Annual Assessment Reporting Form:College of Health and Human Development
Department or
Program
Use of Assessment
Results within the
Department/Program
Child and
Adolescent
Development
The curriculum is being
reviewed to ensure
students are more
fluent and competent in
understanding theory
before they take the
capstone course.
Communication Findings validated the
Disorders and
quality of the program,
Sciences
including data from
surveys of employers
and alumni and passage
rates of national exam.
Environmental Courses modified
and
regarding time and
Occupational
emphasis of content.
Health
Add assignments for
field study and writing.
Family and
Findings validated
Consumer
students’ achieve-ment
Sciences
of SLO3.
Health Sciences Findings validated
quality of program
through a variety of
assessments.
Kinesiology
Revised SLOs and
developed new
graduate SLOs. Closed
the loop regarding
clinical components of
the Athletic Training
program and the KIN
Living-Learning
community program.
Submitted by: Marilynn Filbeck
Date: November 3, 2008
Relevant
College
Strategic
Planning Goal
HHD Goal #1
HHD Goal #2
How did department/program
assessment activities further the
strategic planning goals of the College?
HHD Goal #1
HHD Goal #2
HHD Assessment of Learning Goals:
1,5,6,7
HHD Goal #1
HHD Goal #2
HHD Assessment of Learning Goals: 1, 2,
3, 4
HHD Goal #1
HHD Goal #2
HHD Assessment of Learning Goals: 1, 2,
2
HHD Goal #1
HHD Goal #2
HHD Assessment of Learning Goals: 1, 2,
2, 5, 7
HHD Goal #1
HHD Goal #2
HHD Assessment of Learning Goals: 1, 2,
3, 4,
HHD Assessment of Learning Goals: 1, 2,
4
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Physical
Therapy
Findings validated the
quality of the program,
including data from
student performance
assessments and
passage rates of
comprehensive exam
and board exam.
HHD Goal #1
HHD Goal #2
HHD Assessment of Learning Goals: 1, 2,
6, 9
Recreation and
Tourism
management
Assessment of critical
thinking skills revealed
differences between
learning formats (online
versus traditional).
Student interns,
assessed by supervisors,
were rated above
average.
HHD Goal #1
HHD Goal #2
HHD Assessment of Learning Goals: 1, 2,
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HHD Goals*
(from HHD: Mission, Vision, Values, Goals – http://www.csun.edu/hhd/missionvision.html)
1. Ensure that graduates are well prepared for their chosen professions.
2. To become a Learning-Centered college, providing optimal learning-centered educational
environments.
3. Identify, recruit and retain faculty committed to teaching, scholarship and service goals of the
college.
HHD Assessment of Student Learning Outcomes**
(from HHD: Summary of Plans and Needs – http://www.csun.edu/hhd/hhdplan.html)
1. Student-Learning Objectives (SLOs) were developed by faculty for our degree programs and the
department assessment liaisons will continue working to identify shared outcomes and
assessment strategies across the college.
2. SLOs continue to be refined at the department level and are reviewed by the College
Assessment Committee.
3. Based upon SLO reviews re-alignment of course content and core courses will continue.
4. Re-designed courses continue to be reviewed and approved in the college and university-wide
curricular process.
5. Annual student exit and alumni surveys are ongoing as required by the accrediting agencies for
our professional programs.
6. Comprehensive student exams and evaluations of clinical and/or surveyed experiences and
internships are ongoing to evaluate student outcomes achieved
7. Clinical site internship preceptors are interviewed every semester to assess student progress
and achievements.
8. Internship supervisors monitor student progress against SLOs for future program improvements.
9. Comprehensive examination results are compared with national licensing board scores and
certificate granting agencies, as required, to meet professional standards.
Submitted by: Marilynn Filbeck
Date: November 3, 2008
2
Summary of HHD Department Assessment Reports
CADV Piloted an instrument to assess the SLO about connecting theory to practice. This involved
developing a dual-level rubric, creating a hypothetical scenario, and after piloting this
assessment, determined interrater reliability.
On the whole, students were able to communicate accuracy and with depth when describing
theory/research. However, being able to integrate theory/research was a challenge for students.
The internship assessment survey is being revised to evaluate the extent students can
integrate/connect theory to practice.
CD
Assessment of SLO 1 – demonstrate achievement of competence in basic communication
sciences by successfully completing the “pre-clinical phase” of the undergraduate programs
with grades of B or better in all courses.
58% of a group of students successfully completed the ‘pre-clinical phase” of instruction.
