Submitted Fall, 2005
Data Report
During the fall semester 2004, spring semester 2005 and 2005 summer session, a total of 680 undergraduate student major artifacts and 72 graduate student artifacts were assessed for this report. Almost 100 more undergraduate student artifacts were assessed as compared to the previous year. The number of graduate student artifacts was slightly less than the previous year. Only direct measures were assessed during fall semester 2004, spring semester 2005 and 2005 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
|
47 |
3.36 |
| |
2 |
Case Study
|
44 |
2.69 |
| |
4 |
Clinical Summary
|
31 |
3.72 |
| |
|
|
|
|
| H& PE Teaching |
2 |
PE Lesson Planning
|
14 |
3.5 |
| |
3 |
Philosophy
|
33 |
3.53 |
| |
4 |
Health Lesson Planning
|
15 |
3.25 |
| |
5 |
Students with Disabilities
|
44 |
3.84 |
| |
|
|
|
|
| Recreation |
1 |
Leadership Profile
|
28 |
3.46 |
| |
2 |
Computer Applications
|
40 |
3.05 |
| |
3 |
Facility Design
|
36 |
3.25 |
| |
4 |
Program Design
|
41 |
2.73 |
| |
5 |
Policy Manual
|
46 |
2.9 |
| |
|
|
|
|
| Sports Admin. |
1 |
Philosophy
|
38 |
3.41 |
| |
2 |
Facility Design
|
36 |
3.25 |
| |
3 |
Budget
|
37 |
2.97 |
| |
4 |
Marketing Plan
|
39 |
1.72 |
| |
5 |
Policy Manual
|
46 |
2.9 |
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 2004, spring semester 2005, and summer session 2005, 65 majors were assessed and the average score obtained was a 3.62 (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 3.62.
What the Data Indicates About Student Learning
Exercise Science – Artifacts 1, 2, and 4
The data supported the contention that the average Exercise Science major is achieving above the “good” level in the development of a physical activity incentive program (artifact 1). The mean score of 3.72 indicates that the average Exercise Science major is demonstrating competence above the “good” level on the skill associated with the day-to-day work of exercise scientists in clinical settings. This finding is particularly satisfying to the Exercise Science faculty. The average Exercise Science major did not demonstrate a level of achievement above the “good” level in the formulation of a case study. This finding is surprising since the mean score of similarly situated students assessed in academic year 2003-04 was 3.06. Faculty will monitor the learning activities associated with this artifact closely during the 2005-06 academic year.
Health & Physical Education Teaching Candidates – Artifacts 2, 3, 4 and 5
The average Health & Physical Education teaching candidate is achieving above the “good” level based on the artifact mean scores for artifacts 2,3,4,5, Faculty are pleased by this result and intend to monitor student achievement in these area in order to maintain this level of performance. The assessment of the artifact associated with assessment (artifact 1) has not collected during academic year 2004-05 or in the previous academic year. Gathering of assessment data regarding this artifact will be a priority in academic year 2005-06.
Recreation – Artifacts 1,2,3,4 and 5.
The average Recreation major is achieving above the “good” level on three of five artifacts. The average Recreation major is not achieving at the “good” level on the artifacts associated with development of a policy manual and designing programs. This finding is disconcerting and warrants serious attention from faculty during the 2005-06 academic year.
Sports Administration: Artifacts 1, 2, 3, 4, 5
The average score of 3.41 on the development of a philosophy of athletics (artifact. 1) indicates that the average student in the sports administration major is scoring above the “good” level. The department is pleased with this result as it is an important skill for professionals. We will continue to monitor this objective in the future. The average scores of 3.25 on the development of a facilities plan (artifact. 2) is a favorable finding. However the mean scores of less than 3.0 generated through the assessment of budget development, marketing and policy development artifacts is problematic. Faculty will be monitoring student work in these areas to improve achievement during the 2005-06 academic year.
Internship Experience
During the Spring semester 45 exercise science, recreation, and sports administration students participated in REC 477 Internship. Their average score on the “Student Performance Evaluation” completed by their site supervisor (non-UNK professionals) was 3.72 on a five point scale. The score indicates that our students are receiving an “above average” score from their site supervisors. While this is adequate we have higher expectations for our students. A goal of securing a mean score of 4.0 or greater for the 2005-06 has been established.
Recommendations
The following recommendations are based on interpretation of data generated from assessment of artifacts. A section is devoted to undergraduate programs and graduate programs.
Undergraduate Programs
Exercise Science
- Faculty should consider and implement procedures to improve students’ achievement associated with formulation of a case study.
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.
Sports Administration
- Faculty should consider and implement procedures to improve students’ achievement in the area of budget development.
- Faculty should consider and implement procedures to improve students’ achievement associated with marketing.
- Faculty should consider and implement procedures to improve students’ achievement associated with policy development.
Internship Experience
Faculty should consider and implement procedures to assure that student are meeting expectations of site supervisors who monitor and evaluate interns. Quantification of meeting expectations is likely to be reflected in a mean score of 4.0 or greater on the Student Performance Evaluation.
Assessment of the Assessment Process
Selected faculty met twice to discuss the assessment plan. Based on the outcome of discussions, the following beliefs prevailed.
- 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 maintained.
- 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.
It is the perception of the Department Chairperson that the assessment plan has shortcomings. First the assessment of individual artifacts rather than a totally completed portfolio may dilute the evaluation of student’s achievement and the overall effectiveness of the program of study. Second, the current plan places the responsibility for artifact assessment on a relatively few faculty persons. The department may need to consider how to more effectively spread the responsibility for assessment. Third, the Chairperson needs more knowledge and experience regarding assessment to upgrade and improve the current plan. The Chairperson intends to seek support from the institution to engage in activities that might yield an improved assessment plan.