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Attachment 8 – QCC Course Assessment Form
QCC COURSE ASSESSMENT FORM
Fall 2011/Spring 2012 Assessment
Department: Health, Physical Education and Dance
Course: HE 102: Health, Behavior and Society (Formerly, Critical Issues in Health)
Curriculum or Curricula: Liberal Arts and Sciences LA 1
PART I. STUDENT LEARNING OBJECTIVES
For Part I, attach the summary report (Tables 1-3, 5) from the QCC Course Objectives
Form.
TABLE 1. Educational Context
This fundamental course focuses on the relationship between health and human behavior by
exploring the psychological, biological, and socio-cultural perspectives of health. Topics for
discussion emphasize disease prevention and lifelong health promotion for the individual and
the community. Learning experiences are designed to enable students to develop analytical
reasoning skills in order to make informed health decisions and to promote and maintain
wellness across diverse cultures. This course will examine the major health areas of
importance to the individual and society including nutrition, mental health, stress, sexuality,
exercise science and addictions.
TABLE 2. Curricular Objectives
Curricular objectives addressed by this course:
1. Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed
decisions.
2. Use information management and technology skills effectively for academic research and lifelong learning.
3.
Integrate knowledge and skills in their program of study.
4.
Differentiate and make informed decisions about issues based on multiple value systems.
TABLE 3. General Education Objectives
Gen ed
objective’s ID
number from
list (1-13)
1
3
4
5
General educational objectives addressed by this course: Select from preceding list.
1. Students will communicate effectively through reading, writing, listening and speaking.
2. Students will use analytical reasoning to identify issues or problems and evaluate evidence in
order to make informed decisions.
3. Students will integrate knowledge and skills in their program of study.
4. Students will use information management and technology skills effectively for academic research
and lifelong learning.
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TABLE 4: Course Objectives and Student Learning Outcomes
Course objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
Learning outcomes
Students will describe the
foundational
principles
of
disease prevention and health
promotion.
Students will describe the
fundamentals of the science of
nutrition.
Students will describe the
fundamentals
of
exercise
science.
Students will discuss the
symptoms,
causes,
consequences and prevention
of chronic stress.
Students will discuss the most
common mental disorders.
a.
Students will identify and
describe
the
symptoms,
causes,
treatment
and
prevention
for
addictive
behaviors.
Students will explain the
relationship
between
community
health
and
individual health behaviors.
a.
b.
Students will identify sexually
transmitted infections (STI) and
contraceptive methods.
Students will discuss the
current leading causes and
preventable causes of death.
a.
b.
b.
a.
b.
a.
b.
a.
b.
c.
a.
b.
a.
b.
a.
b.
10.
Students will discuss the
current environmental health
issues affecting our planet.
a.
b.
Students will define and describe disease prevention, health
promotion and the use of the scientific method.
Students will describe and discuss the models for health behavior
change.
Students will list and define the various nutrients, including,
different types of fat.
Students will describe the components of a healthy eating plan.
Students will describe different types of exercise and the effects of
exercise on the body.
Students will describe the components of an exercise program.
Students will describe the effects of stress on the body.
Students will discuss ways in which to manage and reduce stress.
Students will demonstrate stress reduction techniques.
Students will define and describe various types of depression.
Students will describe treatment options for various mental
disorders.
Students will identify various types of addictive behaviors.
Students will describe the treatment and recovery process from
addiction.
Students will discuss the effectiveness of community health efforts
to reduce preventable causes of death such as smoking and
obesity rates.
Students will describe the determinants of health to reduce
morbidity and mortality rates in diverse populations.
Students will define and describe infectious diseases.
Students will define and describe various methods of
contraception.
Students will describe the symptoms, causes, treatment and
prevention of the major diseases, including, heart disease, cancer,
stroke, COPD, and diabetes.
Students will describe the current obesity epidemic among children
and adults.
Students will describe climate change and describe why this
occurs.
Students will list various ways to help improve environmental
health.
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PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND
ASSESSMENT TOOLS
For the assessment project, you will be designing one course assignment, which will address at
least one general educational objective, one curricular objective (if applicable), and one or more
of the course objectives. Please identify these in the following table:
TABLE 5: Objectives Addressed in Assessment Assignment
Course Objective(s) selected for assessment: (select from Table 4)
Students will describe the foundational principles of disease prevention and health promotion.
Students will explain the relationship between community health and individual health behaviors.
Curricular Objective(s) selected for assessment: (select from Table 2)
Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions.
Differentiate and make informed decisions about issues based on multiple value systems
General Education Objective(s) addressed in this assessment: (select from Table 3)
Students will communicate effectively through reading, writing, listening and speaking.
Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions.
Students will integrate knowledge and skills in their program of study.
Students will use information management and technology skills effectively for academic research and lifelong
learning.
