Degree Program Assessment Reports

The goal of the College of Education is to prepare highly-qualified knowledgeable, effective, and caring professionals who contribute to a just, diverse, and democratic society. In contributing to meeting that goal, the Department of Kinesiology and Rehabilitation Science houses four graduate program tracks under the MS degree. They are:  Program, Physical Activity/Adapted Physical Activity, and Rehabilitation Counseling. Each track has its own student learning outcomes.

Physical Activity/Adapted Physical Activity (PA/APA)

Graduate candidates will demonstrate knowledge, skills, and dispositions in the following three areas:

1. Professional Knowledge
   1. Understand and Explain content in movement and pedagogy.
   2. Represent and communicate content knowledge to make it comprehensible to learners (i.e., pedagogical content knowledge).
   3. Understand processes and methods of systematic intentional inquiry about learning and teaching in physical activity.
2. Professional Practice
   1. Demonstrate understanding and application of content knowledge and pedagogical content knowledge appropriate to the learners, the learning environment and long- and short-term outcomes/goals.
   2. Demonstrate integration of planning, instruction and assessment as a unified process to achieve long- and short-term outcomes/goals.
   3. Demonstrate differentiation of instruction based on personal and cultural characteristics of learners particularly persons of color and Native Hawaiians.
   4. Demonstrate systematic inquiry about the practice and the learners served.
3. Professional Leadership
   1. Conduct inquiry into professional knowledge and practice and communicates results of inquiry to the profession and community.
   2. Continue personal development through contributions to the growth and professional learning of others.

Rehabilitation Counseling

http://manoa.hawaii.edu/assessment/2011Uploads/report_KRS_MS_RCP_SLOs_2011.pdf 

Department Website URL: https://coe.hawaii.edu/academics/kinesiology-rehabilitation-science/ms-programs
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:
Other:
Other: CORE Website: http://www.core-rehab.org/

0%
1-50%
51-80%
81-99%
100%

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement.
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
Other:

Direct evidence of student learning (student work products)

Artistic exhibition/performance
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Other 1: Clinical assessment tool directly reflects student learning
Other 2:

Indirect evidence of student learning

Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Other 1: RSA surveys that reflect attainment of CRC (Certification in Rehabilitation Counseling)
Other 2:

Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)

Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)
Dean/Director
Other: Program Director worked with faculty from Manoa Assessment Office

 Physical Activity/Adapted Physical Activity

These assessments answer the questions: Does the student demonstrate a thorough understanding of his/her content area? Is the student able to perform leadership qualities toward internal and external constituencies, and Is the student able to complete a research project (Plan A or Plan B)?

Data for Professional Knowledge show an acceptable aggregated score for all assignments and particularly the review of literature within his/her content area. Candidates are able to develop a review of literature and communicate this information to others. Specific data illuminated from fall, spring and summer show 67% of candidates are at the acceptable levels, while 33% were target. The progress made for this SLO is direct result of continuous development of the review of literature from multiple faculty with consistency. Candidates continue to develop this inquiry process throughout their matriculation. The program continues to monitor progress in this area.

Summary of Professional Practice shows acceptable measures for all candidates across fall, spring and summer semesters (48% for Acceptable and 52% for Target). Candidates are able to demonstrate application of content knowledge as these pertain to learners and varied environments. Candidates are also able to create long and short range goals and differentiate instruction to school-aged learners, young adults and older individuals. Evidence can be found within courses where permanent products like formal presentations, workshops, and inservices were provided. One noticeable element that requires attention is our ability to appropriately address the needs of a diverse group of individuals. While we are acceptable, this mainly is the direct result of courses completed that candidates obtain information related to diversity. Limited to no actual planning or instruction is directly attributed to persons of color or Native Hawaiians (96% Acceptable and 4% Target). This is area of needed growth for our program.

Candidates have demonstrated adequate Leadership development as evidence by the number of approved IRB applications submitted. All candidates are required to submit such a document to demonstrate that leadership ability requires attention to items such as ethics and the protection of humans in conducting research. Similarly, all candidates must successfully pass the CITI training for Human Studies Research prior to being approved for any research. The program will continue to monitor progress in this area.

Data Table

AY 2014-2015

Scoring rubrics for each of the SLO were created to individually score graduate candidates artifacts and documentation. Scoring for each rubric was done for each SLO and then aggregated for this overall data table.

DIRECT EVIDENCE	FALL 2014 (n=14)			SPRING 2015 (n=14)			SUMMER 2015 (n=14)			%  graduate candidates at Unacceptable Level		% graduate candidates at Acceptable Level		% graduates candidates at Target Level
SLO	U	A	T	U	A	T	U	A	T	n = 42	%	n = 42	%	n = 42	%
KNOWLEDGE
1a	0	8	6	0	6	8	0	6	8	0	0%	20/42	48%	22/42	52%
1b	0	7	7	0	6	8	0	6	8	0	0%	19/42	45%	23/42	55%
1c	0	7	7	0	6	8	0	6	8	0	0%	19/42	45%	23/42	55%
PRACTICE
2a	0	8	6	0	6	8	0	6	8	0	0%	20/42	48%	22/42	52%
2b	0	8	6	0	6	8	0	6	8	0	0%	20/42	48%	22/42	52%
2c	0	8	6	0	6	8	0	6	8	0	0%	20/42	48%	22/42	52%
2d	0	8	6	0	14	0	0	6	8	0	0%	28/42	67%	14/42	33%
LEADERSHIP
3a	0	2	12	0	6	8	0	6	8	0	0%	14/42	67%	28/42	33%
3b	0	2	12	0	6	8	0	6	8	0	0%	14/42	67%	28/42	33%

 

U = Unacceptable; A = Acceptable; T = Target

 

Rehabilitation Counseling

Aligned original SLOs (139) with PLOs and accreditation standards.

Reexamined curriculum map based on alignment with accreditation standards

Clinical assessment revised to reflect updated SLOs.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Physical Activity/Adapted Physical Activity

The program utilized the results to address the following: First, maintain a Content Knowledge focus with candidates by providing parameters on specific topics or topics of interest. Previously, faculty have allowed candidates to “select their own topic” which may or may not have a faculty/advisor alignment. More detailed discussions and focus needs to be made during the review of literature portion of the program. Second, candidates come into the program with varied backgrounds and therefore maintaining a program focus to school-aged learners and young adults is needed. Establishing parameters on the “type of audience” candidates will conduct their research is necessary. Third, the program needs to improve information dissemination on persons of color, diversity and Native Hawaiians. Minimal research inquiry is done within this area.

Rehabilitation Counseling

Implemented assessment tool for all clinical courses since fall 2014

N/A