PHED 4431

Thu, 06/06/2013 - 08:48 -- sewm02

PHED 4431

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PHED 3325 Psychomotor Analysis

Evaluation Rubric (tied to Program Outcomes)

Example Outcomes Table

Course Outcome Direct Measure(s) Performance Standard Rubric or other detail
Recognize the developmental characteristics of children by selecting developmentally appropriate activities and designing the learning environment to meet those needs. Narrative containing the following:
  • Growth characteristics, interests, needs; physiologic abilities;
  • Describes developmental characteristics specific to the unit topic;
  • Addresses different developmental skill levels;
  • Addresses all learning domains (Cognitive, psychomotor, affective)
Addresses Program Standard 2
  • 12 points possible; 8-10 points = satisfactory range
Link to scoring rubric:
  • section on Developmental Characteristics
Recognize the developmental characteristics of children by selecting developmentally appropriate activities and designing the learning environment to meet those needs. Selected / described activities within the lesson plans:
  • Lesson focus (activities) content - developmentally appropriate
  • Progression of activities within the single lesson
  • Progression of activities from one lesson to the next lesson
  • Integrated methods content
Addresses Program Standards 2, 4, and 6
  • 36 points possible; 26-32 satisfactory range
Link to scoring rubric:
  • 3 sections on Lesson Plans
  • (Days 1-3, 4-6. 7-9)
Construct a skill analysis by sequencing the component parts of a motor skill and developing instructional cues based on that sequence. Skill description within the lesson focus section of a plan:
  • Instructional cues listed
  • Skill Analysis - sequence
Addresses Program Standards 1 and 9
  • 18 points possible; 13-15 satisfactory range
Link to scoring rubric:
  • 3 sections on Lesson Plans
  • (Days 1-3, 4-6. 7-9)
  • section on skill/task analysis
Select and/or design appropriate assessments for evaluating motor abilities, sport skills, and cognitive information pertaining to the unit of study. Construction of skills test, cognitive test, and alternative assessment tool:
  • Physical Skills Test – selection of appropriate skills
  • Construction (includes testing sheet, test directions, point values)
  • Grading scale, weight of test, and
  • Scoring rubric
  • Cognitive Test – selection of material provided in learning opportunities
  • Construction includes general and specific directions, point values, sample of test / answer key
  • Test has three different types of questions included
  • Grading scale and weight of test
  • Alternative assessment tool
  • Construction – include directions, point values, and sample tool
  • All tests / evaluation measures – alignment with objectives and learning opportunities
Addresses Program Standard 7
  • 30 possible points; 22-26 = satisfactory range
Link to scoring rubric:
  • Assessment section
       
       
       
       

More Complete Course Outcomes:

1. Formulate a personal philosophy of teaching physical education.

2 Describe the role of the physical educator, identify goals, and examine societal needs and trends with regard to physical education.

3 Recognize the developmental characteristics of children by selecting developmentally appropriate activities and designing the learning environment to meet those needs.

4. Justify the need for motor development and demonstrate proficient knowledge in a laboratory setting.

5. Demonstrate proficient knowledge in writing learner outcomes in the developmental channels or domains of learning.

6. Construct a skill analysis by sequencing the component parts of a motor skill and developing instructional cues based on that sequence.

7. Select and or/design appropriate assessments for evaluating motor abilities, sport skills, and cognitive information pertaining to the unit of study.

8. Design lessons plans including the selection of developmentally appropriate activities, organization and management of learning opportunities, safety and instructional cues.

9. Examine various professional organizations and identify the methods and resources for continuing professional development.

10. Identify ways to develop positive safety practices and identify the school’s liability associated with teaching physical education.

11. Identify skills and strategies important to preventative class management.

12. Display proficient knowledge in utilizing discipline techniques and strategies.

13. Develop a physical education program based on the Content Standards and Objectives of WV (CSO’s) and the NASPE National Standards for Physical Education.

 

Numbers 3, 5, 6, 7, 8, 10, 11, 12, 13 are measured by designing 2 unit plans at different developmental levels: elementary and MS/High School level