assessment: course four column - el camino college...exam results reveled that thirty-nine percent...

El Camino: Course SLOs (HSA) - Adapted PE

FALL 2016Assessment: Course Four Column

ECC: PE 201:Introduction to Adapted Physical Education

Course SLOs Assessment MethodDescription Results Actions

SLO #1 ROM - Students willdemonstrate proper technique whenperforming Range of Motionexercises.

Inactive Date:

Course SLO Assessment Cycle: 2016-17 (Fall 2016)

Course SLO Status: Active

Input Date: 11/12/2013

Comments:: Standard and Target for Success:80% of students will achieve 40 outof 50 (80%) on the test.

% of Success for this SLO:Faculty Assessment Leader: Russell SerrFaculty Contributing to Assessment:

Action: Students should be able tomaster these skills. Practicesessions in the lab or after classneed to be added to give morepractice to master the skills.(04/03/2017)

Follow-Up: We did a little morehands-on practice in the labs, butthis wasn't done for students thatwere not in my labs. In the future,consultation with the otherinstructors may facilitate thisincreased amount of practicetime. (11/28/2017)

Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard Met46 students took the practicum exam.45-50 = 30 (65%)40-44 = 7 (15%)35-39 = 7 (15%)00-34 = 2 (5%)

Manual Resistance is the most difficult portion for students.15 = 524 = 47 = 32 = 2

More emphasis on MR will be included in the future.

80% of the students were able to score 40 or above, butstudents should be able to master these skills. I would like a90% rate, but this is difficult when students do not attendthe practice sessions. Action will include adding morepractice times in lab or after class. (12/06/2016)

Action: More emphasis should beSemester and Year Assessment Conducted: 2013-14 (Fall

Additional Information:

Performance - During a practicumexam with a partner, students willperform Range of Motion,stretching, and manual resistanceexercises. The students will be givenrandomly selected exercises from alist to be performed. A grading sheetwill be used with 5 points possiblefor 10 different skills

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put on teaching and practicing themanual resistance portion of theexam. The instructor should alsomake the grading sheet rubric alittle more difficult for students sothe performed skills are moreefficient. (03/06/2013)

Follow-Up: While putting moreemphasis on the manualresistance portion of the exam dihelp with that section, thegrading sheet was made moredifficult and meeting the targetfor success was not reached. Sothe 2 part action did improvelearning one skill, adding a moredifficult grading criteria changedthe results negatively. Adding apractice lab outside of class timeis recommended in the future.(06/30/2014)


2013)Standard Met? : Standard Met41 students took the practicum exam. 37 scored 45 orhigher (90%). Most students scored low on the manualresistance portion of the exam. More emphasis should beput on teaching this portion. (12/05/2013)

SLO #2 Appropriate Exercise -Students will identify appropriateexercise routines for students withvarious disabilities.

Inactive Date:

Course SLO Assessment Cycle: 2014-15 (Fall 2014), 2017-18 (Fall 2017)



Comments::

Standard and Target for Success:75% of the students should be ableto answer all 7 of the questionscorrectly.

Action: Due to the lack of masteryfor questions regarding CP andinput from students, videos ofindividuals with the various typesof CP will be shown to givestudents a better understanding ofthe movement patterns anddifficulties. (10/02/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2017-18 (Fall2017)Standard Met? : Standard Met32 students took the exam. The standard was met as all ofthe questions were answered correctly by exactly 75% ofthe students. The questions most often missed dealt withexercises for the different types of Cerebral Palsy.Breakdown of questions:#1 - 31/32 96%#2 - 24/32 75%#3 - 32/32 100%#4 - 28/32 88%#5 - 29/32 90%#6 - 28/32 88%#7 - 29/32 90%


Exam/Test/Quiz - 7 questionsdealing with exerciserecommendations for specificdisabilities were embedded in a unitexam. Three questions were multiplechoice, and four were short answer.



