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STUDENT LEARNING ASSESSMENT PROGRAMSUMMARY FORM AY 2014 - 2016

Degree andProgram Name:

Submitted By:

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PART ONE

What are the learning objectives?

How, where, and when are they assessed?

What are the expectations?

What are the results? Committee/ person responsible? How are results shared?

1.) Students graduating from the program shall demonstrate the following entry-level knowledge: a) the nature and scope of the relevant park, recreation, tourism or related professionals and their associated industries; b) techniques and processes used by professionals and workers in these industries; and c) the foundation of the profession in history, science and philosophy (NRPA 7.01 Standard).

a.) REC 1780 (Exam I)b.) REC 1780 (Agency

Interview)c.) REC 3910 (Website

Project)d.) REC 4274 (Portfolio Self-

Evaluation)e.) REC 4740 (Exam I)f.) REC 4830 (Exam)

100% of majors will meet performance standards (earn a “C” or 70% on project, assignment, and/or exam) or exceed standards (earn an “A” or “B” or 80% on project, assignment, and/or exam).

a.) REC 1780 (Exam I) Fall 2014, Spring 2015, & Fall 2015:

# Exceeding Expectations: 39# Meeting Expectations: 8# Did Not Meet Expectations: 5# Exempt: 0

b.) REC 1780 (Agency Interview) Fall 2014 & Spring 2015:


c.) REC 3910 (Website Project) Fall 2014 & Spring 2015:


Plan to spend a bit more time discussing the philosophical foundations of leisure to improve student exam scores.

Primary student performance issue was attendance. Efforts and strategies to improve attendance will be pursued.

Implemented Wix program in 2014.Increased instruction/lecture time on Wix to improve student performance.

B.S. in Recreation Administration

Michael Mulvaney, Ph.D., CPRP

d.) REC 4274 (Portfolio Self- Evaluation) Fall 2014 & 2015, Spring 2014 & 2015:


e.) REC 4740 (Exam I) Fall 2014 & 2015, Spring 2015 & 2016:


f.) REC 4830 (Exam) Fall 2014 & 2015, Spring 2015 & 2016:


Currently, a challenge to evaluate. Some students are missing a majority of their portfolio items.

No significant changes planned.

Will continue current practice with thoughts of including more leisure/recreation professionals

2.) Students graduating from the program shall demonstrate the ability to design, implement, and evaluate services that facilitate targeted human experiences and that embrace personal and cultural dimensions of diversity (NRPA 7.02 Standard).

a.) REC 1320 (Observation Activity)

b.) REC 1320 (After School Planning Activity - Teacher Evaluation Scores)

c.) REC 2250 (Gym Rec Recreation Plan)

d.) REC 2250 (ADA Scavenger Hunt)

e.) REC 2290 (Group Program Plan)


a.) REC 1320 (Observation Activity) Spring 2015 & 2016:


b.) REC 1320 (Teacher Evaluation Scores) Spring 2015 & 2016:


Primary issue with poor performance centered on student absences. Efforts will be made to stress the importance of attendance & further motivate students to attend class sessions.

No change planned.

c.) REC 2250 (Gym Rec Recreation Plan) Fall 2015 & Spring 2016:


d.) REC 2250 (ADA Scavenger Hunt) Spring 2016:


e.) REC 2290 (Group Program Plan) Spring 2016:


No change planned.

ADA Scavenger Hunt was first implemented in 2016 and replaces the previous “quizzes” assessment instrument. ADA Scavenger Hunt assignment was successfully implemented and no change planned.

No change planned.

3.) Students graduating from the program shall be able to demonstrate entry-level knowledge about operations and strategic management/administration in parks, recreation,

a.) REC 4600 (Exam)b.) REC 4600 (Intro, Needs

Analysis, & Agency Profile)

c.) REC 4600 (Physical Resource Assessment)

d.) REC 4700 (Work Schedule Assignment)

100% of majors will meet performance standards (earn a “C” or 70% on project, assignment, and/or exam) or exceed standards (earn an “A” or “B” or 80%

a.) REC 4600 (Exam) Fall 2014 & 2015:


No change planned.

tourism and/or related professions (NRPA 7.03 Standard).

e.) REC 4700 (Job Description)

f.) REC 4700 (Mock Interview)

g.) REC 4700 (Performance Appraisal Assignment)

h.) REC 4830 (Mission, Goals, & Objectives Assignment)

on project, assignment, and/or exam).

b.) REC 4600 (Intro, Needs Analysis, & Agency Profile) Fall 2014 & 2015:


c.) REC 4600 (Physical Resource Assessment) Fall 2014 & 2015:


d.) REC 4700 (Work Schedule Assignment) Spring 2015 & 2016:


e.) REC 4700 (Job Description) Spring 2015 & 2016:


f.) REC 4700 (Mock Interview) Spring 2015 & 2016:


g.) REC 4700 (Performance Appraisal Assignment) Spring 2015:

# Exceeding Expectations: 17

No change planned.

No change planned.

Consider researching scheduling software used in field and integrating into project.

No change planned.

No change planned.

No change planned.

