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.