESHE 475
Applied Physical Education Assessment
A. Catalog Entry
ESHE 475
Three hours lecture (3)
Prerequisite: ESHE 210
Course Description: Teacher candidates will develop the skills needed to design, implement, and assess an outcomes-based curriculum in physical and health education. If focuses on pedagogical assessment and will include various forms of alternative assessments, such as current technologies, computer-based tools, and student portfolios.
B. Detailed Description of Content of Course
1. Study of curriculum models (Cultural Studies, Personal and Social Responsibility, Adventure Education, Outdoor Education, Skill Theme Approach, Teaching Games for Understanding, Sport Education, and Fitness Education) and the role of assessments as they relate to:
a. Developmentally Appropriate Physical Education
b. National Standards
• National Association for Sport and Physical Education K-12 Content Standards
c. State Standards
• Virginia Department of Education K-12 Standards of Learning (SOLs)
2. Evaluation of physical education curriculum and accountability
a. Traditional Assessments in Physical Education
b. Performance Based Assessments
c. Creating Rubrics
3. Use of technology and other resources to support assessments including:
a. Pedometers
b. Digital and video cameras
c. Computer programs and websites (i.e., )
C. Detailed Description of Conduct of Course
This course serves to provide future health and physical education teachers with the skills needed to design, implement, and assess a standards-based and outcomes-based curriculum. The goal of this course to provide a view of contemporary practice and theory in assessment of performance in health and physical education in the K-12 setting, including strategies for the design, selection, administration, and evaluation of developmentally appropriate assessment tools in health-related fitness, skill and motor performance, the cognitive domain, measuring affective behavior, as well as grading performances.
D. Goals and Objectives of the Course
• Goals, objectives, and assignments in this class address National Association for Sport and Physical Education (NASPE)/National Council for the Accreditation of Teacher Education (NCATE) Standards, specifically:
o NASPE/NCATE Standard 1: Content Knowledge
▪ Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person.
o NASPE/NCATE Standard 2: Growth and Development
▪ Physical education teachers understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development.
o NASPE/NCATE Standard 3: Diverse Students
▪ Physical education teachers understand how individuals differ in their approaches to learning, and create appropriate instruction adapted to these differences.
o NASPE/NCATE Standard 4: Management and Motivation
▪ Physical education teachers use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
o NASPE/NCATE Standard 6: Planning and Instruction
▪ Physical education teachers plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE K-12) standards.
o NASPE/NCATE Standard 8: Reflection
▪ Physical education teachers are reflective practitioners who evaluate the effects of their actions on others (e.g., students, parents/guardians, fellow professionals), and seek opportunities to grow professionally.
o NASPE/NCATE Standard 9: Technology
▪ Physical education teachers use information technology to enhance learning and to enhance personal and professional productivity.
o NASPE/NCATE Standard 10: Collaboration
▪ Physical education teachers foster relationships with colleagues, parents/guardians, and community agencies to support students’ growth and well-being.
• Goals, objectives and assignments in this class address Virginia Department of Education Health and Physical Education (VDOE HPE) Licensure Standards, specifically:
o VDOE HPE Standard 4.a: Basic understanding of the administration of a health and physical education program, including instruction and assessment.
The codes below refer to the above referenced NASPE/NCATE Standards and VDOE HPE Standards for beginning physical education teachers.
As a result of successfully completing this course, each teacher candidate will be able to:
1. Define appropriate and inappropriate models for K-12 physical education including demonstrating knowledge of approved state and national content standards and local program goals (NASPE/NCATE 1.6; VDOE HPE 4.a).
2. Identify, select, and implement appropriate instructional strategies based on understanding the student, selected content, student needs, the learning environment, and safety issues, to facilitate learning in physical activity settings including use of teaching skills that are thought to comprise effective physical education teaching (NASPE/NCATE 2.3; NASPE/NCATE 6.3; VDOE HPE 4.a).