# Meeting Expectations: 3# Did Not Meet Expectations: 0# Exempt: 0

h.) REC 4830 (Mission, Goals, & Objectives Assignment) Fall 2014 & 2015, Spring 2015 & 2016:


Will continue current practice with thoughts of incorporating personal (student) M,G,O and V’s

4.) Students graduating from the program shall demonstrate, through a comprehensive internship of not less than 400 clock hours and no fewer than 10 weeks, the potential to succeed as professionals at supervisory or higher levels in park, recreation, tourism, or related organizations (NRPA 7.04 Standard).

a.) REC 4275 (Internship Performance Appraisal Etiquette Measure)

b.) REC 4275 (Internship Performance Appraisal Professional Aptitude Measure)


a.) REC 4275 (Internship Performance Appraisal Etiquette Measure) Summer 2014 & 2015, Fall 2014, & 2015, Spring 2015 & 2016:


b.) REC 4275 (Internship Performance Appraisal Professional Aptitude Measure) Summer 2014 & 2015, Fall 2014, & 2015, Spring 2015 & 2016:


No change planned.

No change planned.

5.) Students graduating from the program shall demonstrate the ability to question, examine, evaluate, and respond to problems or arguments related to the operations and strategic management/administra

a.) REC 1780 (Issues Paper)b.) REC 4830 (Ethics

Problem Assignment)c.) REC 4830 (Risk

Management Evaluation)d.) REC 4850 (Line-Item

Budget Analysis & Development)

100% of majors will meet performance standards (earn a “C” or 70% on project, assignment, and/or exam) or exceed standards (earn an “A” or “B” or 80% on project,

a.) REC 1780 (Issues Paper) Fall 2014 & 2015, Spring 2015:


b.) REC 4830 (Ethics Problem Assignment) Fall 2014 &

No change planned.

Will attempt panel

tion in parks, recreation, tourism and/or related professions (EIU Critical Thinking Undergraduate Learning Goal).

assignment, and/or exam).

Spring 2015:# Exceeding Expectations: 27# Meeting Expectations: 10# Did Not Meet Expectations: 10# Exempt: 0

c.) REC 4830 (Risk Management Evaluation) Fall 2014 & 2015, Spring 2015 & 2016:


d.) REC 4850 (Line-Item Budget Analysis & Development) Fall 2014, Spring 2015 & 2016:


discussion in attempt to improve basis for decisions.

Will continue current practice and will include examples of past assignments on D2L.

Consider additional “excel” lab session.

6.) Students graduating from the program shall demonstrate the ability to comprehend and evaluate varied sources and write purposively and critically on topics related to the operations and strategic management/administration in parks, recreation, tourism and/or related professions (EIU Writing & Critical Reading Undergraduate Learning Goal).

a.) REC 1320 (Filmed Leadership Self-Evaluation Paper)

b.) REC 1780 (Leisure Philosophy Paper)

c.) REC 2290 (Individual Program Plan)

d.) REC 3900 (Operations & Maintenance Manual)

e.) REC 4274 (EIU Reflection Paper)

f.) REC 4700 (Recruitment, Selection, & Placement Plan)

g.) REC 4740 (Research Report)

h.) REC 4830 (Paper on Recreation Topic)


a.) REC 1320 (Filmed Leadership Self-Evaluation Paper) Spring 2015 & 2016:


b.) REC 1780 (Leisure Philosophy Paper) Fall 2014 & Spring 2015:


c.) REC 2290 (Individual Program Plan) Spring 2016:

# Exceeding Expectations: 14# Meeting Expectations: 4# Did Not Meet Expectations: 7

No change planned.

No change planned.

The Individual Program Plan replaced the REC 2290 papers (1-3)

# Exempt: 0

d.) REC 3900 (Operations & Maintenance Manual) Fall 2015:


e.) REC 4274 (EIU Reflection Paper) Fall 2014 & Spring 2015:


f.) REC 4700 (Recruitment, Selection, & Placement Plan) Spring 2015 & 2016:


assignment previously utilized to measure this objective due to the Individual Program Plan being a more comprehensive and valid assessment tool. Based on the assessment results, additional instruction & “hands-on” time will be devoted to assisting students with this project.

No change planned.

No change planned.

No change planned.

g.) REC 4740 (Research Report) Fall 2014 7 2015, Spring 2015 & 2016:


h.) REC 4830 (Paper on Recreation Topic) Fall 2014 & 2015, Spring 2015 & 2016:

# Exceeding Expectations:45# Meeting Expectations: 1# Did Not Meet Expectations:1# Exempt: 0

No change planned.

No change planned.

7.) Students graduating from the program shall demonstrate the ability to comprehend and evaluate varied sources and prepare and deliver presentations and other formal speaking activities related to the operations and strategic management/administration in parks, recreation, tourism and/or related professions (EIU Speaking & Listening Undergraduate Learning Goal).

a.) REC 3910 (Multimedia Presentation)

b.) REC 4600 (Facility Plan/Proposal Presentation)

c.) REC 4740 (Research Presentation)

d.) REC 4830 (Oral Management Presentation)


a.) REC 3910 (Multimedia Presentation) Fall 2014, Spring 2015, & Spring 2016:


b.) REC 4600 (Facility Plan/Proposal Presentation) Fall 2014 & 2015:


c.) REC 4740 (Research Presentation) Fall 2014 & Spring 2015:


No change planned.

