Student Learning Assessment Program
Response to Summary Form
Graduate Programs 2013
Department: Kinesiology & Sports Studies
Category
Learning
Objectives
How,
Where, and
When
Assessed
Expectations
Results
How Results
Will be Used
*
Level*
Comments
Level 3, M.S.
Kinesiology & Sports
Studies—all
concentrations
This report addresses all four of the graduate program goals
established by CGS. You have increased the specificity of the
objectives to speak more directly to the content and research skills you
seek from your graduates, so that is good progress. You have crafted
the objectives to meet the requirements of CGS as well as your own
discipline.
Opening up the thesis defense to all faculty is a good idea. Do you
collect something from everyone? Does the committee provide some
kind of evaluation or feedback? That measurement remains murky. It
is fine to employ qualitative measures as long as you are willing to
compile the data in some way that speaks to the learning objective for
the program and not simply each student individually. You have an
exam and practicum assessments to assess content knowledge, and
they seem to work well. What kind of information does Lori
Richardson at Sarah Bush provide? Does she complete forms for you?
You have a good mix of indirect as well as direct measures here.
Expectations are given for direct and indirect measures, and they are
consistent with the measures chosen. You have established
challenging expectations for your students, which is a good practice at
the graduate level. I do not think it is a problem that all students have
not met the expectations; this gives you a place to start and a high
level to achieve to keep the rigor in your discipline.
Part three indicates that data from a variety of sources is being used to
improve student learning in the department. You are considering both
changes to courses and ways to approach student deficiencies outside
of coursework, so that is good. I don’t know if this would help or not,
but since you are preparing graduate students for the workplace,
information directly from employers about the importance of skills
like writing might help motivate students to work on improving those
skills. Perhaps a guest lecturer or something could help with that.
A feedback loop appears to be in place with all faculty involved in the
program participating.
Level 2-3, M.S.
Kinesiology & Sports
Studies—all
concentrations
Level 2-3, M.S.
Kinesiology & Sports
Studies—all
concentrations
Level 2-3, M.S.
Kinesiology & Sports
Studies—all
concentrations
Level 3, M.S.
Kinesiology & Sports
Studies—all
concentrations
Levels should not be interpreted as grades or scores; they are stages of implementation based on patterns of
characteristics described by North Central Association. These levels are approximations based on the information
provided in the summaries. Please refer to the checklist for the Primary Traits listed for each level on the
assessment web site at www.eiu.edu/~assess.