3. Identify, select, and implement appropriate instruction that is sensitive to students’ strengths/weaknesses, multiple needs, learning styles, and prior experiences (e.g. cultural, personal, family and community). (NASPE/NCATE 3.1; VDOE HPE 4.a; VDOE HPE 4.b)
4. Organize, allocate and manage resources (e.g., students, time, space, equipment, activities, teacher attention) to provide active and equitable learning experiences. (NASPE/NCATE 4.2, VDOE HPE 4.b; VDOE HPE 4.c)
5. Use strategies to help students demonstrate responsible personal and social behaviors (e.g. mutual respect, support for others, safety, cooperation) that promote positive relationships and a productive learning environment. (NASPE/NCATE 4.4; VDOE HPE 4.b; VDOE HPE 4.c)
6. Develop an effective behavior management plan. (NASPE/NCATE 4.5; VDOE HPE 4.b)
7. Describe and implement strategies that demonstrate and enhance appropriate communication sensitive to all students in physical education. (NASPE/NCATE 5.3; NASPE/NCATE 5.4; VDOE HPE
4. a; VDOE HPE 4; VDOE HPE 4.c)
8. Develop long and short-term plans that are linked to both program and instructional goals and student needs. (NASPE/NCATE 6.2; VDOE HPE 4.a; VDOE HPE 4.b; VDOE HPE 4.c)
9. Effectively design and implement learning experiences that are safe, appropriate, relevant, and based on principles of effective instruction. (NASPE/NCATE 6.4; VDOE HPE 4.a)
10. Identify key components of various types of assessment, describe their appropriate and inappropriate use, and address issues of validity, reliability and bias. (NASPE/NCATE 7.1; VDOE HPE 4.c)
11. Create and use a variety of appropriate authentic and traditional assessment techniques (including both self and peer assessments) to assess student understanding and performance, provide feedback, and communicate student progress (i.e. for both formative and summative). (NASPE/NCATE 7.2; VDOE HPE 4.c)
12. Interpret and use learning and performance data to make informed curricular and/or instructional decisions. (NASPE/NCATE 7.4; VDOE HPE 4.a; VDOE HPE 4.b)
13. Use a reflective cycle involving description of teaching, justification of teaching performance, critique of teaching performance, the setting of teaching goals, and implementation of change. (NASPE/NCATE 8.1; V DOE HPE 4.a; VDOE HPE 4.c)
14. Demonstrate knowledge of current technologies (pedometers, video and digital recording, etc.) and their application in physical education. (NASPE/NCATE 9.1; VDOE HPE 4.a; VDOE HPE 4.c)
15. Identify strategies to become an advocate in the school and community to promote a variety of physical activity opportunities. (NASPE/NCATE 10.1)
3. Assessment Measures
The students are specifically assessed on the following items:
• Weekly assignments, mini-assessments, presentations and logs; Portfolio Task; Quizzes and final exam
4. Other Course Information
5. Review and Approval
Date Action Reviewed by
11/20/08 Course Revised and submitted Susan M. Miller
[pic]
ESHE 475
APPLIED PHYSICAL EDUCATION ASSESSMENT
A. Catalog Entry
ESHE 475. Applied Physical Education Assessment
Three hours lecture (3).
Prerequisite: ESHE 380.
Will develop the skills needed to design, implement, and assess an outcomes-based curriculum in physical and health education. It focuses on pedagogical assessment, and will include various forms of alternative assessments, such as current technologies, computer-based tools, and student portfolios.
B. Detailed Description of Content of Course
This course places an emphasis on student knowledge of effective assessment strategies for teachers in K-12 health and physical education programs. Students will be expected to understand and demonstrate their expertise in developing and implementing assessment projects.
C. Detailed Description of Conduct of the Course
Course information will be presented through a wide variety of teaching methods including, but not limited to, large and small individual and dual discussions, role playing and student presentations, individual and small individual and dual projects, and through isolated peer teaching.
D. Goals and Objectives of the Course
1. Develop instructional outcomes for K-12 student based on individual student diversity and skill-level differences.
2. Identify critical assessment components and their appropriate use in K-12 education.
3. Apply the use of computers to communicate and develop alternative assessment opportunities.
4. Develop a comprehensive assessment portfolio complete with a) descriptions of alternative performance assessments, b) design the methods for assessing instructional outcomes, and c) creation of an appropriate method for displaying and disseminating assessment results.
5. Critically reflect on the assessment process as currently practices in K-12 health and physical education settings and investigate alternative assessment strategies that counteract current assumptions regarding standardized testing, fitness testing, and skills test, among others.
6. Apply developmentally appropriate assessment strategies that encourage participant reflection on skills and knowledge, then promote learner responsibility for future physical activity goals.
E. Assessment Measures
Written assignments, final exam, and assessment portfolio.
F. Additional Course Information
G. Review and Approval
DATE ACTION REVIEWED BY
September 2001 Reviewed Gib Darden
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