% of Success for this SLO: 90Faculty Assessment Leader: Russell SerrFaculty Contributing to Assessment:

Total - 201/224 = 90% (11/28/2017)


Action: Small group presentationswill be implemented nextsemester. The presentations willinclude creating exerciseprescriptions for variousdisabilities. Using students whohave disabilities that are actuallyparticipating in the lab portion ofthe class will hopefully give the201 student a real life situation.This will help create a moremeaningful and betterunderstanding of this importanttopic. (02/17/2015)

Follow-Up: WE did not have timeto implement the small groupdiscussions. Will try again nextsemester. (11/16/2015)


Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Not Met47 students too the exam.24 (51%) of the students answered all of the questionscorrectly.9 correctly answered 6 of 7 (19%)4 correctly answered 5 of 7 (8%)3 correctly answered 4 of 7 (6%)3 correctly answered 3 of 7 (6%)3 correctly answered 2 of 7 (6%)1 correctly answered 1 of 7 (2%)

The students do lab time working with students withdisabilities, and should be able to identify which exercisesare recommended for different disability groups. The mostcommon missed question dealt with exercises for differenttypes of Cerebral Palsy. The type of aerobic exerciseprotocol for persons with Multiple Sclerosis was also missedfrequently. A better understanding of the benefits, andcontraindications of exercise for different disability groupsneeds to be more effectively introduced to students. (12/04/2014)

SLO #3 Contraindications - Studentswill identify contraindications ofexercise for specific disability groups.




Standard and Target for Success:70% of students will be able to list 5contraindicated exercises and thereasons the exercise should not be

Action: The quiz/exam was givenduring the 8th week of class. Givethe quiz/exam later in thesemester after the section oncontraindicated exercises and theunit on specific disabilities hasbeen completed. (05/02/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Met43 students took the quiz.31 students earned a 4 on the rubric (72%)4 students earned a 3 on the rubric (12 %)4 students earned a 2 on the rubric (12%)3 students earned a 1 on the rubric (6%)

Exam/Test/Quiz - Students wereasked to list 5 contraindications ofexercise for students in the AdaptedPhysical Education and explain whythe exercise is not recommended.



Inactive Date:Comments::

done by this population Rubric4 - List 5 exercises with a an accurateexplanation3 - List 4 exercises with an accurateexplanation2 - List 2-3 exercises with anaccurate explanation1 - List 0-1 exercises with anaccurate explanation


Follow-Up: Questions will beadded to the final exam andimproved results are anticipated.(12/07/2016)

The majority of the class was able to list and explainexercises that are contraindicated for students with avariety of disabilities. Being able to work with students inthe lab helped some to program and assist students in asafe manner and this information helped with that portionof the class. The portion of the class that covers informationabout specific disabilities is covered later in the semester.This quiz should be given following the section on specificdisabilities. The material is covered in depth during the final6 weeks. During this semester the quiz was given duringweek 8. The questions for topic should be on the last quiz,or the final exam. (11/10/2015)



ECC: PE 402:Adapted Swimming and Hydroexercise


SLO #1 Variances - Students willidentify how variances in surfacearea, speed of movement,turbulence, and buoyancy effectsresistance when exercising in thewater.

Inactive Date:

Course SLO Assessment Cycle: 2013-14 (Summer 2014)



Comments::

SLO #2 Skills - Students will identifyeffective swimming skills related tothe kick, arm action, and breathing.

Inactive Date:




Comments::

Standard and Target for Success:70% of the students will earn arubric score of 3 or better

% of Success for this SLO:Faculty Assessment Leader: Mark Lipe, Russell SerrFaculty Contributing to Assessment:

Action: Make some of thequestions to specifically addressthe strokes or routines of variousstudents. This may requirecreating more than one exam.(04/01/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Met41 students form 2 section took the exam. On the 4-1 rubric17 students earned a 4, 13 students earned a 3, 6 studentsearned a 2, 5 students earned a 1 The average rubric score was 3.02. 30 students earned a 3or 4 which equals 73%. This meets the target for success.Due to intellectual disabilities many of the students did notreach the target. Many students due not perform all strokesso have difficulty understanding concepts. (12/10/2015)

Action: Assess again in the fall orspring terms of 2015/16 where thefrequency of class meetings are 2x per week and see if the resultsare different when compared tothe results of the 4 x per weeksummer 2014 term. (12/04/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted:Standard Met? : Standard MetData: The average rubric score per student was 3.06 and83% of all students earned a rubric score of 3 or 4. Theexam results reveled that thirty-nine percent of studentsearned a rubric score of 4, forty-four percent earned a 3, sixpercent earned a 2, and eleven percent earned a 1.Analysis: The students exceeded my expectations of by 13%with their rubric scores. I believe that students learned thematerial with better comprehension since the course


Exam/Test/Quiz - A combination ofTrue False, Multiple Choice, and Fillin questions were included on theexam.