In the first row of Table 6 that follows, describe the assignment that has been
selected/designed for this project. In writing the description, keep in mind the course
objective(s), curricular objective(s) and the general education objective(s) identified above,
The assignment should be conceived as an instructional unit to be completed in one class
session (such as a lab) or over several class sessions. Since any one assignment is actually a
complex activity, it is likely to require that students demonstrate several types of knowledge
and/or thinking processes.
Also in Table 6, please
a) identify the three to four most important student learning outcomes (1-4) you expect
from this assignment
b) describe the types of activities (a – d) students will be involved with for the assignment,
and
c) list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the
student outcomes. (Classroom assessment tools may include paper and pencil tests,
performance assessments, oral questions, portfolios, and other options.)
Note: Copies of the actual assignments (written as they will be presented to the students)
should be gathered in an Assessment Portfolio for this course.
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TABLE 6: Assignment, Outcomes, Activities, and Assessment Tools
Briefly describe the assignment that will be assessed:
Desired student learning
outcomes for the assignment
(Students will…)
Briefly describe the range
of activities student will
engage in for this
assignment.
List in parentheses the general
education objective(s) (1-13)
associated with these desired
learning outcomes for the
assignment.
1. (1) Students will demonstrate A. Students will navigate
effective communication
the Internet to find a
through reading and writing.
health article from a
reliable online source
(5) Students will demonstrate
and write an essay.
use information management
and technology skills effectively
for academic research and
lifelong learning.
2. (3) Students will demonstrate B. Students will choose a
analytical reasoning by identify
health behavior they
health behaviors and
wish to change or
evaluating evidence in order to
improve. Through the
make informed decisions.
use of models for
behavior change,
students will devise a
plan, self-monitor, and
evaluate their changes
or improvements.
3. (4) Students will integrate
C. Students will define,
knowledge and skills from
describe and assess
various science and social
various health issues
science disciplines including
and problems from a
biology, psychology, sociology
multidisciplinary
history and philosophy in their
approach.
study of health.
What assessment tools
will be used to measure
how well students have
met each learning
outcome? (Note: a single
assessment tool may be
used to measure multiple
learning outcomes; some
learning outcomes may be
measured using multiple
assessment tools.)
A. Write an essay (See
Appendix A)
A. Health Behavior Change
Project (See Appendix B)
A. Pretest/Posttest
PART III. ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’
performance will be measured. This could be a checklist, a descriptive holistic scale, or another
form. The rubric (or a version of it) may be given to the students with the assignment so they will
know what the instructor’s expectations are for this assignment.
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Please note that while individual student performance is being measured, the assessment project
is collecting performance data ONLY for the student groups as a whole.
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
Desired student
learning outcomes
from the assignment:
(Copy from Column 1,
Table 6 above; include
General Education
Objectives addressed)
Assessment measures
for each learning
outcome:
(Copy from Column
3,Table 6 above)
1. (1) Students will
demonstrate effective
communication through
reading and writing.
A. Write an essay
(5) Students will
demonstrate use
information management
and technology skills
effectively for academic
research and lifelong
learning.
2. (3) Students will
demonstrate analytical
reasoning by identify
health behaviors and
evaluating evidence in
order to make informed
decisions.
3. (4) Students will
integrate knowledge and
skills from various
science and social
science disciplines
including biology,
psychology, sociology
history and philosophy in
their study of health.
Standards for student
performance:
 Describe the standards or rubrics
for measuring student
achievement of each outcome in
the assignment.
 Give the percentage of the class
that is expected to meet these
outcomes
 If needed, attach copy(s) of
rubrics.
Achievement of at least 80% of
students scoring between a 4 and 5
from the Writing Assessment Analytic
Scoring Rubric (See Attached)
A. Health Behavior
Change Project
Achievement of at least 80% of
students scoring at or above a 3 from
the Integrative Learning Value Rubric
(See Attached)
A. Pretest/Posttest
Achievement of at least 75%
competency in health related
biological and physiological
processes, health promotion and
disease prevention concepts and
skills.
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IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Use the following table to report the student results on the assessment. If you
prefer, you may report outcomes using the rubric(s), or other graphical
representation. Include a comparison of the outcomes you expected (from Table
7, Column 3) with the actual results. NOTE: A number of the pilot assessments
did not include expected success rates so there is no comparison of expected and
actual outcomes in some of the examples below. However, projecting outcomes is
an important part of the assessment process; comparison between expected and
actual outcomes helps set benchmarks for student performance. Six examples
follow.
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Desired student learning
outcomes:
(Copy from, Column
1,Table 6 above; include
General Education
Objectives addressed)
1. (1) Students will demonstrate
effective communication
through reading and writing.
(5) Students will demonstrate
use information management
and technology skills effectively
for academic research and
lifelong learning.
2. (3) Students will demonstrate
analytical reasoning by identify
health behaviors and evaluating
evidence in order to make
informed decisions.