Assessment of SLO2 - Demonstrate achievement of entry-level competence in speech-language
pathology and audiology sciences, disorders, evaluations and treatments as shown in courses
and clinical practica to the level required for professional certification by the American SpeechLanguage-Hearing Association and by the licensing agency of the state in which professional
practice will be conducted.
A survey of employers of speech-language pathologists agreed that the CSUN graduate is
adequately prepared overall for entry level work assignments. In addition a survey of recent
program alumni felt adequately prepared for entry-level work assignments
In addition, the achievement of graduates on the national examination and the employment
rate of graduates were examined.
Graduates of the residential and the distance learning segment have the same passing rate of
94%.
EOH
Modified SLOs to make them more measurable. Consideration is being given to student
portfolios, self-assessment tools and rubrics to promote better student-faculty communication
and student achievement.
Assessment of SLO 1 – Demonstrate a comprehensive knowledge of the recognition,
evaluation, and control of biological, chemical and physical factors that can impact human
health and safety and the environment.
Embedded questions in 356A and 356B revealed consistent results with past years. Some
corrective action was taken to include time and emphasis.
Assessment of SLO 3 – Communicate environmental and occupational health concepts and
programs to a variety of audiences, using both written and verbal forms of communication.
Written assignments in 466A revealed needed improvements. Additional assignments are
recommended for field study and writing.
Assessment of SLO 4 – Apply mathematical and critical reasoning to understand and
incorporate new concepts in the field.
Embedded questions in 466A revealed an acceptable level (80%).
FCS
Assessment of SLO3 – Demonstrate and apply appropriate research, technology and skills in
professional practice.
Embedded assignments from core courses were examined by an FCS committee. Samples of
student work demonstrated that students were able to demonstrate the SLO.
Submitted by: Marilynn Filbeck
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Date: November 3, 2008
HSCI
KIN
PT
RTM
Nursing and Radiologic Technology programs engage in complex assessment of all SLOs and
competencies each year. Health Administration and Health Education concentrated on the SLO
related to professional development.
Exit interviews and exit surveys were administered to the Health Administration graduates. Exit
interviews and surveys were given to undergraduates in health education and to the public health
graduates. Nursing students were involved in ongoing course assessment of skills and knowledge
in clinical settings. The radiologic students’ ability to provide patient care during imaging
procedures was assessed using the Clinical Competency form (CCA).
A new internship orientation packet, with evaluation forms, was tested in Spring 2008 with
success.
Revised SLOs, developed new graduate SLOs, worked on critical thinking rubric, continued
assessment of each option, explored student expectations/professional qualities, and
evaluated newly formed Kinesiology Living Learning Community.
Assessment of SLO1 (new) – Apply an integrated kinesiology approach to encourage the
adoption of health and physically active lifestyles, across diverse populations.
In KIN 325 used the Learning Task Rubric to evaluate students’ “readiness or preparedness” for
class. The average performance for readiness over the semester was 81%. In KIN 472 student
projects using Motor Skill Rubrics, Unit Plan Product Assessment and Alternative Movement
Performance Assessment were examined.
Assessment of SLO 2 (new) – Apply evidence based practices to enhance the study of human
movement.
Assessed student work with corresponding rubrics in 3 courses: student essays in KIN 325, tri-fold
and power point projects in KIN 472, and exercise intervention papers in KIN 456. In addition, exit
interviews and alumni surveys assessed the clinical component in the Athletic Training program.
Closed the loop regarding clinical components of the Athletic training and the KIN Living Learning
Community program.
Assessment of SLO 3 – Practice in an independent and interdependent role in providing physical
therapy services.
Examined students’ performance in three classes at a beginning, midpoint and end. Professional
performance rubric and the Clinical Performance Instrument Videotaping of students’
performance with simulated or actual patients allowed students to self-assess their performance
of this SLO. The positive results were validated by 100% of students passing the comprehensive
exam and 99% going on to pass the board exam on the first try.
Assessment of SLO 1 – Demonstrate critical thinking including analysis, synthesis and
evaluation in the fields of play, leisure, recreation, parks, and/or tourism through a variety of
pedagogies.
Assessment of SLO 2 – Practice and self-assess progress towards mastery of the standards and
competencies of appropriate accrediting body(ies) through continual self-assessment and
portfolio development.
Assessed students’ critical thinking skills using the Washington State University Rubric. Students
in the on-line class scored higher than students in the traditional class.
Assessment of SLO 3 – Complete 600 hours of professional internship, in preparation for
pursuing employment, demonstrating application and integration of theoretical knowledge in a
practical setting.
Students received above average scores on Likert Scale by agency supervisors.
Submitted by: Marilynn Filbeck
Date: November 3, 2008
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