% of Success for this SLO:Faculty Assessment Leader: Mark LipeFaculty Contributing to Assessment: Mark Lipe

Follow-Up: The results during thefall 2015 term reveled 70% ofstudents earning a rubric score of3 or better. This percentage waslower when compared to thesummer 2015 class whichindicated 83% of the studentsearning a rubric score of 3 orbetter. This decrease in the fall2015 can be attributed tostudents meeting 2x per weekwhen compared to the summer4x per week. Student retentionof instructional material is betterwhen students meet morefrequently during the week.(12/10/2015)

was during the summer session and students receivedinstruction 4 days per week versus the traditional 2 timesper week during the fall/spring terms. It should be notedthat 50% of the students missed questions #7 and #9. Themajority of questions were True/False format but #7 was amultiple choice questions and #9 was a short answer fill-inquestion. (08/19/2014)

SLO #3 Buoyancy - Students willdifferentiate what factors affect one’sbuoyancy when swimming in thewater.

Inactive Date:




Comments::

Standard and Target for Success:70% of the students should earn arubric score of 3-4 on the exam.Score of 4 = 5 correctScore of 3 = 4 correctScore of 2 = 3 correctScore of 1 = 2 or less correct

% of Success for this SLO:Faculty Assessment Leader: Russell SerrFaculty Contributing to Assessment: Mark LIpe

Action: The next time SLO #3 isassessed, a new SLO will replacethe old one. Something that dealswith improvement of CV fitness orswimming skills. Facultycollaboration will result in a moremeaningful assessment.(03/12/2018)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard Met38 students in 2 sections took the exam.28 scored a 4 on the rubric (73%)7 scored a 3 (18%)2 scored a 2 (5%)2 scored a 1 (5%)Students did well and the review sessions before the examcontributed to the success

(12/12/2016)Additional Information:

Exam/Test/Quiz - Students weregiven a final exam that included 5questions on buoyancy.


ECC: PE 407:Adapted Bowling


SLO #1 Keeping Score - Students willdemonstrate the process of keepingscore.

Inactive Date:




Comments::

Standard and Target for Success:75% of students should be able tocorrectly keep a bowling score.

% of Success for this SLO: 35Faculty Assessment Leader: Russell SerrFaculty Contributing to Assessment: Russell Serr

Action: Regular practice sessions(weekly) appears to be the onlyway to teach many of the studentsto accurately keep score. Eventhen, many may not be successful.Will incorporate regular practicesessions as we bowl during thesemester. (12/13/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2017-18 (Fall2017)Standard Met? : Standard Not Met8 (35%) of the 23 students were able to accurately keepscore.15 students (65%) could not keep score accurately fora complete game, and 5 students (22%) do not understandthe concepts well enough to score a 2 on the rubric. Noimprovement over last time the assessment was completedwith this type of test. Many students lack the cognitive skillsto understand the concepts of spares and strikes andkeeping score. Some do not have the basic math skills toaccurately keep score. (12/13/2017)


Action: Students should be givenmore practice on keeping score.More practice before we go to thebowling alley is recommended,and an exercise where theautomatic scorers are temporarilyturned off may be effective.(01/24/2014)

Follow-Up: More practice time atthe lanes during play was a hugesuccess in assisting students tolearn to keep score. Recognizingpin count, and scoring on theirown without the automaticscorers was great practice for theexam. this teaching methodshould be continued.(06/30/2014)


Semester and Year Assessment Conducted: 2013-14 (Fall2013)Standard Met? : Standard Not Met8 out of 23 (35%) students correctly completed the bowlingscore sheet. This is far below the standard for success thatwas set. (12/11/2013)


Exam/Test/Quiz - Students weregiven a written exam with a samplebowling pin count. They were tocomplete the score sheet with thecorrect bowling score.

