Working Draft for Discussion DEPARTMENT OF HEALTH PROMOTION. Assessment Plan for BS Degree in Health Promotion

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1 Working Draft for Discussion DEPARTMENT OF HEALTH PROMOTION Assessment Plan for BS Degree in Health Promotion Contextual Application/ Performance Process Core/ Practice Performance Knowledge Core The Health Promotion program considers the above-pictured model illustrative of our assessment priorities: There is a foundation or knowledge core upon which other competencies must be based. This knowledge core includes content areas necessary to conduct effective health promotion/education practice. The next level of assessment is the health promotion/education practice performance skills (process core) as defined by NCHEC and literature related to the profession. Contextual applications include activities where students apply their knowledge and process skills within real health promotion/education environments (service learning activities, fieldwork, internship and/or student teaching experiences).

2 ASSESSMENT PURPOSE The purpose of assessment for each learning outcome is two-fold: 1) to inform the learner of individual progress as they move through the program, and 2) to obtain feedback on the effectiveness of the curricula in preparing students to practice health promotion/education. FRAMEWORK FOR ASSESSMENT Guiding Questions for Assessment What are the specific student learning outcomes for each major emphasis? What evidence demonstrates attainment of those outcomes? What data collection techniques will be used? How and when will the data be collected? How will the data be analyzed? How will the data analysis be used? Evidence/Indicators Multiple indicators of student learning will be collected concerning the above-mentioned competencies. 1) Student self-rating of competency will be obtained at multiple points during the student s academic career. a) Competencies addressed within specific courses will be assessed during the end-of-course evaluation process. b) A comprehensive competency self-rating will be conducted during the HP 308 practicum experience, but prior to the HP 408c internship for community health students. 2) Ratings of achievement of learning outcomes will be obtained from site supervisors or cooperating teachers upon completion of the capstone experience. 3) A comprehensive competency exam will be administered during the practicum, but prior to the internship for community health students. This exam will be modeled after the national CHES certification exam and includes questions related to the Knowledge Core. 4) Faculty teaching courses or facilitating experiences that relate to learning outcomes will report student grades from artifacts previously identified as relevant to learning outcomes. Collection of Evidence Data for the above Evidence/Indicators will be collected from several sources: 1) Web-based surveys will be used to collect student self-ratings at the end of each appropriate HP course and during HP ) Web-based surveys will be used to collect ratings from internship site supervisors or cooperating teachers related to achievement of learning outcomes upon completion of the capstone course (HP 408c).

3 3) The comprehensive competency exam will be administered as a web-based instrument where questions are categorized by learning outcome. 4) At the end of each semester, faculty will provide grades from assignments previously determined to be demonstrative of specific learning outcomes. Data from these instruments will automatically be transferred to an Access database for ease of data analysis. Analysis of Evidence Assessment data for learning outcomes are analyzed annually by the faculty assessment coordinator, with help from a graduate assistant. Data are available in a spreadsheet format (linked directly to the online assessment system). Data from all indicators are correlated and compared for agreement/disagreement on each student s competency levels (discrepancies are noted). Descriptive statistics (mean, standard deviation, minimum, maximum) are calculated for quantitative data from each assessment, for the entire group of students being assessed, as well as comparison of distance students to face-to-face students (average level of competency, as well as variability in competency levels, is compared with expected levels for each assessment). Frequencies of students rated at each competency level are calculated and graphed for each assessment, as well as for each group of students, and compared with competency levels expected to be achieved by all students. Patterns of strengths/weaknesses are inferred based on the above analyses, and explanations/solutions are sought in open-ended feedback sources from all participants. Feedback Loop to Students Individual assignment and course grades will provide one form of feedback to students. A second form of feedback data will be collected through web forms that transmit directly to an Access database. An interactive web site will be set up for students that allows for confidential access to their individual performance data on the evidence indicators as they move through the program. Feedback Loop to Curricula Assessment findings are reported annually in writing by the faculty assessment coordinator to the departmental program evaluation and curriculum committees, as well as to all departmental faculty. Program evaluation and curriculum committees (including student representation) meet to interpret findings in terms of the extent to which the competency is being achieved, and they collaborate on identifying needed changes within the sequences of instructional and clinical experiences. All faculty review and revise/approve proposed changes prior to implementation.