No change planned.

No change planned.

d.) REC 4830 (Oral Management Presentation) Fall 2014 & 2015, Spring 2015 & 2016:


No change planned.

8.) Students graduating from the program shall demonstrate the ability to produce, analyze, interpret, and evaluate quantitative material related to the operations and strategic management/administration in parks, recreation, tourism and/or related professions (EIU Quantitative Reasoning Undergraduate Learning Goal).

a.) REC 3910 (Special Event Budget)

b.) REC 4740 (Exam II – Descriptive & Inferential Statistics)

c.) REC 4850 (Fundraising Assignment)

d.) REC 4850 (Performance Budget Assignment)

e.) REC 4850 (Budget Analysis Development)


a.) REC 3910 (Special Event Budget) Fall 2014, Spring 2015, & Spring 2016:


b.) REC 4740 (Exam II – Descriptive & Inferential Statistics) Fall 2014 & Spring 2015:


c.) REC 4850 (Fundraising Assignment) Fall 2014, Spring 2015 & 2016:


d.) REC 4850 (Performance Budget Assignment) Fall 2014, Spring 2015 & 2016:


Consider additional “lab” or “work sessions” for this project.

More opportunities to practice statistics (SD & correlation in particular) will be infused into the course.

Consider providing students with expected hour requirements needed to successfully complete the assignment.

Add another session on using excel.

e.) REC 4850 (Budget Analysis Development) Fall 2014, Spring 2015 & 2016:


Consider providing students with expected hour requirements needed to successfully complete the assignment.

9.) Students graduating from the program shall demonstrate the ability to be active, responsible citizens in diverse personal, professional, and civic contexts related to the operations and strategic management/administration in parks, recreation, tourism and/or related professions (EIU Responsible Citizenship Undergraduate Learning Goal).

a.) REC 1320 (After School Planning Activity)

b.) REC 2250 (Gym Rec Participation/Leadership)

c.) REC 3551 (Fieldwork Performance Appraisal Professional Aptitude Measure)

d.) REC 3900 (Practicum Experience)

e.) REC 4600 (Facility/Park Area Agency-Integrated Project)


a.) REC 1320 (After School Planning Activity) Spring 2015 & 2016:


b.) REC 2250 (Gym Rec Participation/Leadership) Fall 2015 & Spring 2016:


No change planned.

The “Gym Rec” sessions of REC 2250 continue to serve as an excellent “hands-on” learning laboratory for students as they welcome individuals w/disabilities from area group homes to campus for student-led recreation programs and experiences. Student participation and leadership is evaluated and overall performance continues to be strong. No immediate plans to revise this assessment.

c.) REC 3551 (Fieldwork Performance Appraisal Professional Aptitude Measure) Summer 2014 & 2015, Fall 2014 & 215, & Spring 2015 & 2016:


d.) REC 3900 (Practicum Experience) Fall 2015:


e.) REC 4600 (Facility/Park Area Agency-Integrated Project) Fall 2014 & 2015:


No change planned.

No change planned.

No change planned.

(Continue objectives as needed. Cells will expand to accommodate your text.)

PART TWODescribe your program’s assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to the CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.

Arguably, the most significant accomplishment for the Department of Recreation Administration since the submission of our 2014 report was the granting of Accreditation by the National Recreation & Park Association’s Council on Accreditation of Parks, Recreation, and Tourism. In particular, a three (external) visitor team conducted an NRPA/COAPRT continuing Accreditation Visitation review of the undergraduate programs of the EIU REC Department during April of 2015. Among various observations in the written report, the Council on Accreditation of Parks, Recreation, Tourism, and Related Professions provided the following commendations: “the Department has developed a comprehensive and effective outcomes assessment plan”; “the Department has outstanding practitioner involvement and effectively uses the information to inform

policy and practice in the Department”, and; “the Department offers excellent academic advising”. Another indicator of the program’s quality, the Department was successfully re-accredited with no major concerns identified by the visitation team and formally recognized with a “Best of the Best” national award by the Council on Accreditation of Parks, Recreation, Tourism, and Related Professions during the 2015 NRPA Congress (Las Vegas, NV).

The information obtained from COAPRT’s report has been combined with the CASA Director’s feedback in an effort to further improve the Department’s assessment system. In particular, several measures used by faculty to assess the Department’s 9 learning outcomes were revised or eliminated to “tighten up” the assessment within each of the 9 outcome areas. As one example of the Department’s efforts in this area, the COAPRT report suggested eliminating redundancy by removing two REC 3900 exam measures from the assessment for the Department’s learning outcome #3. The CASA Director’s feedback from previous Departmental assessment reports also supported efforts to reduce redundancy. Responding to these recommendations, both exams were eliminated from the Department’s formalized assessment plan/report during the Department’s bi-annual assessment report review meeting in June (2015).

PART THREE

Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment program. How have you used the data? What have you learned? In light of what you have learned through your assessment efforts this year and in past years, what are your plans for the future?

