Degree Program Assessment Reports

1. Students will demonstrate knowledge of anatomical, physiological, biomechanical, and psychological principles of how the body moves in relation to space, time, and distance.

(1a. General education, 1b. Specialized study in an academic field)

2. Students will demonstrate knowledge in the application of movement principles and concepts related to movement.

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth)

3. Students will demonstrate and communicate the ability to coordinate, plan, manage, and facilitate exercise prescription and information

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)

4. Students will demonstrate application of programming for healthy lifestyles through application and research venues.

(1a. General education, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report)

5. Students will demonstrate civic responsibility through a service learning project [capstone experience]

(3d. Civic participation)

6. Students will demonstrate pro-social skills and professional dispositions in human interaction especially for persons of color and Native Hawaiians.

(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)

7. Students will be able to demonstrate culturally responsive teaching and interaction with persons of color and Native Hawaiians.

(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)

• File (03/16/2020)

Assessment questions have been presented, evidence for each, along with a description of each direct evidence.

Assessment Question # 1- Knowledge- What should the students know and be able to do by the completion of the program?  

1.KRS 353- Structural Anatomy Rubric- Students must demonstrate knowledge of structural anatomy and are rated on their overall knowledge of gross anatomy through major exams and quizzes and on their anatomical knowledge for structural anatomy through identification of anatomical structures. Students receive a cumulative score for all exams and quizzes and are rated unacceptable, acceptable, or target on the following elements: knowledge of gross human anatomy; ability to identify anatomical structures; and ability to apply knowledge.  For structural anatomy, students are asked to identify anatomical structures and are rated on the following scale: 1 = unacceptable; 2 = acceptable; and 3 = Target.   

2.KRS 354L Rubric- Students must demonstrate knowledge of measurement techniques for the following: cardiovascular responses to graded exercise; skeletal muscle motor recruitment and responses to load and fatigue; relationship between static and dynamic strength, absolute and relative strength; metabolic pathways used to develop anaerobic power and blood lactate; metabolic pathways used to develop energy aerobically; and understanding of body composition. Students are rated on the following scale: 1 = unacceptable; 2 = acceptable; and 3 = Target.   

3.KRS 463- Biomechanics Rubric- Students must demonstrate knowledge of biomechanics and are rated on their overall knowledge of biomechanics through major exams and quizzes and on their direct application of biomechanical knowledge. Students receive a cumulative score for all exams and quizzes and are rated unacceptable, acceptable, or target on the following elements: combination of human anatomy and physics; application of mathematical skills to motor activity; and association of biomechanical principles along with analysis of fundamental activities. For application of biomechanical knowledge, students are asked to directly apply biomechanical principles to sporting activities and are rated on the following scale: 1 = unacceptable; 2 = acceptable; and 3 = Target.   

Indirect Evidence includes the collection of program completer surveys that are distributed by the Dean’s Office to candidates in their final semester. These data are published in reports aggregated by program in the College of Education Intranet and are also reported on the College of Education website “Measuring our Success.”

Data are reported for AY2013/2014 (Fall 2013, Spring 2014, Summer 2014) in Question # 11.

Assessment Question # 2- Skills- What skills should the students be able to demonstrate and apply to a real world setting?      

1.Entry Level Volunteer Evaluation Rubric- Students in the program are required to complete 40 hours of volunteer work. The evaluation is one part of the application process. Students are rated at an “Unacceptable,” “Acceptable,” or “Target” level. Students are assessed on the following criteria: Punctuality and Dependability; Attire and Dress; Interpersonal and Communication Skills; Motivation; and Rapport with Staff and Supervisor.

Data are reported for AY2013/2014 (Fall 2013, Spring 2014, Summer 2014) in Question # 11.

Assessment Question # 3- Dispositions- How well do our students demonstrate professional dispositions?     

1.KRS 488- Practicum Evaluation Form- Students enrolled in the program are required to complete a practicum experience. They are assessed on professional dispositions and must achieve at least a “Good” level. Students are assessed in the following three areas: General evaluation; Specific skills; and Strengths and weaknesses. Levels include: Exceptional; Good; Fair; Poor; and No Basis for Evaluation.

2.KRS 488- Professional Dispositions Rubric – Students in the program are assessed on professional dispositions and are assessed in the following areas: Character; Respect; Work ethic; Effective Communication; and Collaboration. Students must achieve an “Acceptable” level. Levels include: Unacceptable; Acceptable; and Target.

Data are reported for AY2013/2014 (Fall 2013, Spring 2014, Summer 2014) in Question # 11.

Data Table

AY 2013-2014

Scoring rubrics for direct evidence in the identified classes have been aggregated and presented below.

     U = Unacceptable; A = Acceptable; T = Target; The N represents the total number of students enrolled in the identified classes that the direct evidence was administered and collected in.

Insights gained were that options for additional review along with examples are more helpful for students. Also giving class time for students to work on assignments is beneficial. Students are more likely to work on the assignments and ask the course instructor questions if class time is given and are less inclined to seek outside help during office hours.