SECOND ANNUAL MEMBER
MEETING AND TRAINING
MEMBER UPDATE AND FOCUS ON
MEASUREMENT TOOLS
COSMA Update
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40 institutional members
21 individual members
2 accredited institutions
14 institutions have achieved Candidacy
Status
5 institutional site visits between October
2010 and May 2011
Training
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Two full trainings held each year
 October – AAHPERD headquarters
 March – AAHPERD Convention
Additional training – NASSM Conference
Webinar training - TBA
Website Payment Option
Annual dues and site visit application fee
online
 Safe and secure portal requiring member
login
 Receipt sent to your inbox
 Take credit card payment only
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Accreditation Principles
Outcomes Assessment
 Strategic Planning
 Curriculum
 Faculty
 Scholarly & Professional Activities
 Resources
 Internal & External Relationships
 Educational Innovation
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Principle 1: Outcomes
Assessment
Five assessment areas – mission and goals, student learning
outcome measures, basic skill development, personal
development, operational outcomes measures
Included in the Self Study:
1.
2.
3.
4.
5.
6.
Copy of O/A plan
Results of implementation in five assessment areas
Summary of changes, improvements needed
Summary of action plans to make changes
Summary of realized outcomes from action plans
Narrative showing integration of O/A results into
strategic plan
Creating the O/A Plan
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Mission and broad based goals
Student learning outcomes
Basic skills development
Student personal development
Operational outcomes measures
Mission and Broad-Based
Goals
Institution: Provide your institution’s
approved mission & broad-based goals
Sport Management Program: Provide
the approved broad-based goals for your
sport management program
Measurement: State how you will
provide evidence that the goals are being
accomplished
Student Learning Outcomes
What is a learning outcome?
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Description of what
your students are able
to do
Clear and measurable
Related to the goals of
the institution
Identify measurement
tools you will use/rubric
design
Institutional
Goals
Program Learning
Outcome
Communicate
effectively
both orally
and written.
Comprehension
and application of
professional
written and oral
communication
business skills.
Measuring Learning Outcomes
• Identify a minimum of:
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two direct measures
two indirect measures
• Explain the process for how your measures
will provide meaningful results
• Provide copies of your instruments/rubrics
in the appendix
Direct Measures of Student
Learning
Demonstrate direct evidence of student
learning:
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Comprehensive exams
Standardized national exams
Pretest and posttest assessments
Required structured internship
Portfolios (electronic or traditional)
Capstone project assessment
Thesis/Dissertation
External certification program (e.g., NSSE)
Indirect Measures of Student
Learning
Ask students about their learning:
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Graduate survey
Alumni survey
Employer survey
Exit interview
Advisory Boards
Student focus groups
Anecdotal evidence
Sample Measurement
Tools
Saint Leo University – Phil Hatlem
Dowling College – Marilyn Mather
California University of PA – Charles Crowley
Troy University – Christina Martin
York College of PA – Molly Hayes Sauder
Liberty University – Vicky Martin
University of North Florida – Jennifer Kane
Basic Skills Development
Prepare a statement on the “Basic Skills”
development program at your institution
Describe how this is administered within
the SM department
Programs to help students with writing
deficiencies
• Tutoring services
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Personal Development of
Students
Prepare a statement on the “Personal
Development” of students at your institution
Describe how this is administered within your SM
department
-- Special programs focused on personal
development – interpersonal skills, student
leadership
-- First year seminar
Operational Measures
How you will measure effectiveness of your SM
program and accomplish goals and objectives
outlined in strategic plan:
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Graduate and internship placement rates
Teaching evaluations
Retention rates
Graduation rates
SWOT analysis
Faculty scholarship
University-based assessments (okay for program
level)
Institutional
Goals
Program Learning
Outcome
Benchmark
Measurement
Tool
Communicate
effectively both
orally and
written.
Comprehension and
application of
professional written and
oral communication
skills.
80% of the students will
meet defined
proficiency standards in
writing skills using the
writing rubric
Written assignments
in BU450 evaluated
with Rubric
80% of the students will
meet defined
proficiency standards in
presentation skills using
the presentation rubric
Presentations in
BUS 311 evaluated
with Rubric
Final Step – Action Plans
Institutional
Goals
Student
Learning
Outcomes
Benchmark
Measurement
Tool
Results
Action Plan
Communicate
effectively
both orally
and written.
Comprehension
and application
of professional
written and oral
communication
business skills.
80% of the
students meet
proficiency
standards in
writing measured
using writing
rubric
Written
assignments
in BU210
and BU404
85.6% of
the
student in
BU210 &
BU404
met the
standard
Continue to
record scores
for writing
evaluation the
these two
courses.
Discuss the
possibility of a
standardized
test in the core
courses to
meet this
competency
Problem Areas
• Direct measures – linking measure to
specific outcome
• Rubric development & data collection
-- Go beyond using course grades
• Role of teaching evaluations
Useful Resources for
Rubric Development
1. http://course1.winona.edu/shatfield/air/rub
rics.htm
2. http://academic.scranton.edu/department/
assessment/ksom/