Initiated in 2012, bi-annual meetings were scheduled in January/February and May/June each year to review the assessment data from the previous semester(s). Guided by this plan for bi-annual assessment data review meetings, a full departmental review of Part I of this report occurred on May 19, 2015 (fall 2014 & spring 2015 data) and again on May 10, 2015. The intent of these meetings was to review the assessment instruments, processes, and student performance (i.e., results) for each of the learning objectives. During the meetings, data for each objective was presented to the department by the faculty assigned to the measurement of the particular objective (FYI – due to personnel turnover at the end of the fall 2015 semester, only two faculty met to discuss the spring 2016 data). Specifically, faculty discussed the objective, the assessment process, their established expectations, the actual performance (i.e., student results), and strategies for moving forward – objective revision, assessment issues, future changes, performance improvement ideas, etc. Notes were taken by the department’s assessment committee chair during the meeting. Following the faculty presentations for each objective, the notes (prepared by the assessment chair) were shared, reviewed, and discussed by the department. Based upon this discussion, a thematic analysis was employed by the department’s assessment committee to identify themes or priority areas. These themes are organized by each of the nine learning outcomes and are presented below:

Learning Objective #1: issues emerged – attendance, not submitting assignments, study habits, learning aptitude. Learning Objective #2: no significant issues emerged. Learning Objective #3: issues emerged – lack of understanding assignment, possible overlap of assignments (i.e.,

using information/content from one assignment for another course assignment), not submitting assignment/project,

Learning Objective #4: issues emerged – adjustment of percentage cut-offs (i.e., “meets standards” at 70%?), updating internship supervisor reports on department website every 2-3 years.

Learning Objective #5: issues emerged – student writing ability compounding critical thinking skillset, consider revising title of ethics assignment to “problem assignment”, demeanor of student.

Learning Objective #6: issues emerged – group work pros and cons. Learning Objective #7: issues emerged - attendance, opportunity to revise and resubmit multiple projects within

the objective. Learning Objective #8: issues emerged – limited time on task, not following instructions Learning Objective #9: issues emerged – possible adjustment of fieldwork percentage cut-off scores

Guided by these findings, it is the hope of the Department that the Assessment Committee will work towards the development of goals and a work plan toward achieving these goals during the 2016-2017 academic year.

APPENDIX A: A SAMPLE OF ASSESSMENT RUBRICS UTILIZED

Eastern Illinois UniversityDepartment of Recreation Administration

REC 4274: Pre-Internship

Department Portfolio Evaluation (To Be Completed By Student)

IncludedExceeds

Standard(3 pts)

Meets Standard

(2 pts)

Below Standard

(1 pt)

Have not completed the

course yetREC 1780: Philosophy PaperREC 1780: Agency InterviewREC 1780: Professional Issues Article SummaryREC 1320: Self-Evaluation of Leading VideotapeREC 2250: Gym Rec Program PaperREC 2290: Program PlanREC 4600: ReportREC 4740: Research PaperREC 4830: Written Assignments/Oral PresentationREC 4850: Cost/Volume Profit Analysis Assignment

Overall organization and neatness (circle one): Very Good Good Fair Needs Work

Discretionary Items: Present (circle one): Yes No

Are these discretionary items pertinent to career goals (circle one): Yes No

Student can verbally tie portfolio items to 11 goals to student learning (circle one): Yes No

Overall Comments:

Assessment Tool for REC 4740 Student Presentation

Highly Competent Competent Minimally Competent Not Competent

Organization(8 points)

Arrangement of ideas clearly related to topic; well organized; exceeding presentation requirements; good transitions; introduction includes attention-getter, statement of thesis, credibility information; conclusion includes summary and closure.

Conveyed a central idea or topic; most information presented in logical structure; adequate introduction, body, conclusion; adequate transitions. All of the presentation requirements met.

Attempted to focus on an idea or topic; ideas were loosely connected to topic; structure unclear; introduction, body, conclusion detectable but not comprehensive; transitions unclear. Most of the presentation requirements met.

Had little or no focus on central idea or topic; no apparent logical structure; introduction, body, or conclusion absent; lacked transitions. Few of the presentation requirements met.

Language(1 points)

Appropriate standards of usage for situation and audience; consistently used varied sentence structure and word choice; evidence of precise and vivid language; unfamiliar terms defined.

Used some varied sentence structure and word choice; unfamiliar terms easily interpreted; adequate standards of usage employed.

Unfamiliar terms not easily interpreted; little varied sentence structure and word choice; minimal evidence of appropriate standards of usage.

Inadequate standards of usage; no varied sentence structure and word choice; unfamiliar terms not defined.

Material/Content(4 points)

Content highly specific, credible, relevant, sufficient, interesting; evidence supported topic; connection between support and main points is clear; content was appropriate to situation and audience; information source accurately cited.

Content adequately specific, credible, relevant, sufficient, interesting; lacked support for some points; partial audience adaptation of content; some information sources cited.

Content minimally specific, credible, relevant, sufficient, interesting; minimal support; few information sources cited; little audience adaptation of content.

