ASSESSMENT PLAN
Teacher education programs require the student teaching experience. The non-teaching programs each have an internship.
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2000-2001 ASSESSMENT
Overall mean scores for all items from the 2001-2001 academic year was 4.43 on a five
point scale with 22 senior students reponding. Modifications to the academic program have
been made as a result of competency gaps reported by students. For example, technology
instruction has been included in PE 369 and PE 420 resulting in students' being required
to demonstrate competency in this area. |
1999-2000 ASSESSMENT
Exit evaluations were received from 12 senior student teachers. The evaluation indicated
that the students were satisfied with their learning in our program. The mean score for
all 17 items was a 4.54 on a five-point scale. Students continue to cite field-based
experiences as the highlight of the program. In addition, students believe that their
health & physical education methods courses prepared them well for student teaching. |
1998-99 ASSESSMENT
Exit evaluations were received from 17 senior student teachers. The evaluations indicated
a high degree of satisfaction with their learning in the teacher education program.
Students were very complementary of having UNK health & physical education instructors
supervise their student teaching experience. The mean score for all 17 items on the
instrument was a 4.56 on a five-point scale.As a result student assessment data from 97-98 Instructors began
supervising Health & Physical Education student teachers. Previously, student teachers
were supervised by PTE faculty. |
1997-98
ASSESSMENT
Exit evaluations were received form 14 senior student teachers. The evaluation indicated
that students were very satisfied with our program. The mean score for all 17 items was a
4.32 on a five point scale with five being the highest possible score. Students were also
allowed to provide answers to open ended questions about what the greatest strengths of
the program are and what improvements were needed. Students identified the opportunities
for hands on teaching experiences at Zion and peer teaching opportunities as strengths,
along wit the caring and kindness shown by their methods instructors.
Few weaknesses were identified, however the students definitely feel the need for health
& physical educators to supervise their student teaching experience. In response to
this suggestion faculty from our department now supervise student teachers in health and
physical education. |
1996-97
ASSESSMENT
The department received no report from PTE regarding our student teachers. |
1995-96
ASSESSMENT
Exit evaluations were completed by 5 of 12 senior teacher education majors. The evaluation
instrument indicated high satisfaction with their programs. Students were provided
open-ended opportunities for responses: hands-on experiences provided were highly
commended, need for evaluation of our health curriculum was mentioned. The Department
curriculum committee was delegated responsibility for evaluation of health offerings. The
task was put on hold since the State Department of Education was revising Rule 24
pertaining to curricular offerings for certified programs. The rule revisions were not
completed until April 1997 and curriculum review will resume fall 1997.Internship evaluations were positive for sports
administration, travel and tourism, recreation and park management, and fitness and
leisure interns. Results indicated high satisfaction and no action or review was taken.
This lack of action was partly precipitated by employment of two new faculty persons for
1996-97 who would have primary jurisdiction for curriculum and internship experiences.
Evaluation will resume fall 1997 based on spring 1997 student evaluations. |
1994-95
ASSESSMENT
Exit evaluations were completed and returned by 9 of 12 students. Review indicated general
satisfaction with preparation at UNK. Perception was indicated by students, and shared by
faculty, that technology is a weak area. Subsequently, grant funding has made available heart rate monitors and
software, and direct instruction in technology use in physical education is now being
provided as part of three undergraduate courses, with further expansion into classes
planned. Evaluations from interns in sports administration, travel and tourism, fitness
and leisure management, and recreation and part management were positive overall.
Revisions in recreation and park management have been completed per 1993-94 assessment
comments. Current evaluations verified the need to lighten the load of the internship
coordinator, hence, his field experience duties were assigned to another faculty person
for 1996-97. |
1993-94
ASSESSMENT
Exit evaluations were prepared for the 21 student teachers in our methods class and
distributed to them. Those evaluations returned were received by the methods instructor
and the department chair. Review indicated satisfaction with the program as currently
offered, but some criticism focused on our health education component. After discussion,
the faculty felt that we are providing an adequate introduction to teaching about HIV/AIDS
in our classes taken by teacher education students. Further evaluation and modification of
health programming will occur after the 1994-95 academic year. Internship evaluations from the 15 interns and
their on-site supervisors were received by our internship coordinator. He reviewed the
evaluations and reported results to the department chair. Results verified what we
surmised for several semesters, that we need to evaluate and revise the course content in
our Recreation Leadership program. An ad hoc committee is completely revising our
recreation leadership program. |