Action: Next time this course isSemester and Year Assessment Conducted: 2014-15 (FallExam/Test/Quiz - Students will



Standard and Target for Success:75% of students will be able toaccurately keep score of a bowlinggame. They will score a 4 on theRubric.4 - Has mastered keeping score. Canrecognize pin count, exhibitunderstanding of concepts of scoringof strikes and spares, and cancorrectly add scores.3 - Has difficulty with one of theabove scoring keeping components.2 - Has difficulty with two of theabove scoring keeping components.1 - Can not identify pin count, doesnot understand the concepts ofscoring with strikes and spares, andcan not correctly add scores.


offered, a pre-test will be given toidentify which students score a 2or 3 on the rubric. These studentswill then be given extra practicesessions in class to hopefully helpthem master keeping score of abowling game. (02/13/2015)

Follow-Up: The focus was not onkeeping score this semester. Thenext time this assessment isscheduled the Action will beimplemented. (11/24/2015)


2014)Standard Met? : Standard Not Met26 students kept score of a game that they bowled. On therubric 12 scored a 4 (46%), 6 scored a 3 (23%), 4 scored a 2(15%), and 4 scored a 1 (15%). Students who scored a 3 onthe rubric can most likely master keeping score with morepractice. Students who scored a 2 on the rubric may or maynot have the cognitive ability to master keeping score.Students who scored a 1 do not have the cognitive ability ormath skills to keep score of a bowling game. (11/24/2014)


accurately keep score of a bowlinggame that they bowl. They will needto recognize pin count, understandthe scoring concepts of strikes andspares, and be able to correctly addscores.

SLO #2 Spare Strategies - Studentswill identify the appropriatestrategies for executing various spareshots.

Inactive Date:




Comments::

Standard and Target for Success:70% of students could explain anddemonstrate appropriate strategiesfor converting spare shots.

Action: Periodic coaching on howto execute spares throughout thesemester will increase the numberof students that will be able toexplain and demonstrate how toexecute a successful spare shot.(01/20/2016)

Follow-Up: While the assessmentwas not conducted, the practiceof added coaching was


Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not MetUsing a 1-4 rubric students were graded on their ability toexplain and demonstrate strategies for converting spares4 - students could fully explain and demonstrate sparestrategies3 - Students could fully explain but not demonstrate sparestrategies2 - Students could partially explain strategies1 - Students could not explain or demonstrate strategiesAdditional Information:

Exam/Test/Quiz - The students weregiven an oral quiz on strategies toconvert a variety of spare shots.They were then to demonstrate thestrategy while attempting to converta spare shot while bowling.




implemented and it appears tohave positive benefits in not onlyknowledge of how to executespares but improved scores.(12/07/2016)

32 students took the test as a final exam.20 scored 4 - 63%2 scored 3 = 6%6 scored 2 = 19%4 scored 1 = 8%

The standard was not met partially due to the fact thatmany of the students have intellectual disabilities thatmakes the concept of developing a strategy to convert aspare out of their ability level. More review throughout thesemester can better educate the students that have theability but did not display it on the exam to be successful.Periodic coaching while bowling will increase success in thefuture. Standard for success may need to be lowered. (11/24/2015)

SLO #3 Terminology and Etiquette -Students will explain proper bowlingterminology and lane etiquette.

Inactive Date:




Comments::

Standard and Target for Success:80% of the students should be ableto score at an 80% correct rate.


Action: The next time thisassessment is conducted, a lecturewith demonstration will bedelivered prior to the exam.Students who can not read will begiven an oral exam. (09/29/2017)

Follow-Up: Some of the materialwas presented this semester andwill continue to expand on thedemonstration during the lecture.The test did not cover thismaterial but will next timeassessment is scheduled. Oralexam will be given along with theimproved lecture delivery.(12/13/2017)


Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard Not Met23 students took the exam.12-15 (80%) correct answers = 14 (61%) students10-12 (66%) correct answers = 2 (9%) students7-9 (47%) correct answers = 2 (9%) students1-6 (4%) correct answers = 2 (9%) students0 correct answers = 3 (9%) students

The lower scoring students have very low reading skills andthe handout and exam required reading. Many withcognitive deficits can probably still understand concepts andterminology if a different modality for teaching of topicswas used (12/06/2016)


Exam/Test/Quiz - Students weregiven a 15 item exam on terminologythat included questions on etiquetteknowledge.


ECC: PE 409:Adapted Yoga


SLO #1 Skill - Students will developmore self-awareness anddemonstrate the appropriateindividualized adaptation of a seriesof poses and breathing techniques.

Inactive Date:

Course SLO Assessment Cycle: 2014-15 (Spring 2015), 2017-18 (Fall 2017)



Comments::Standard and Target for Success:Student will achieve 80% onworksheet. 20 points out of 25.