Content not specific, credible, relevant, sufficient, interesting; ideas not supported; information sources not cited; lacks audience adaptation of content.

Analysis(4 points)

Presentation clearly adapted to the audience and situation; approach and structure highly consistent with overall purpose; strong evidence of critical thinking.

Some evidence of adaptation to the audience and situation; approach and structure consistent with overall purpose; some evidence of critical thinking.

Inconsistent adaptation to audience and situation; approach and structure inconsistent with overall purpose; inconsistent evidence of critical thinking.

Limited adaptation to audience and situation; approach and structure not appropriate for the overall purpose; lacks evidence of critical thinking.

Nonverbal Delivery(4 points)

Did not read from notes and/or audio visual materials; clearly engaged audience through consistent eye contact and gestures; responsive to audience reaction.

Referred occasionally to notes and/or audio visual materials; engaged audience through eye contact and gestures; aware of audience reaction.

Relied heavily on notes and/or audio visual materials; exhibited minimal awareness of audience; infrequent eye contact or gestures; some distracting mannerisms.

Read directly from notes and/or audio visual materials; exhibited little or no audience awareness, gestures, or eye contact; frequent, distracting mannerisms.

Verbal Delivery(4 points)

Voice varied in pitch, volume, rate, and emphasis; appropriate enthusiasm; free of fillers (ahs, uhms, ers); highly effective articulation and pronunciation.

Some variation in pitch, volume, rate, and emphasis; some fillers (ahs, uhms, ers); effective articulation and pronunciation.

Limited variation in pitch, volume, rate, and emphasis; some distracting fillers (ahs, uhms, ers); minimally effective articulation and pronunciation.

No variation in pitch, volume, rate, or emphasis; fillers (ahs, uhms, ers) detract from the presentation; lack of clear articulation.

Total (out of 25):

REC 4740: Research & Evaluation in Leisure ServicesResearch Project Evaluation Framework

Group Names: Highly Competent Competent Minimally Competent Not Competent

Focus(2 points)

Clear focus established and maintained; evidence of distinctive voice and/or appropriate tone

Consistent focus or purpose; evidence of voice and/or suitable tone

Some focus; evidence of attempt to communicate with an audience

Limited or no awareness of purpose and/or audience

Organization(2 points)

Careful organization that enhances presentation.

Logical organization. Some organization; lapses in focus and/or coherence

Random and/or weak organization

Content(2 points)

Clear command of content. An in-depth understanding of the key concepts

Adequate command of content. Key concepts are described

Basic understanding of content. Underdeveloped discussion of key concepts

Little or no understanding of content

Development(2 points)

Depth and complexity of ideas supported by rich, engaging, and/or pertinent details

Depth of idea development supported by developed, relevant details

Basic idea development; repetitious and/or underdeveloped details

Little or no idea development; few and/or unrelated details

Style(2 points)

Sophisticated and varied sentence structure and length that enhance effect; precise and/or rich language

Controlled and varied sentence structure; appropriate, effective language

Correct sentence structure that is simplistic and/or awkward at times; simplistic and occasionally imprecise language

Incorrect and/or ineffective sentence structure; incorrect and/or ineffective syntax and diction

Mechanics(2 points)

Virtually no errors in mechanics

Few errors in mechanics relative to length and complexity

Some errors in mechanics, but not enough to interfere with communication

Errors in mechanics that are disproportionate to length and complexity and interfere with communication

Preliminary Pages/Appendices( 3 points)

Well developed title page, table of contents & research instrument (if applicable)

title page, table of contents, & research instrument included (if applicable)

Preliminary pages do not include title page, table of contents, and/or research instrument (if applicable)

No preliminary pages and appendices present

Ch. 1: Introduction(7 points)

Sophisticated introduction leading to research question. Complete list of definitions and limitations

Adequate introduction leading to developed research question. Definitions and limitation sections complete with few errors

Introduction included. Appropriate research question with few errors. Incomplete list of definitions and/or limitations

Incomplete introduction that is disjointed from the scope of the project. Errors present in research question, definitions, and limitations

Ch. 2: Lit. Review(7 points)

Detailed and thorough review of literature relating to research question/topic. Literature presented in alphabetical order.

Adequate review of literature relating to research question/topic with few errors. Literature presented in alphabetical order.

Review of literature relating to research question/topic incomplete and/or contains several errors.

Review of literature relating to research question/topic incomplete and/or contains several errors. Literature not presented in alphabetical order.

Ch. 3: Methods(7 points)

Complete sophisticated methodology including a detailed description of the study’s population, sample, research design, instrument and data collection procedures.

Adequate methodology including a description of the study’s population, sample, research design, instrument and data collection procedures with few errors.

Methodology incomplete but does not interfere with identifying the primary components of the study’s population, sample, research design, instrument and data collection procedures.

Methodology inconsistent with several errors. Study population, sample, research design, and/or instrumentation/data collection not identified

Chapter 4: Results (7 points)

Detailed and thorough review of the results relating to research question/topic. Results organized in a logical order.

Adequate review of the results related to research question/topic with few errors. Results organized in a logical order.

Review of the results related to research question/topic incomplete and/or contains several errors.

