Submitted Fall, 2006
Data Report
During the fall semester 2005, spring semester 2006 and 2006 summer session, a total of 680 undergraduate student major artifacts were assessed for this report. This is the exact number of artifacts which were assessed as compared in the previous year. Only direct measures were assessed during fall semester 2005, spring semester 2006 and 2006 summer session.
Table 1 is a display of the undergraduate student artifacts assessed for each program offered in the department. The number of student artifacts assessed and the mean score is included in the table.
Table 1
Undergraduate Program Artifact Scores
| Program |
Artifact No. |
Artifact
|
No. Students |
Mean Score |
| Exercise Science |
1 |
Incentive Program
|
50 |
3.44 |
| |
2 |
Case Study
|
36 |
3.01 |
| |
3 |
PowerPoint Presentations
|
39
|
3.73 |
| |
4 |
Clinical Summary
|
39 |
3.95 |
| |
|
|
|
|
| H& PE Teaching |
2 |
PE Lesson Planning
|
17 |
3.17 |
| |
3 |
Philosophy
|
14 |
3.79 |
| |
4 |
Health Lesson Planning
|
16 |
2.68 |
| |
5 |
Students with Disabilities
|
20 |
3.92 |
| |
|
|
|
|
| Recreation |
1 |
Leadership Profile
|
30 |
3.17 |
| |
2 |
Computer Applications
|
39 |
3.34 |
| |
3 |
Facility Design
|
47 |
3.14 |
| |
4 |
Program Design
|
42 |
2.62 |
| |
5 |
Policy Manual
|
41 |
2.65 |
| |
|
|
|
|
| Sports Admin. |
1 |
Philosophy
|
92 |
3.52 |
| |
2 |
Facility Design
|
47 |
3.14 |
| |
3 |
Budget
|
34 |
3.58* |
| |
4 |
Marketing Plan
|
38 |
2.36* |
| |
5 |
Policy Manual
|
41 |
2.65 |
Assessment of Undergraduate Internship Experiences
Undergraduate majors in Recreation, Exercise Science, and Sports Administration complete an internship experience (REC 477) during their senior year. All students are evaluated by their site supervisor during their internship experience utilizing the Student Performance Evaluation. During fall semester 2005, spring semester 2006, and summer session 2006, 58 majors were assessed and the average score obtained was a 3.88 (five point scale).
Interpretation of Data Gathered
Mean scores of 3.0 or higher on program specific learning objectives indicate HPERLS majors are scoring at the “Good” level, which indicates an acceptable student achievement outcome for the department. Based on this scale the Health & Physical Education Teaching Candidates achieved a mean score 3.0 or higher on all artifacts assessed. Recreation, Sports Administration, and Exercise Science majors were mostly successful at producing mean scores of 3.0 or higher on artifacts measured during the past year. Mean scores of 4.0 or higher obtained on the Student Performance Evaluation indicates “above average” performance by student majors during their internship experience and a successful outcome for the HPERLS department. As noted above, the mean score for students assessed during their internship experience was 3.88.
What the Data Indicates About Student Learning
Exercise Science – Artifacts 1, 2, 3 and 4
The information presented supports the fact that the average Exercise Science student is achieving a minimum the level of “good” based upon the rubric created for the HPERLS department. The mean score of 3.53 demonstrates the skills being presented by the exercise science students is above the “good” mark. It should be noted that last year the score presented for the artifact 2 the case study was 2.69 and this year the score has improved to3.01 demonstrating a change in the students comprehension of the assessment piece.
Health & Physical Education Teaching Candidates – Artifacts 2, 3, 4 and 5
The Health and Physical Education teaching candidates continue to achieve a mean score above the “good” level based on the rubric scores (3.39). There was a sharp drop in artifact 4 which covers the Health Lesson Planning aspect. In the assessment report 2005 the score was 3.25 and this year the mean score for this artifact has dropped to 2.68 and warrants serious attention as to the reasons for this decrease. Faculty will monitor and make adjustments to rectify this situation. In addition there was again no collection of date for artifact 1; again faculty will be consulted and asked to consider its need or inclusion in academic year 2006-07.
Recreation – Artifacts 1,2,3,4 and 5.
