assessment final

Oronne Chimzi Wami

EDAD 510 Final

The program I decided to do an assessment of for student affairs is a Wellness

Program for first year students who did not do well academically during their first school

term. Student would be those recommended by academic advisers. The goal of this

program is to makes students aware of the correlation between their holistic wellness and

their academics. Another goal of this program is to offer resources to students that in turn

raise their GPA. The students would be encouraged to attend programs that are created

around themes that are in line with the six parts of the Wellness Wheel (emotional,

financial, spiritual, intellectual, physical and social).

Assessment is a key component to gauging the success and effectiveness of

programs in higher education and student affairs. Assessment assists in finding out if the

learning goals of a particular program are affective. The major aspect of assessment is

validity and fairness in assessment as well as valid. Assessment helps gauge the voids in

programming and helps to mold program planning. Seeing positive outcomes from

assessment often can serve as a justification for funding on a university campus. This is

very important in these tough economic times.

The assessment of the First Year Student Wellness Program would be a

quantitative assessment. Student would be given fixed response answers in a pre-

assessment survey. This could either be given online using a tool like survey monkey or

in paper form. Questions would have options for students to identify parts of the

wellness wheel and subsections with examples of the meanings of each of the six parts of

the wellness wheel. The GPAs of the students in the program would be recorded also in

this pre-assessment. After this program, which would take place during a full term school

term (semester or quarter).

The post program assessment would be identical to the pre-assessment. The

results of the post assessment would be compared to the pre-assessment.

The Learning outcomes domain would be as follows:

SWiBAT SWi(not)BAT

Advanced Fully comprehends the

varied components of

wellness. Has the ability to

apply the six parts of the

wellness wheel to their

lives. Increase in GPA.

Competent

Comprehends the wellness

wheel. Can apply some, but

not all – of the wellness

component wheel to their


Fully comprehends the

varied components of

wellness. Has the ability to

apply the six parts of the

wellness wheel to their


Emerging Has partial comprehension

of wellness wheel. Cannot

apply wellness wheel to real

life. GPA Increases.

Comprehends the wellness

wheel. Increase in GPA.

Needs Improvement Unable to comprehend or

apply the wellness wheel to

academic life. No GPA

Improvement.

Has partial comprehension

of wellness wheel. Cannot

apply wellness wheel to real

life. GPA Increases.

#2

The cross tabulation aims to see if there is a correlation between the gender of a

student and whether or not a student takes a math pre-test. 1375 students were asked if

they take pretests never, sometimes, often or always. 60.1% of respondents were female

while 39.9% were male. Females consistently pretested more than males in the

sometimes, often and always categories.

The null hypothesis would be that there is no significant correlation between

gender and taking math pretests. The alternative hypothesis is that there is a significant

correlation between gender and taking pretests. Based on the chi-square value of .007

there is sufficient evidence to state that there is a significance between the male and

female pretest takers.

assessment final

Education