Review of the results related to research question/topic incomplete and/or contains several errors. Results not organized in logical order.

Chapter 5: Conclusion (7 points)

Sophisticated conclusion highlighting main findings and suggestions for implementation. Complete review of findings and recommendations.

Adequate conclusion highlighting most of the main findings and suggestions for implementation. Complete review of findings and recommendations with few errors

Conclusion included. Appropriate summary of some of the main findings with few errors.

Incomplete conclusion that is disjointed from the scope of the project. Errors present in summaries and implementation strategies.

Total (out of 50):

Date evaluated:___

Course:___REC 4830________________Assignment:__Ethical Analysis______________Instructor:___Higelmire______________Student:___________________

CRITICAL THINKING ASSESSMENT RUBRIC

Criteria Absent 0 Proficient 1 Advanced 2

Student expresses theoretical frameworks with precision and clarity.

Does not identify theories.

Theories are expressed with some precision and clarity

Theories are concrete and specific.

Student Applies relevant questions in order to draw a conclusion.

Conclusions are unsupported

Relevance is unclear; incomplete questions.

Conclusions are supported by relevant questions.

Criteria Developing 1 Proficient 2 Advanced 3

Student synthesizes evidence in order to draw a conclusion.

Evidence is disconnected from conclusion

Relationships among points of evidence are unclear.

Evidence is combined into logical relationships.

Student differentiates his or her knowledge and thought processes from other sources.

No boundaries present.

Boundaries are unclear on points.

Boundaries are clearly understood.

Total:______/10_

Date evaluated:______________Course:____________________

Assignment:________________Instructor:__________________Student:___________________

Job Description Assignment


Student identifies title of position that matches job description.

Does not provide title. Title is provided but does not match job description

Title provided matches job description

Student expresses a clear general definition of the job and its overall scope of responsibility.

Does not provide general definition of position

General definition is present but does not cover scope of position

General definition is present and covers the scope of the position

Student details the supervision the position receives and exercises.

Does not provide supervision statements

Supervision only identifies either receiving or exercising for position

Supervision identifies both receiving and exercising for position

Student provides broad job segments and describes the specific functions in each segment

Does not identify job functions

Job segments are identified but not described specifically or specifics are provided but not grouped to a segment

Job segments are identified and specifics are provided

Student includes conditions the employee is required to work under

Working conditions are not provided

Working conditions do not reflect those of position

Working conditions accurately describe conditions of position

Student identifies minimal qualifications necessary, both required and desired.

Does not provide qualifications for position

Identifies qualifications but does not indicate if required

Identifies qualifications and indicates if required

Student indicates compensation and benefits for position

Compensation and benefits are not identified

Information regarding compensation or benefits associated with position is missing

Both compensation and benefits associated with position are listed

Student identifies specific attributes need to fulfill essential job functions in SKA format.

Competencies are not indicated

Competencies are identified but not in SKA format

Competencies are identified in SKA format

Job description is organized and structured

Does not organize material into major categories; little or no focus

Frequently does not organize material, no use of headings, structure is unsophisticated

Clear consistent organization, effective structure, use of headings

Mechanics

Makes frequent grammar, punctuation, or spelling errors; these are distracting

Makes occasional grammar, punctuation, or spelling errors

Virtually no grammar, punctuation, or spelling errors

Total:_________/20

Date evaluated:___ ___________

Course:____REC 4830________________Assignment:__Risk Evaluation______________Instructor:__Higelmire________________Student:___________________

Vision, Mission, Values and Goals, and Objectives Assignment


Student expresses vision statement with precision and clarity. Does not identify vision.

Vision is unclear, incomplete

Vision provides ideal look at the future

Student expresses a clear statement of organizations purpose.

Does not identify mission

Mission is not developed or is inappropriate.

Concise statement of what the organization does.

Criteria Developing 1 Proficient 2 Advanced 3

Student fully develops broad goal statements with objectives written in a "SMART" format.

Goals are unclear and inappropriate

Goals are broad statements but objectives lack "SMART" format

Goals are broad and objectives are in "SMART" format

Student expresses principles, qualities, and beliefs regarding and organization. No values present.

Values are stated but not appropriate for organization

Values are acceptable and appropriate for organization

Total:______/10

Date evaluated:___Course:_REC 4830__________________Assignment:__Risk Evaluation_____________

Instructor:_Higelmire_________________Student:___________________

Risk Evaluation Assignment

Criteria Absent 0 Proficient 1-3 Advanced 4-5

Student develops rating scale for checklist

Does not develop rating scale.

