ASSESSMENT REPORT
FOR
Bachelor of Science Degree in Fitness and Sports All-Level Certificate(BS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 8, 2004
Date Submitted
Expanded Statement of Institutional Purpose Linkage:
Institutional Mission Reference:
Texas A&M International University, a Member of The Texas A&M
University System, is committed to the preparation of students for leadership
roles in their chosen profession and in increasingly complex, culturally
diverse state, national, and global society … Through instruction, faculty
and student research, and public service, Texas A&M International
University is a strategic point of delivery for well-defined programs
and services that improve the quality of life for citizens of the border
region, the State of Texas, and national and international communities.
College/University Goal(s) Supported:
The mission of the College of Education at Texas A&M International
University is to provide for educators a comprehensive and coherent
professional development system that links all aspects of the educational
profession. Through educational experiences provided by this system,
educators will be prepared to provide learner-centered instructional
experiences that promote excellence and equity for all students in
the field.
Intended Educational (Student) Outcomes:
1. Pre-service students in the educator preparation program
will demonstrate an understanding of instructional design and assessment
to promote student learning.
2. Student interns in the educator preparation program will
demonstrate the skills related to implementing effective, responsive
instruction and assessment.
3. Students completing the educator preparation program
will compare favorably with their knowledge of physical development and
maintenance to promote physical fitness with students completing similar
programs statewide.
4. Graduates will be able to analyze coaching skills in a variety
of sports.
5. Students will be able to observe a variety of school and
community events to become better informed about the fitness and sports
programs in these different contexts.
ASSESSMENT REPORT
FOR
Bachelor of Science Degree in Fitness and Sports All-Level Certificate(BS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 8, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed. The
intended outcome should be restated in the box immediately below and
the intended outcome number entered in the blank spaces.
1. Pre-service students in the educator preparation program will
demonstrate an understanding of instructional design and assessment to
promote student learning.
First Means of Assessment for Outcome Identified Above:
1a. Means of Program Assessment & Criteria for Success:
The average score of students in the educator preparation program
will be 70% or a minimum of 240 on Domain I (Designing Instruction and
Assessment to Promote Student Learning) of the Pedagogy and Professional
Responsibilities (PPR) Texas Examination of Educator Standards (TExES).
1a. Summary of Assessment Data Collected:
Out of a population of 57 students, only 49 took the Pedagogy
and Professional Responsibilities (PPR) Test of the new Texas Examination
on Educator Standards (TExES) during Fall term 2003. The remaining
eight students either took the Examination for Certification of Educators
in Texas (ExCET) or had not tested at the time this report was prepared. On
average, the students who took the PPR Examination obtained 77.2%
of the items correct on Domain I. An analysis of the students' performance
on the four competencies comprising Domain I indicated that their
two strongest areas were Competency #3 (Understands how to design
effective instruction and assessment procedures) with 80.29% accuracy
and Competency #2 (Understands and applies concepts related to student
diversity) with 79.45% accuracy. On Competency #1 (Understands and
applies human developmental processes), students demonstrated 77.29%
accuracy and 71.78% accuracy on Competency #4: (Understands and applies
learning processes and factors to plan effective instruction and
assessment). Despite these differences, students' performance on
Domain I and the respective competencies indicates that they exceeded
the 70% criterion.
1a. Use of Results to Improve Instructional Program:
Students' performance data will be shared with and examined by
appropriate faculty to determine how best to incorporate these components
into the teaching-learning experiences provided by the educator preparation
program. TExES data will also be disaggregated by levels of certification
sought (i.e., Early Childhood-4th grade, 4th-8th grade,
and 8th-12th grade) and by specializations
within each of these certification levels to help faculty identify
program strengths and areas that need modification.
Second Means of Assessment for Outcome Identified Above:
1b. Means of Program Assessment & Criteria for Success:
At the pre-service interview to enter the teaching internship, students
in the teacher preparation program will provide evidence of knowledge
of instructional design and assessment with a score of 90% or better,
as determined by a committee of public school personnel and College of
Education Supervising faculty who will use a rubric developed for this
purpose.
1b. Summary of Assessment Data Collected:
Fall 2003 Block II Data collected from 65 students through the
use of the Internship Interview Rubric indicated that 64 (98%) of
the students successfully participated in the interview process and
were subsequently admitted into the internship experience. During
this interview, students demonstrated appropriate knowledge of instructional
design and assessment. Of the 65 students interviewed, three were
identified as needing to strengthen their understanding of how to
successfully work with students having special needs, two were identified
as needing to strengthen their understanding of the learner-centered
proficiencies, two were identified as needing to strengthen their
understanding of authentic assessment, and one was identified as
needing to strengthen his / her understanding of multiple intelligences.