4 For each Learning Outcome the following table will be completed Assessment from Courses a Assessment at Mid-degree b Assessment fro Course 1 Course 2 Course Student d Faculty Self Faculty Self Faculty Self Self Comprehensive Exam Preceptor a Assessment of learning outcomes from courses will ideally occur throughout the degree program, at the sophomore, junior, and senior level. The goal will be that 2 or 3 courses will have assignments that address each learning outcome. Therefore, no one course provides the entire assessment of a learning outcome, and outcome evidence indicators are collected throughout a student s academic career at NAU. b The comprehensive exam will be administered in HP 308 in order to determine progress towards and readiness for the capstone experience. The exam will be modeled after the CHES exam with the addition of items to assess the knowledge core. c Not every capstone experience will require the utilization of all the learning outcomes. Hence, this assessment will consist of only those learning outcomes that were a part of the capstone experience. d All students in the HP major program will be listed

5 Community Health Promotion/Education Knowledge Core Learning Outcome 1: Students will be able to demonstrate knowledge of Physical Health Describe the characteristics of physical health Describe the factors associated with physical health BIO Nutrition HP 200 Many areas HP 303 Physical activity/body comp HP 300 Disease processes HP 350 Tobacco/drugs/alcohol HP 490 Sexual behavior/injuries Learning Outcome 2: Students will be able to demonstrate knowledge of Mental, Emotional, and Spiritual Health Describe the characteristics of mental, emotional, and spiritual health Describe the factors associated with mental, emotional, and spiritual health HP 200 Learning Outcome 3: Students will be able to demonstrate knowledge of Physical and Social Environmental Health Describe the characteristics of physical and social environmental health Describe the factors associated with physical and social environmental health HP 200

6 Community Health Promotion/Education Process Core and Contextual Application Assessment Learning Outcome 1: Competency C: Students will be able to assess individual and community needs for health promotion/education. Obtain health-related data about social and cultural environments, growth and development factors, needs, and interests. Distinguish between behaviors that foster and those that hinder well-being. Infer needs for health promotion/education on the basis of obtained data. HP 300 HP 303 HP 307 HP 350 Case Study Individual fitness assessments Focus group plan and questionnaire Needs assessment Learning Outcome 2: Competency C: Competency D: Students will be able to plan effective health promotion/education programs. Recruit community organizations, resource people, and potential participants for support and assistance in program planning. Develop a logical scope and sequence plan for a health promotion/education program. Formulate appropriate and measurable program objectives. Design educational programs consistent with specified program objectives. HP 307 HP 308 Intervention plan Proposal plan Learning Outcome 3: Students will be able to implement health promotion/education programs. Exhibit competence in carrying out planned programs. Infer enabling objectives as needed to implement instructional programs in specified settings.

7 Competency C: Competency D: Select methods and media best suited to market and implement program plans for specific learners. Monitor educational programs, adjusting objectives and activities as necessary. HP 308 HP 408 Practicum contract and work logs Internship contract Learning Outcome 4: Competency C: Competency D: Students will be able to evaluate effectiveness of health promotion/education programs. Develop plans to assess achievement of program objectives. Carry out evaluation plans. Interpret results of program evaluation. Infer implications from findings for future program planning. HP 307 HP 308 Evaluation plan Evaluation plan in proposal Learning Outcome 5: Competency C: Competency D: Students will be able to coordinate provision of health promotion/education services. Develop a plan for coordinating health promotion/education services. Facilitate cooperation between and among levels of program personnel. Formulate practical modes of collaboration among health agencies and organizations. Organize in-service training for teachers, volunteers, and other interested personnel. HP 308 Copy of oral presentation

8 Learning Outcome 6: Competency C: Competency D: Students will be able to act as a resource person in health promotion/education. Utilize computerized health information retrieval system effectively. Establish effective consultive relationships with those requesting assistance in solving health-related problems. Interpret and respond to requests for health information. Select effective educational resource materials for dissemination. HP 350 Substance abuse resource project Learning Outcome 7: Competency C: Competency D: Students will be able to communicate health and health promotion/education needs, concerns, and resources. Interpret concepts, purposes, and theories of heath education. Predict the impact of societal value systems on health promotion/education programs. Select a variety of communication methods and techniques in providing health information. Foster communication between health care providers and consumers. HP 308 HP 305W Copy of oral presentation Written Scenario-Building Project

9 BAS Health Promotion/Education Knowledge Core Need to complete this section BAS Health Promotion/Education Process Core and Contextual Application Assessment Need to complete this section