3. (4) Students will integrate
knowledge and skills from
various science and social
science disciplines including
biology, psychology, sociology
history and philosophy in their
study of health.
Student achievement: Describe the group
achievement of each desired outcome and
the knowledge and cognitive processes
demonstrated.
Students were able select a health article from a
reliable Internet source, summarize it and state the
author’s key points. Some students experienced
difficulties with the development of ideas. That is, the
reasons, details and examples from the text and from
the students’ reading and experience were sometimes
brief, general or inadequately developed.
Students were able to select and develop examples of
life experiences, adapt and apply skills, abilities,
theories and methodologies to solve problems or
explore issues and explicitly connect
content, demonstrating awareness of purpose.
Students’ scores increased to 77% competency at the
end of the semester from test scores at the start of the
semester which were less than 33% for competency
of health related biological and physiological
processes and health promotion and disease
prevention practices.
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TABLE 9. EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the
assessment results, and describe the actions to be taken as a result of the
assessment. In the evaluation of achievement, take into account student success
in demonstrating the types of knowledge and the cognitive processes identified in
the Course Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
This assessment demonstrates that students who take HE 102 develop knowledge and
skills needed for: (1) effective communication; (2) academic research and lifelong
learning; (3) analytical reasoning to identify issues or problems and evaluate evidence in
order to make informed decisions; and (4) integrating knowledge and skills in their
program of study. Students can benefit from more practice with the development of
ideas when writing an essay. The health behavior change assignment demonstrated
that students were able to analyze an issue or problem and make informed health
decisions. Students were able to integrate knowledge and skills in their study of health
with an overall increase in competency from 33% to nearly 80% (77%).
B. Evaluation of the assessment process:
What do the results suggest about how well the assignment and the assessment
process worked both to help students learn and to show what they have learned?
Overall, the results suggest that the three (3) major forms of assessment (i.e., essay,
health behavior change project and paper and pencil tests) and their corresponding
rubrics for HE 102 are effective measures of student learning and academic
performance.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
HE 102 will continue to use writing assignments, behavior change projects and
pretest/posttests to assess student learning. Emphasis will be placed on students’
development of ideas when writing an essay. A direct measure of transfer will be added
to the health behavior change assignment. The pretest/posttest will be enhanced to
include a reflective writing component. This reflective writing component will be
assessed using the Integrative Value Rubric.
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Appendix A Essay Assignment
Choose a health article from a reliable Internet source and write an essay responding to
the ideas it presents. In your essay, be sure to summarize the passage in your own
words, stating the author’s most important ideas. Develop your essay by identifying one
idea in the passage that you feel is especially significant, and explain its significance.
Support your claims with evidence or examples drawn from what you have read, learned
in school, and/or personally experienced.
Remember to review your essay and make any changes or corrections that are needed
to help your reader follow your thinking.
Use the format below to create an outline before writing your essay.
Name: ______________
Date: _______
Article: _______________________________________________
Essay Outline
Author’s most important ideas to include in the summary:
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
5. __________________________________________________
One idea that you feel is especially significant:
1. __________________________________________________
List evidence or examples (drawn from what you have read, learned in school, and/or
personally experienced) of why that is significant:
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
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Appendix B Health Behavior Change Assignment
Assignment: Choose a health behavior you wish to change or improve during this
semester. Based on your own experience, class discussions, texts and other resources,
please include the following information in your paper.
Pre-Reflection (1 - 2 pages)
1. What health behavior do you want to change or improve during this semester?
2. Why is it important to improve or change this behavior?
3. Have you ever tried to change/improve this health behavior in the past? If yes,
describe that experience. If not, then why?
4. What is (are) your long-term health behavior goal(s) for this semester? What are
your specific short-term goals to help you achieve your long-term goal(s)?
5. What is your plan and what specific strategies will you use in order to help you
achieve your goals?
6. How will your social and physical environment affect your ability to achieve your
goals?
7. What is your level of interest in achieving your goals? Explain.
8. How will you continue to stay motivated during the process?
9. Do you believe that making these changes are within your personal control?
Explain.
Practice (2 - 4 pages)
Keep a daily record (i.e., self-monitor) of your health behavior and the strategies you use
to help improve or change your behavior for 2 consecutive weeks. Include a quantitative
measurement (e.g., food diary, exercise log, daily weigh-ins, etc.) and a qualitative
measurement (e.g., daily journal).
Post-Reflection (1 page)
1. Based on phase 1 and phase 2, did you achieve your goals? Explain why or why
not.
2. If you had tried to change this behavior before, how does this experience differ
from prior experiences?
3. How satisfied are you with your performance?
4. Based on this assignment, has your confidence in making this health behavior
change/improvement increased? Why or why not?
5. Based on your experience with this assignment, how would you change or
continue to self-regulate your health behaviors in the future?