Related Documents:20 Basic Postures Handout Pg 1(REV).xls20 basic postures Best studentversion.pdf

% of Success for this SLO:Faculty Assessment Leader: Kathy CassFaculty Contributing to Assessment:

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetAll students completed worksheet. 18 students received 20points, 1 student received 18 points.Working in small groups or pairs on the worksheet seems tohave improved the understanding of the information. (02/05/2016)

% of Success for this SLO:Faculty Assessment Leader: Kathy CassFaculty Contributing to Assessment:

Action: Most mistakes were madein the Primary Spinal DirectionCategory.Will add drawing as well as writingthe direction to increaseunderstanding of the concept.(05/17/2015)

Follow-Up: Added directionarrows in teaching/explaining theworksheet.Average score for semester was19.89 out of 20; higher than the80% target.Note: Point distribution forhandouts and grading was re-calibrated, worksheets now worth20 total points instead of 25.(02/05/2016)


Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetOf 17 of the students who completed the assignment, all ofthem achieved a 20 or above on the worksheet.The average score was 23.4.

(05/17/2015)


Project - Student will complete aworksheet of 20 basic postures.Each worksheet will include studentfilling in 3 categories:1. Primary movement/spinaldirection of pose2. Breath pattern during the pose3. At least one individualizedadaptation of pose

Semester and Year Assessment Conducted: 2017-18 (Fall2017)Standard Met? : Standard MetOnly one student did not achieve the 80%, she earned ascore of 17. She was absent the day we completed the

Essay/Written Assignment - ProjectStudent will complete a worksheetof 20 basic postures. Eachworksheet will include student fillingin 3 categories:


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Standard and Target for Success:Students will achieve an 80% orhigher or a score of 16 out of 20 orbetter.

% of Success for this SLO: 80Faculty Assessment Leader: Kathy CassFaculty Contributing to Assessment: Kathy Cass

worksheet and did not want extra assistance and completedit at home.

Students overall seem more confidence in completing theform since the direction arrows were added to thedrawings.

Students worked in small groups and with a volunteer orassistant as needed. (01/16/2018)

Additional Information: Only onestudent did not achieve the 80%, sheearned a score of 17. She wasabsent the day we completed theworksheet and did not want extraassistance and completed it athome.

Students overall seem moreconfidence in completing the formsince the direction arrows wereadded to the drawings.

Students worked in small groups andwith a volunteer or assistant asneeded.

1. Primary movement/spinaldirection of pose2. Breath pattern during the pose3. At least one individualizedadaptation of pose (Active)

SLO #2 Fitness - Students will identifythe wellness/fitness components thatare positively affected by a YogaPractice.

Inactive Date:




Comments::Standard and Target for Success:80% of students will achieve 10 outof 10 points % of Success for this SLO:

Faculty Assessment Leader: Kathy CassFaculty Contributing to Assessment:

Action: Will change test questionlanguage on final exam to bettermatch specific SLO (02/05/2016)

Follow-Up: The answers to thequestions were much morepositive and specific to eachstudent's goals for the class(12/14/2016)


Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetAll students completed essay with a 10/10 score.Question"How do you think Yoga has changed you?" toogeneral.Language for question should be changed to be morespecific to "Identify at least two wellness/fitnesscomponents of Yoga and describe how they were positivelyaffected by your Yoga practice this semester" (02/05/2016)


Exam/Test/Quiz - Student willcomplete short essay in final examworth 10 points.Student will describewellness/fitness components thathave positively affected them duringthe semester.



SLO #3 Benefits - Students will defineYoga and describe its personalbenefits and adaptation strategies.

Inactive Date:




Comments::

Standard and Target for Success: 80percent of the students willcomplete assignment with an 80% orbetter % of Success for this SLO:

Faculty Assessment Leader: Kathy CassFaculty Contributing to Assessment:

Action: I am reworking myhandouts for Adapted Yoga andwill be including more chair basedsequences for the students tohave as a reference guide.(10/31/2017)

Follow-Up: I have added 2 newhandouts, I am in the process ofre-writing my handout packet toadd additional sequences that arechair specific. (01/16/2018)


Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard Met18 students completed the assignment, 100% of thestudents completed and received an 80% or higher. Highsuccess rates are due to group participation, interaction andreview of the material. Having student aides increases thestudent success. (12/14/2016)


Essay/Written Assignment -Students created a home/work Yogapractice that included their personalgoals, benefits, and individualizedadaptations