Rating scale developed is not appropriate for all items found on evaluation tool

Rating scale is appropriate for all items found on the evaluation tool

Student evaluates all appropriate areas for chosen activity

Does not evaluate appropriate areas for chosen activity

Areas are reviewed for potential hazards but potential harm is not noted

All areas are reviewed for potential hazards and their potential for harm is noted

Student summarizes each area evaluated

Does not summarize each area

Summaries are found for each area evaluated but lack detail and support by evidence

Summaries are found for each area evaluated that are detailed and supported by evidence

Student identifies potential risks

Does not identify potential risks

Risks are identified but without importance and/or rational

Risks are listed in importance order with rational provided

Student provides treatment option for each identified risk

Does not provide treatment option for identified risks

Treatment option is provided but no rational for selection is given

Treatment option with rational for selection is provided for each identified risk

Total: /25

Assessment Tool for REC 4830 Student Presentation

Highly Competent Competent Minimally Competent Not Competent

4 POINTS 3 POINTS 2 POINTS 1 POINTOrganization Arrangement of ideas clearly related

to topic; well organized; exceeding presentation requirements; good transitions; introduction includes attention-getter, statement of thesis, credibility information; conclusion includes summary and closure.

Conveyed a central idea or topic; most information presented in logical structure; adequate introduction, body, conclusion; adequate transitions. All of the presentation requirements met.

Attempted to focus on an idea or topic; ideas were loosely connected to topic; structure unclear; introduction, body, conclusion detectable but not comprehensive; transitions unclear. Most of the presentation requirements met.

Had little or no focus on central idea or topic; no apparent logical structure; introduction, body, or conclusion absent; lacked transitions. Few of the presentation requirements met.

Language Appropriate standards of usage for situation and audience; consistently used varied sentence structure and word choice; evidence of precise and vivid language; unfamiliar terms defined.

Used some varied sentence structure and word choice; unfamiliar terms easily interpreted; adequate standards of usage employed.

Unfamiliar terms not easily interpreted; little varied sentence structure and word choice; minimal evidence of appropriate standards of usage.

Inadequate standards of usage; no varied sentence structure and word choice; unfamiliar terms not defined.

Material/Content

Content highly specific, credible, relevant, sufficient, interesting; evidence supported topic; connection between support and main points is clear; content was appropriate to situation and audience; information source accurately cited.

Content adequately specific, credible, relevant, sufficient, interesting; lacked support for some points; partial audience adaptation of content; some information sources cited.

Content minimally specific, credible, relevant, sufficient, interesting; minimal support; few information sources cited; little audience adaptation of content.

Content not specific, credible, relevant, sufficient, interesting; ideas not supported; information sources not cited; lacks audience adaptation of content.

Analysis Presentation clearly adapted to the audience and situation; approach and structure highly consistent with overall purpose; strong evidence of critical thinking.

Some evidence of adaptation to the audience and situation; approach and structure consistent with overall purpose; some evidence of critical thinking.

Inconsistent adaptation to audience and situation; approach and structure inconsistent with overall purpose; inconsistent evidence of critical thinking.

Limited adaptation to audience and situation; approach and structure not appropriate for the overall purpose; lacks evidence of critical thinking.

Nonverbal Delivery

Did not read from notes and/or audio visual materials; clearly engaged audience through consistent eye contact and gestures; responsive to audience reaction.

Referred occasionally to notes and/or audio visual materials; engaged audience through eye contact and gestures; aware of audience reaction.

Relied heavily on notes and/or audio visual materials; exhibited minimal awareness of audience; infrequent eye contact or gestures; some distracting mannerisms.

Read directly from notes and/or audio visual materials; exhibited little or no audience awareness, gestures, or eye contact; frequent, distracting mannerisms.

Verbal Delivery Voice varied in pitch, volume, rate, and emphasis; appropriate enthusiasm; free of fillers (ahs, uhms, ers); highly effective articulation and pronunciation.

Some variation in pitch, volume, rate, and emphasis; some fillers (ahs, uhms, ers); effective articulation and pronunciation.

Limited variation in pitch, volume, rate, and emphasis; some distracting fillers (ahs, uhms, ers); minimally effective articulation and pronunciation.

No variation in pitch, volume, rate, or emphasis; fillers (ahs, uhms, ers) detract from the presentation; lack of clear articulation.

Oral /24 Writin /35 Turnitin /11 Total /70

REC 4850: Object Classification Budget Assignment Evaluation FormStudent Name(s): 1 Numerical Coding, Name Classification, & Definitions

0 points: None created1-4 points: Numerical coding, name classifications and/or definitions missing with several errors and/or missing information.5-8 points: Numerical coding, name classifications and/or definitions established but the information is not thorough or complete. Portions of the (6) Agency functions, (4) Organizational units for the Parks and Recreation Agency function, (26) programs, (16) revenue and (36) objects of expenditure are missing or incomplete.9-10 points: Numerical coding, name classifications and/or definitions established providing thorough information with good overview of ALL of the (6) Agency functions, (4) Organizational units for the Parks and Recreation Agency function, (26) programs, (16) revenue and (36) objects of expenditure.

2 Budget Section0 points: No description; none created.1-4 points: A line item budget has been created but not thorough and/or incomplete; coding is not consistent with established numerical coding and classifications.5-8 points: A line item budget has been created but provided is not thorough or complete (i.e., missing portions of the previous year, current year, and proposed year (i.e., next fiscal year) and/or at least (15) expenditures and (4) revenues).9-10 points: A line item budget has been created providing thorough information about the previous year, current year, and proposed year (i.e., next fiscal year) and/or at least (15) expenditures and (4) revenues). fundraising project.