10 School Health Promotion/Education Knowledge Core Learning Outcome 1: The student understands physical education content, disciplinary concepts, and tools of inquiry related to the development of the physically educated person. Competencies: The student has knowledge of 1. critical elements and sequencing of basic motor skills 2. concepts and strategies related to physical activity and fitness and how to incorporate other subject areas 3. the relationship among physical activity, fitness, and health 4. historical, philosophical, sociological, and psychological factors associated with diverse physical activities 5. the organic, skeletal, and neuromuscular structures of the human body, how these systems adapt to physical activity, and how they contribute to motor performance, fitness, and wellness 6. concepts, assumptions, debates, and processes of inquiry central to the study of physical activity 7. appropriate instructional cues and prompts for basic motor skills and physical activity Competency # Applicable Courses Evidence of Competency Artifact(s) K1. HP 325 HP 465 Final exam, motor skill project Midterm exam Motor skill project K2. HP 375 Lesson planning that includes mathematical skills that would be taught in high school N/A for this emphasis K3. HP 303 Ability to develop a personal fitness plan and analyze the fitness and health benefits that should result from following it Personal fitness plan for a targeted health/fitness goal HP 375 Ability to develop high school lesson plans that explain the physical activity/health relationship Lesson plan teaching the physical activity/health relationship K4, Etc.

11 School Health Promotion Practice and Contextual Performance Assessment Learning Outcome #1: The student understands physical education content, disciplinary concepts, and tools of inquiry related to the development of the physically educated person. Competencies: The student 1. demonstrates basic motor skills and physical activities with competence 2. applies disciplinary concepts and principles to skillful movement and physical activity 3. incorporates interdisciplinary learning experiences that allow learners to integrate knowledge, skills, and methods of inquiry from multiple subject areas 4. supports and encourages learner expression through movement Competency # Applicable Courses Evidence of Competency Artifact(s) P1. HP 325 HP 465 HP 345 HP 355 Class performance Class performance Class performance Class performance N/A for this emphasis P2. P3. P4.

12 School Health Promotion Disposition Assessment Learning Outcome #1: The student understands physical education content, disciplinary concepts, and tools of inquiry related to the development of the physically educated person. Competencies: The student 1. believes physical activity and fitness are important to the health and well-being of individuals 2. has enthusiasm for the importance of physical education as a means of developing a physically educated person 3. seeks to keep abreast of new ideas and understandings in disciplines related to physical education 4. believes that physical activity can foster self-expression, development, and learning Evidence of Competency: Effective Portfolio essay on developing physically educated persons (HP 425) Dance project includes appropriate concepts to express an idea (HP 465) Article assignments include up-to-date information (HP 425) Journal entries indicate enthusiasm for developing physically educated students (Student teaching) Artifact: Portfolio essay on developing physically educated persons (HP 425) Learning Outcome #2: The student understands how individuals learn and develop, and can provide opportunities that support their physical, cognitive, social, and emotional development. Competencies: The student 1. appreciates and promotes physical activity in the overall growth and development of learners 2. appreciates individual variations in growth and development and is committed to helping learners become competent and self-confident Evidence of Competency: course evaluation question regarding how teachers can promote learning among individual with different degrees of development includes statements of enthusiasm for promoting independent learners among all students (HP 325) Student teaching portfolio entry addressing accommodating diverse learners Artifact: Student teaching portfolio entry addressing accommodating diverse learners

13 Speech Sciences and Technology Knowledge Core Need to complete this section Speech Sciences and Technology Process Core and Contextual Application Assessment Need to complete this section

14 SUPPLMENTARY THOUGHTS 1. Specific student outcomes have been established by the CHES Certification and NASPE Beginning Teacher Standards documents. The faculty needs to decide which outcomes will be held more and less important for each emphasis area. 2. Students show attainment of outcomes through demonstrating their: knowledge of content; ability to perform necessary skills in practice situation (practice performance or process); ability to perform necessary skill in the context for which they are being prepared (context performance); and values and attitudes necessary for becoming an effective professional (disposition). 3. This will be determined for the areas of content knowledge, practice performance, context performance, and disposition by the faculty of each emphasis area. General strategies include evidence from selected courses, student self-rating, course evaluations, competency exit exams, and ratings from supervisors and future employers. 4. This will be determined by the faculty of each emphasis area. Preliminary ideas include assessing more heavily during at mid-point of completion of the major, during pre-intern courses, and at completion of the internship. Web-based testing, surveys, and portfolio items are among preliminary methodological ideas.