1b. Use of Results to Improve Instructional Program:
The data mentioned above will be shared with program faculty
to determine how best to incorporate it into the educator preparation
program. As needed, program faculty will examine and revise the
various means of assessment used at this point in the educator preparation
program to better identify program strengths and weaknesses.
ASSESSMENT REPORT
FOR
Bachelor of Science Degree in Fitness and Sports All-Level Certificate(BS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 8, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed. Intended
outcome should be restated in the box immediately below and the intended
outcome number entered in the blank spaces.
2. Student interns in the educator preparation program will
demonstrate the skills related to implementing effective, responsive
instruction and assessment.
First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:
The average score of students completing the educator preparation
program will be 85% on the Field Performance Evaluations,
with no score lower than 65%.
2a. Summary of Assessment Data Collected:
Data collected from 57 students during the Fall 2003 semester
through the use of the Field Performance Evaluations revealed that
their scores ranged from 70 to 100 and that the mean for the group
was 89.6. Students were particularly capable of maintaining positive
rapport with the students and communicating information in an accurate,
clear, and logical manner to their students. A trend observed among
some students is that they need to make sure that students are attentive
before beginning the lesson or giving directions. In addition, they
need to question students in a variety of ways to promote critical
thinking. Overall, the desired performance standard was exceeded.
2a. Use of Results to Improve Instructional Program:
The data mentioned above will be shared with program faculty
to determine how to best incorporate these insights into the educator
preparation program. Program faculty will also re-examine and possibly
revise the assessment instrument used at this point in the educator
preparation program to help them identify program strengths and areas
of need.
Second Means of Assessment for Outcome Identified Above:
2b. Means of Program Assessment & Criteria for Success:
At the Portfolio Review, students completing the educator preparation
program will provide evidence of their ability to apply principles of
instructional design and assessment with a score of 85% or better, as
determined by a team of Field Supervisors using a common rubric.
2b. Summary of Assessment Data Collected:
During the Fall 2003 term, 57 Block III students prepared and
presented their portfolios for evaluation. Ninety-eight percent
(56) of the 57 students earned a score of 80% or higher on their
portfolios. The other student obtained a score of 74%. The average
score obtained by the 57 students was 96.3%. As a part of the portfolio
presentation, students demonstrated an appropriate understanding
of instructional design and assessment.
2b. Use of Results to Improve Instructional Program:
During the Fall 2003 term, 57 Block III students prepared and
presented their portfolios for evaluation. Ninety-eight percent
(56) of the 57 students earned a score of 80% or higher on their
portfolios. The other student obtained a score of 74%. The average
score obtained by the 57 students was 96.3%. As a part of the portfolio
presentation, students demonstrated an appropriate understanding
of instructional design and assessment.
ASSESSMENT REPORT
FOR
Bachelor of Science Degree in Fitness and Sports All-Level Certificate(BS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 8, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed. Intended
outcome should be restated in the box immediately below and the intended
outcome number entered in the blank spaces.
3. Students completing the educator preparation program
will compare favorably with their knowledge of physical development and
maintenance to promote physical fitness with students completing similar
programs statewide.
First Means of Assessment for Outcome Identified Above:
3a. Means of Program Assessment & Criteria for Success:
The average score of students completing the Educator Preparation
Program will be at 70% on the component dealing with Physical Education.
3a. Summary of Assessment Data Collected:
Out of 12 students who took the All-level Physical Education
ExCET exam, an analysis of their performance on Domains I (Promoting
Learners’ Physical Development), II (Promoting Learners’ Affective,
Social, and Cognitive Development), and III (Implementing Physical
Education Programs) indicated that their two strongest areas were
Domains II and III, where their average performance exceeded the
passing standard of 70%. In domain #1, however, students’ average
performance was below 70%. Despite these differences, students' average
performance on the entire exam exceeded the 70% criterion.
3a. Use of Results to Improve Instructional Program:
Fitness and Sports faculty will determine how to best incorporate
these insights into the educator preparation program. Faculty will
disaggregate data by domains to identify the program’s specific strengths
and weaknesses, determining areas that need modification. Appropriate
modifications will be incorporated into the program, as needed, based
on the data available and additional insights provided by faculty.
