Unit: Kinesiology & Rehabilitation Science
Program: Kinesiology & Rehabilitation Sci (MS)
Degree: Master's
Date: Wed Nov 04, 2009 - 12:20:01 pm

1) List your program's student learning outcomes (SLOs).

Our goal as a college is to prepare highly-qualified beginning teachers who are knowledgeable, effective, and caring professionals who contribute to a just, diverse, and democratic society. Specifically, the KRS program learning outcomes are aligned with the standards of the National Association for Sport and Physical Education (NASPE), upon which our accreditation with the National Council for Accreditation of Teacher Education (NCATE) is based. The NASPE Standards follows.

Standard 1: Content Knowledge
Candidates  have a command of the subject matter of physical education that reflects both breadth and depth. They establish and promote lifetime physical activity habits of all students . As well, they can articulate the relevance of the underlying sub-disciplines of physical education, integrating appropriate concepts into the physical education program that encourages lifetime physical activity.

Standard 2: Curricular Knowledge
Accomplished physical education candidates consistently articulate a value system base for selecting, planning and evaluating their curriculum to meet student needs and promote student learning.
Standard 3: Equity, Fairness, Diversity
Accomplished physical education candidates model and promote behavior appropriate in a diverse society by showing respect for and valuing all members of their communities and by having high expectations that their students will treat one another fairly and with dignity.

Standard 4: Sound Teaching Practices
Accomplished physical education candidates thoroughly comprehend the fundamental goals of physical education (NASPE, 1995). They carefully orchestrate the blending of relevant principles of pedagogical practice with the complex nature of the physical education content. This gives their teaching actions purpose and allows them to implement a flexible yet effective instructional program responsive to students' interests, needs, and developmental levels.

Standard 5: Assessment
Accomplished physical education candidates consistently use a variety of authentic assessments aligned with national, state stds., state and local program goals, and student outcomes goals to provide feedback to students, report student progress, shape instruction, and evaluate curriculum and program goals.

Standard 6: Hold High Expectations for a Physically Active Lifestyle
Accomplished physical education candidates maintain a stimulating, productive learning environment that holds all students to the highest expectations for adopting a physically active lifestyle.

Standard 7: Methods of Inquiry
Accomplished physical education candidates know, understand, interpret, critique, and consistently use research to improve practice.

Standard 8: Collaboration, Reflection, Leadership, Professionalism
Accomplished physical education candidates are lifelong learners who collaborate as members of a larger learning community to improve school physical education for all students and enhance the professional culture of their field.

Standard 9: Mentoring
Accomplished physical education candidates contribute to the professional development and
support of other current and/or future educators.

2) Where are your program's SLOs published?

Department Website URL: NA
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online: NA
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: http://coe.hawaii.edu/krs/bed
Other: NCATE Accreditation Program Report

3) Upload your program's current curriculum map(s) as a PDF.

Curriculum Map File(s) from 2009:

4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)


5) State the SLO(s) that was Assessed, Targeted, or Studied

All of our SLO’s are assessed in multiple forms over the course of the program.

6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity

The College assessment system is consistent with the conceptual framework and collects, organizes, and analyzes data about applicant qualifications, candidate performance, and unit operations in a consistent and systematic manner. Each preparation program has a comprehensive and integrated assessment plan that comprises evaluative measures designed to inform decisions about program change. The core of the unit's assessment system is evaluation of candidate performance using multiple assessments at key transition points. Candidates develop course products and work samples, which are submitted and reviewed at specified points.
The physical education program assessment system includes both unit and program-specific assessments. The unit and program each assess candidate performance at entrance, during the program, program completion, and post-completion.

7) State the Type(s) of Evidence Gathered

Evidence was gathered from:

(1) Knowledge: KRS 643 Course Assignment and KRS 640 Course assignment
(2) Knowledge: Research proposal with review of literature and methodology section
(3) Knowledge: Leadership and Professionalism: Vitae
(4) Skills: Field Experiences evaluation and observational assessments
(5) Skills: Oral Defense/Public Presentation
(6) Skills: Completed research proposal with IRB approval
(7) Dispositions: Interview Candidates' Responsiveness

8) State How the Evidence was Interpreted, Evaluated, or Analyzed

Instructors independently assessed student performance as part of their regular class performance. Interpretation was based on our scoring guides.  Data scored as either “unacceptable”, “acceptable”, or target”. These data were scored and reported by individual faculty members.  An analysis of this data across all six KRS courses occurred at the end of Spring semester, 2008.

9) State How Many Pieces of Evidence Were Collected

We assessed all of our PETE students via 9 assessment tools.

10) Summarize the Actual Results

Nine NASPE standards were assessed over the time period between 2005-2008. When examining assessment data for program graduates [2005-06], many were not able to meet multiple standards. This was indicative of both how our advanced program delivered content, and also the diverse backgrounds of graduates. However, the 2007-08 program graduates demonstrated improvement of meeting standards.

11) Briefly Describe the Distribution and Discussion of Results

Results were distributed, and discussed among KRS faculty.  Furture discusion will involve COE assessment officer, NCATE accreditation team.
Overall, the results show that 2007-08 program graduates demonstrated improvement of meeting standards. This finding is supported by the fact that all these graduates were teaching in schools or teaching licensure eligible.  Despite this improvement, NASPE Standards 4: Sound Teaching Practices and Standard 6: High Expectations for a Physically Active Lifestyle both require our immediate attention. Standard 8: Collaboration, Reflection, Leadership, and Professionalism is marginal and requires significant revisions within our advanced physical education program.

12) Describe Conclusions and Discoveries

From these data, it is clear that several improvements need to be made for our advanced programs (see below).

13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results

In order to address existing weaknesses, the following changes will be made: (1) recruitment of in-service teachers who are currently teaching physical education in schools [knowledgeable], (2) modifying coursework (e.g., KRS 635 – Elementary Physical Education, and KRS 643 – Public School Curriculum) [knowledgeable], (3) addition of KRS 696: Promoting Physical Activity [knowledgeable]; (4) improvement of technology applications within the program [skills], (5) employment of systematic observations for program enrollees [skills], (6) professional development of in-service teachers [caring]; and (7) entry and exit dispositional ratings of fairness, equity, diversity and inclusiveness [caring]

14) Reflect on the Assessment Process

The assessment process forced the faculty to confront differences in degrees of scoring, and to increase collaboration in the assessment process.

15) Other Important Information


16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.


17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.