3 Grammar/Professional Quality0 points: Errors in mechanics, incorrect sentence structure, and/or ineffective syntax and diction that interferes with communication and flow of budget. Several excel formatting issues exist.1-2 points: Some errors in mechanics, but not enough to interfere with communication; simplistic excel formatting employed.3-4 points: Few errors in mechanics with sound excel formatting employed.5 points: Virtually no errors in mechanics; sophisticated and varied excel formatting employed.

8 TOTAL SCORE (out of 25)Other comments:

REC 4850: Fundraising Proposal Evaluation FormStudent Name(s): 1 Executive Summary

0 points: No description1-3 points: A description but not thorough; grammatical errors4-5 points: A narrative description but the information is not thorough or complete6-7 points: A narrative description providing thorough information with good overview of contents of proposal

2 Overview Section0 points: No description;1-3 points: A narrative description but not thorough and/or incomplete; grammatical errors4-5 points: A narrative description provided but the information provided is not thorough or complete6-7 points: A narrative description providing thorough information about the fundraising project.

3 Fundraising Process Section0 points: No information provided1-3 points: Only a discussion about the type of fundraising campaign, but not thorough or complete. Identification of the types of gifts missing.4-5 points: The discussion identifies the type of fundraising campaign and types of gifts, but it is not thorough or complete6-7 points: A thorough discussion about the type of fundraising campaign and types of gifts

4 Goal Setting Section0 points: No description; no figure1-3 points: Only a narrative description but not thorough or only an incomplete figure presented; grammatical errors4-5 points: Only a narrative description and/or a figure are provided but the information provided is not thorough or complete6-7 points: A narrative description and a figure provide thorough information with good information for the goal setting process.

5 Fundraising Sources/Strategies Section0 points: No information provided1-3 points: Only a brief overview of the major fundraising sources or a summary of general fundraising sources, but pyramid and description is missing; grammatical errors4-5 points: The discussion relates to the major fundraising sources and a summary of general fundraising sources provided, but pyramid and/or description is missing or incomplete6-7 points: A thorough discussion of the major fundraising sources and a summary of general fundraising sources provided; pyramid and description also provided with good description of the process.

6 Timeline Section0 points: No information provided1-4 points: The information provided is not thorough5-7 points: A thorough discussion with good insight into timeline and steps involved.

7 Grammar/Professional Quality0 points: Errors in mechanics, incorrect sentence structure, and/or ineffective syntax and diction that interferes with communication and flow of report1-4 points: Some errors in mechanics, but not enough to interfere with communication; simplistic sentence structure5-6 points: Few errors in mechanics with controlled and varied sentence structure7-8 points: Virtually no errors in mechanics; sophisticated and varied sentence structure that enhance report’s presentation

8 TOTAL SCORE

Other comments:

REC 4275: Internship Site Supervisor Dispositional Items Evaluation (Online)

REC 4275: Internship Site Supervisor Professional Aptitude in Recreation Field Items Evaluation (online)

APPENDIX B: DEPARTMENT OF RECREATION ADMINISTRATION ONLINE ASSESSMENT DASHBOARD (IMAGES OF SITE AS SITE IS PASSWORD PROTECTED)

APPENDIX C: 2014-2015 & 2015-2016 DEPARTMENT OF RECREATION ADMINISTRATION ASSESSMENT CALENDARS

2014-2015 Department of Recreation Administration Assessment Calendar

January 2014: Fully implement recently developed student exit survey

January – February 2014: Review & revise departmental learning objectives

August 2014 – September 2014: NRPA Accreditation Report draft completed and reviewed by department

September 2014 – October 2014: Critical thinking discussion - problem identification & strategy development

September – November 2014: Continued discussion of indirect measures of student learning (CTRS/CPRP exam data, exit survey, & student portfolio assessment)

October 2014- November 2014: Written communication discussion - problem identification & strategy development

November 2014: NRPA Accreditation Report submitted to COARPT

January 15, 2015: Fall assessment data due to Assessment Chair

January 2015: Review fall 2014 assessment data

January 2015 – February 2015: Discussion of student dispositional issues – problem identification & strategy development

March 2015 – April 2015: Discussion of “group work” projects – review current practices and formulate plan

April 2015: NRPA’s COARPT Accreditation Review Team visit to EIU

May 20, 2015: Spring assessment data due to Assessment Chair

May/June 2015: Review spring 2015 assessment data & formalize plan for 2015-2016

academic year

2015-2016 Department of Recreation Administration Assessment Calendar (Proposed)

August 2015: COAPRT Self-Study Report/Findings – Department response submitted

September 2015: COAPRT Accreditation Hearing

October 2015: Discuss COAPRT Accreditation Hearing findings & formulate response plan as needed

November – December 2015: Review TR Assessment Plan & formulate strategies as needed

January 1, 2015: Fall assessment data due to Assessment Chair

January 2016: Review fall 2015 assessment data

January - May 2016: Departmental discussion of student dispositional behaviors & formulation of policies/plans as needed

May 20, 2016: Spring assessment data due to Assessment Chair

May/June 2016: Review spring 2016 assessment data

student learning assessment program - eiu 5.16.… · web viewstudent learning assessment...

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