Second Means of Assessment for Outcome Identified Above:
3b. Means of Program Assessment & Criteria for Success:
Students completing the Educator Preparation Program will be
able to explain five physical fitness tests and satisfactorily perform
the physical activity associated with each of these tests.
3b. Summary of Assessment Data Collected:
Data will be collected in EDFS 2300 Physical fitness during the Fall
2004.
3b. Use of Results to Improve Instructional Program:
Faculty make no recommendations
for changes at this time.
ASSESSMENT REPORT
FOR
Bachelor of Science Degree in Fitness and Sports All-Level Certificate(BS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 8, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed. Intended
outcome should be restated in the box immediately below and the intended
outcome number entered in the blank spaces.
4. Graduates will be able to analyze coaching skills in a variety
of sports.
First Means of Assessment for Outcome Identified Above:
4a. Means of Program Assessment & Criteria for Success:
Students will score an average of 80% on scouting reports using
a common rubric developed by the Fitness and Sports faculty. Students
will observe and report on the strengths, weaknesses, offense, defense,
and game plans of teams to help them acquire the requisite knowledge
to effectively analyze coaching skills.
4a. Summary of Assessment Data Collected:
Out of a population of 30 students, six scouting groups were formed
to assess two football games. On the average, students who participated
in the assessment incorporated 88% of the items on the coaching rubric. The
coaching rubric was comprised of four areas: 1) Personnel (number of
players, classification, weight, height, overall attitude and work ethic);
2)
Offense (basic offensive set, five best running plays, five best passing
plays, trick plays); 3) Defense (basic defense, stunts, weaknesses)
; and 4) Special teams (kick-off team, kick-off receiving, punting team,
punt receiving team, extra point kicker). The students exceeded the 80%
criterion on the four areas indicated above.
4a. Use of Results to Improve Instructional Program:
Student performance data will be shared with and examined by the
Fitness and Sports faculty to determine how best to incorporate these
insights into the teaching and learning experiences provided by
the Fitness and Sports program.
Second Means of Assessment for Outcome Identified Above:
4b. Means of Program Assessment & Criteria for Success:
Students will analyze various game plans (e.g., those developed
for baseball, football, basketball, volleyball, hockey, and soccer
games) with an average of 80% accuracy based on a common rubric.
4b. Summary of Assessment Data Collected:
Out of a population of 30 students, six game plan groups were formed
to assess two football games. On the average, students who participated
in the assessment correctly addressed more than 90% of the items on the
game plan rubric. The game plan rubric consisted of four areas: 1) (Personnel
(number of players, classification, weight, height, overall attitude
and work ethic); 2) Offense (basic offensive set, five best running
plays, five best passing plays, trick plays); 3) Defense (basic defense,
stunts, weaknesses); and 4) Special teams (kick-off team, kick-off receiving,
punting team, punt receiving team, extra point kicker). The students
exceeded the 80% criterion on the four areas indicated above.
4b. Use of Results to Improve Instructional Program:
Faculty members will employ students’ performance data to help guide
and support the students as they develop their own coaching game plans
in a variety of sports.
ASSESSMENT REPORT
FOR
Bachelor of Science Degree in Fitness and Sports All-Level Certificate(BS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 8, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed. Intended
outcome should be restated in the box immediately below and the intended
outcome number entered in the blank spaces.
5. Students will be able to observe a variety of school and
community events to become better informed about the fitness and sports
programs in these different contexts.
First Means of Assessment for Outcome Identified Above:
5a. Means of Program Assessment & Criteria for Success:
Students will document at least 45 hours of observation in the following
areas:
• Elementary Schools - 15 hours
• Coaching - 15 hours
• Community - 15 hours
The focus of the observation will be on describing the different types of fitness
and sports activities taking place at the different sites.
5a. Summary of Assessment Data Collected:
Data will be collected in the Spring 2004.
5a. Use of Results to Improve Instructional Program:
Faculty make no recommendations
for changes at this time.
Second Means of Assessment for Outcome Identified Above:
5b. Means of Program Assessment & Criteria for Success:
Students will score 80% on reflection papers they will prepare to
document and explain the insights gained through their 45 hours of observation.
5b. Summary of Assessment Data Collected:
Data will be collected in the Spring 2004.
5b. Use of Results to Improve Instructional Program:
Faculty make no recommendations
for changes at this time.
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