ASSESSMENT REPORT
FOR
Bachelor of Science Degree in Fitness and Sports All-Level Certificate(BS)
Instructional Degree Program
Spring 2004
Assessment Period Covered
June 1, 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 an 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 the 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. Preservice teachers 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. 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 learn coaching skills.
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
Spring 2004
Assessment Period Covered
June 1, 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__ Preservice teachers 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:
__1__a. 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).
__1__a. Summary of Assessment Data Collected:
Out of a population of 57 students, only 54 took the Pedagogy and
Professional Responsibilities (PPR) Test of the new Texas Examination
on Educator Standards (TExES) during the Fall term of 2003. The remaining
three 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 76.83%
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 79.46% accuracy and Competency
#2 (Understands and applies concepts related to student diversity) with
78.65% accuracy. On Competency #1 (Understands and applies human developmental
processes), students demonstrated 77.3% accuracy and 71.93% 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.
Out of a population of 73 students, only 23 took the Pedagogy and Professional
Responsibilities (PPR) Test of the new Texas Examination on Educator
Standards (TExES) during the Spring term of 2004. On average, the students
who took the PPR Examination obtained 77.00% 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 75.17% accuracy and Competency #2 (Understands and applies concepts
related to student diversity) with 79.22% accuracy. On Competency #1
(Understands and applies human developmental processes), students demonstrated
80.04% accuracy and 73.57% 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.
__1__a. Use of Results to Improve Instructional Program:
Students' performance data were shared with program faculty who
agreed that it was important to refine their instructional efforts with
respect to Domain I. Additionally, closer inspection of the Fall 2003
and Spring 2004 TExES data revealed that greater attention needs to
be given to Domain III of the TExES, since students’ average performance
on competencies #7 (Communication), #8 (Instructional Practice), #9
(Technology), and #10 (Assessment) did not consistently exceed 75%
across two administrations of this exam. Faculty agreed to develop
a plan to systematically incorporate these competencies into their courses
and will begin implementing the revised courses in the Fall 2004 semester.
Second Means of Assessment for Outcome Identified Above:
__1__b. 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.
__1__b. Summary of Assessment Data Collected:
Spring 2004 Block II Data collected from 74 students through the
use of the Internship Interview Rubric indicated that 74 (100%) 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 74 students interviewed, no more than four (5%)
needed to strengthen their understanding of: a) how to successfully
work with students having special needs; b) develop a greater understanding
of the learner-centered proficiencies; c) authentic assessment; or d)
multiple intelligences.
__1__b. Use of Results to Improve Instructional Program:
Program faculty reviewed the data mentioned above and agreed to
continue to refine their courses by placing greater attention on the
four areas mentioned and assessing through different means students’
understanding of all relevant competencies.
Since students' performance on the Internship Interview Rubric has
exceeded expectations, faculty members decided to place a special emphasis
on Competency #7 (Communication: The teacher understands and applies
principles and strategies for communicating effectively in varied teaching
and learning contexts) from Domain III of the Pedagogy and Professional
Responsibilities (PPR) Texas Examination of Educator Standards (TExES),
especially since students’ average performance over the last two TExES
administrations has not been higher than 69%. This competency will
be incorporated into the Professional Education courses that preservice
teachers take.
ASSESSMENT REPORT
FOR
Bachelor of Science Degree in Fitness and Sports All-Level Certificate(BS)
Instructional Degree Program
Spring 2004
Assessment Period Covered
June 1, 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:
__2__a. Means of Program Assessment & Criteria for Success:
The average score of students completing the educator preparation
program will be at or near 85% on the Field Performance Evaluations,
with no score lower than 65%.
__2__a. Summary of Assessment Data Collected:
Data collected from 73 students during the Spring 2004 semester
through the use of the Field Performance Evaluations revealed that their
scores ranged from 50 to 100 and that the mean for the group was 92.2.
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.
__2__a. 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.
Since students performance on the Field Performance Evaluations has
exceeded expectations, faculty has decided to focus on Competency #10
(Assessment: The teacher monitors students performance and achievement;
provides students with timely, high-quality feedback; and responds flexibly
to promote learning for all students) from Domain III of the Pedagogy
and Professional Responsibilities (PPR) Texas Examination of Educator
Standards (TExES).