The average recreation major is achieving a score of “good” on three of the five artifacts. Recreation majors are continuing to score below the expected score of 3.0 in the areas of policy development and program planning. This is an unsettling issue that needs to be addressed by the faculty in this program in the academic year 2006-07.
Sports Administration: Artifacts 1, 2, 3, 4, 5
For the average Sports Administration major the students are achieving a mean score of 3.05 demonstrating the students are acquiring the skills at the “good” level according to the assessment rubric. It is important to note that in last years assessment that mean score was 2.85 and faculty are pleased with this result. Scores in two areas of assessment increased from last year both artifacts 3 and 4 from 2.97 and 1.72 to 3.58 and 2.36. Faculty still wants to see improvement in artifact 4. The mean score for artifact 5 is still below par and improvement is still necessary. Faculty will continue to work with students in these areas to improve achievement during the 2006-07 academic year.
Internship Experience
During the assessment period Fall 2005, Spring and Summer 2006 58 undergraduate students in Exercise Science, Recreation, Tourism and Sports Administration completed their REC 477 Internship experiences. There are an additional 11 students who have at this writing yet to complete their internship experiences. The average score on the “Student Performance Evaluation” which is completed by their on-site supervisor(non-UNK professionals) was 3.88 on a five point scale. This score is .26 higher than last year indicating that students are performing better during their internship experiences. We still have a goal of securing a mean score of 4.0 or greater for the 2006-07 academic year.
Recommendations
The following recommendations are based on interpretation of data generated from assessment of artifacts. A section is devoted to undergraduate programs.
Exercise Science
- Faculty should consider and continue to implement procedures to improve students’ achievement associated with formulation of a case study.
- Faculty should consider and implement procedures whereby student data is integrated into the assessment plan in a meaningful way.
Health & Physical Education Teaching
- Faculty should consider and implement procedures to assure consistent measurement of students’ achievement in the area of assessment.
- Faculty should consider and implement procedures whereby student teaching data is integrated into the assessment plan in a meaningful way.
Recreation
- Faculty should consider and implement procedures to improve students’ achievement associated with the development of a policy manual.
- Faculty should consider and implement procedures to improve students’ achievement associated with designing recreation programs.
- Faculty should consider and implement procedures whereby student data is integrated into the assessment plan in a meaningful way.
Sports Administration
- Faculty should consider continuing to implement procedures to continue the improved students’ achievement associated with marketing.
- Faculty should consider and implement procedures to improve students’ achievement associated with policy development.
- Faculty should consider and implement procedures whereby student data is integrated into the assessment plan in a meaningful way.
Internship Experience
Faculty will be implementing some additional procedures to help assure that students are meeting the expectations of site supervisors. The intention is to increase the mean score of Student Performance to reflect a 4.0 or higher.
Assessment of the Assessment Process
In the last academic year situations beyond the departments control prevented the faculty to work on some of the considerations discussed in last year’s report. Therefore those items are being presented again here for consideration and discussion for this academic year.
- Faculty in the professional programs (Exercise Science, Recreation and Sports Administration) have effectively implemented a process whereby portfolios with the required artifacts are assessed. The process needs to be evaluated to be sure that the artifacts presented are those that accurately represent what a major in one of those programs is capable of producing in a professional setting.
- Health and Physical Education Teaching faculty need to consider revising the artifact associated with assessment of student learning. Further, the process for assessment of portfolios and artifacts needs to be monitored closely.
- Student teaching data needs to be integrated into the assessment process along with alumni data and perhaps perceptions of employers regarding graduates effectiveness as educators.
- Data gathered from performance during internships needs to be sorted and analyzed by professional program.
- Alumni survey data needs to analyzed and integrated into the assessment report. Consideration should be given to a survey of employers to discern beliefs about the effectiveness of graduates.
The HPERLS Department Chairperson believes that the assessment plan needs to be revisited to determine if as a department we are really measuring outcomes desired of graduates of the various programs in our department. An evaluation of both indirect and direct measures as well as summative and formative measures needs to be considered in the assessment process. As a department in the upcoming academic year of 2006-07 we will engage in a process of improving the assessment plan to reflect both direct and indirect outcomes of graduates of HPERLS.