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The purpose of this study was to arrive at a consensus of opinion regarding critical elements to be used in the assessment of physical education teacher education (PETE) programs. A pilot study was undertaken with five experts in the field of PETE assessment to determine content validity regarding items determined through the survey of the literature and objectivity in the wording of the survey instrument. Following that process a two round Delphi study was conducted to acquire consensus of opinion regarding the paring down of essential PETE assessments elements from an original list of forty-nine items. The Dolphin method utilizes a multiple round survey approach with information from round 1 conveyed to the experts as an intended aid in consensus forecasting in the subsequent round. The subjects in the study were those individuals currently responsible for PETE assessment at NCATE certified PETE institutions. The number of subjects that completed the first round of the study was fifty-eight. Approximately eighty percent, or forty-six experts completed the second and final round of the study. The respondents were asked to rate each item presented as to the importance and feasibility of that item in assessing PETE program performance. Additionally, as an addendum to round II respondents were asked to list their institutions' three best assessment items based effectiveness in producing quality novice physical educators. Following the analysis of both the final Delphi survey and the attached addendum the following assessment items were determined as essential in predicting PETE program success: (1) The Student Teacher Practicum Experience, (2) The Major Area GPA, (3) The Professional Education GPA, (4) The Cumulative Practicum GPA, (5) Video Taped Teacher Analysis, (6) Teacher Behavior Analysis, (7) Program Retention Standards, (8) Secondary Screening Standards, and (9) English and Communications Proficiency Testing.