Second Means of Assessment for Outcome Identified Above:
__2__b. 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.
__2__b. Summary of Assessment Data Collected:
During the Spring 2004 term, 70 Block III students prepared and
presented their portfolios for evaluation. Seventy-nine percent (55)
of the 70 students earned a score of 80% or higher on their portfolios.
The average score obtained by the 70 students was 87.17%. As a part
of the portfolio presentation, students demonstrated an appropriate
understanding of instructional design and assessment.
__2__b. Use of Results to Improve Instructional Program:
A team of educators working with the educator preparation program
will re-examine the rubric used to assess students' performance on their
portfolios to determine if any modifications to the rubric and/or program
are needed. This team of educators will research different types of
rubrics used to assess e-portfolios and will create a rubric to be utilized
for e-portfolios with Block I students during the Fall 2004 term, Block
II students during the Spring 2005 term, and Block III students during
the Fall 2005 term. The rubric will then be used to help educators monitor
program strengths and areas of need.
ASSESSMENT REPORT
FOR
Bachelor of Science Degree in Fitness and Sports All-Level Certificate(BS)
Instructional Degree Program
Spring 2004
Assessment Period Covered
June 1, 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 in 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:
__3__a. 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.
__3__a. Summary of Assessment Data Collected:
Out of 6 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; however,
their average performance did not exceed the passing standard of 70%.
In addition in Domain I, students’ average performance was below 70%.
The students' average performance on the entire exam did not exceed
the 70% criterion.
__3__a. Use of Results to Improve Instructional Program:
Although the Fitness and Sports program faculty did not feel action
was required at this time, they agreed to evaluate systematically the
content of these domains as they are embedded in the required courses.
Second Means of Assessment for Outcome Identified Above:
__3__b. 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.
__3__b. Summary of Assessment Data Collected:
Data will be collected in EDFS 2300 Physical fitness during the
Fall 2004.
__3__b. Use of Results to Improve Instructional Program:
Because program faculty will collect data for this means of assessment
during Fall 2004, no results are available at this time.
ASSESSMENT REPORT
FOR
Bachelor of Science Degree in Fitness and Sports All-Level Certificate(BS)
Instructional Degree Program
Spring 2004
Assessment Period Covered
June 1, 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. 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 learn coaching skills.
First Means of Assessment for Outcome Identified Above:
__4__a. Means of Program Assessment & Criteria for Success:
Students will prepare coaching reports with at least 80% accuracy
as assessed by a common rubric developed by the Fitness and Sports faculty.
The reports should depict the strengths, weaknesses, offense, defense,
and game plans of teams.
__4__a. 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); 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.
__4__a. Use of Results to Improve Instructional Program:
The Fitness and Sports Program faculty reviewed the above data.
They plan to give particular attention to students who may readily grasp
the concepts and appropriately apply the knowledge and skills in their
scouting reports.
Second Means of Assessment for Outcome Identified Above:
__4__b. 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.
__4__b. 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); 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.
__4__b. Use of Results to Improve Instructional Program:
The Fitness and Sports faculty members reviewed the performance
data but do not feel action is required at this point in time. They
do feel, however, that they must make additional efforts to help guide
and support 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
Spring 2004
Assessment Period Covered
June 1, 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:
__5__a. Means of Program Assessment & Criteria for Success:
Students will document at least 100 hours of observation in the
following areas:
• Schools
• Coaching
• Community
Students will be given a form to document hours of observation. The
focus of the observation will be on describing the different types of
fitness and sport activities taking place at different sites. See attached.
__5__a. Summary of Assessment Data Collected:
Data will be collected in the December 2004.
__5__a. Use of Results to Improve Instructional Program:
Because program faculty will collect data for this means of assessment
during Fall 2004, no results are available at this time.
Second Means of Assessment for Outcome Identified Above:
__5__b. Means of Program Assessment & Criteria for Success:
Students will complete 100% of their observations and record them
on a form that is placed in a file in the Fitness and Sport department.
__5__b. Summary of Assessment Data Collected:
Data will be collected in the December 2004.
__5__b. Use of Results to Improve Instructional Program:
Because implementation of this assessment will begin in Fall 2004,
no results are available at this time.
Observation Form
Fitness and Sport Program
College of Education
Texas A&M International University
Name: .
Major: .
Minor: .
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