Annual Assessment Report - William Woods University€¦ · EQA Portfolio Rubric (tk20) for...

Annual Assessment

Report Equestrian Administration

Karen Pautz, Sarah Track, Laura Ward, Susie Ouderkirk, Jennie Petterson

Program Mission:

Annual Assessment Report

Program Profile

2012-2013 2013-2014

Majors (total, majors 1,2,3) 35 27

Minors 28 46

Concentrations (Add Rows

if needed)

Full Time Faculty 6

Part Time Faculty 7

Combine all major students. If your discipline has a secondary education certification component, you

will need to indicate that in the title of this report unless you are submitting a separate report for the

education component.

*If your discipline is a major with one or multiple concentrations, that information needs to be

included as separate content. Report the number of declared students by concentration and each

concentration will need a separate assessment section.

Program Delivery (HLC 3A3)

Traditional on-campus _____X_______

Online Program ____________

Evening Cohort _____________

Analysis: As a unique program, the equestrian studies majors draw students with many different skills and

many different career goals. As a department we look at students who persist in any one of the

equestrian majors as a success as well as students who enter the university as equestrian majors and

persist as majors in another department. It is important that these students are tracked as the

overwhelming majority of our student all begin as Equestrian Science majors. It is challenging to help

incoming students understand the reality of what it takes to be successful as an equestrian science

major until they have the opportunity to explore what the equine industry has to offer. Much of this

“career counseling” occurs during EQU 111 Introduction to the Horse Industry taken their first or

second semester at WWU. At this point some students decide that an Equine Administration or

Equestrian General Studies major is more suited to their career goals.

The Equine Administration major is designed to work seamlessly for a student pursuing a business

major and the EQA major. They combine to make a strong double major with the opportunity to

continue toward a five year MBA.

Outside Accreditation: There is not currently an accrediting body for equestrian programs at this time. However, we have

remained active with the National Association of Equine Affiliated Academics and this organization is

moving toward development of national standards.

Program Objectives:

Objective 1. Recognize signs of illness and administer proper treatment for equine health management.

Objective 2. Understand the dynamics of the equine industry.

Objective 3. Understand the theories and demonstrate practical skills in equine management.

Objective 4. Develop communication and managerial strategies and understand management

communication in an organizational setting.

Objective 5. Communicate clearly both orally and in writing of reports and proposals with

demonstrated abilities in leadership, persuasive communication and teambuilding.

Objective 6. Assess complex issues in relation to business ethics and legal issues.

Objective 7. Develop conflict resolution techniques and demonstrate skills in teamwork and group

productivity.

Program Objectives Matrix (from most recent Assessment Plan)

Course

Obj.1 Obj.2 Obj.3 Obj.4 Obj.5 Obj.6 Obj.7

ACC240 Accounting I I I I

BUS206 Entrepreneurship I R R

BUS332 Business

Communications

R R R

BUS351 Principles of

Management

R R R

BUS421 Human Relations R M M

COM215 Small Group

Leadership -or-

COM213 Gender

Communications

I R R

EQA 305 Techniques of Facility

Management

R R R R R R

EQA320 Equine Event

Management

R R M=A R R

EQA 420 EQA Seminar M=A M=A M=A M=A M=A M=A M=A

EQU111 Intro to the Equine

Industry

I I I

EQU113 Equine Health & First

Aid

I I

EQU201 Horse Mgt Practicum I R R R=A R

EQU221 Stable Management I R R R R

EQU391 Horse Mgt Practicum II R=A R M=A R

MIS125 Productivity Tools I I

Course

Obj 1 Obj 2 Obj 3 Obj 4 Obj 5 Obj 6 Obj 7

EQR Courses (3 applied

required)

EQR 101 Fund of Horsemanship R R

EQR 111 Intro to Forward Seat R R

EQR 112 Intro to Saddle Seat R R

EQR 120 Fund of Dressage R R

EQR121 Fund of Hunt Seat R R

EQR 122 Fund of Saddle Seat R R

EQR125 Fund of Western R R

EQR 214 Long lining and Driving R R

EQR 215 Long Lining & Driving R R

EQR 220 Intermediate Dressage R R

EQR 221 Intermediate Hunt Seat R R

EQR 222 Intermediate Saddle Seat R R

EQR 225 Intermediate Western R R

EQR 320 Int/Adv Dressage R R

EQR 321 Int/Adv Hunt Seat R R

EQR 322 Int/Adv Saddle Seat R R

EQR 325 Int/Adv Western R R

EQR 327 Intermediate Jumper R R

EQR 420 Advanced Dressage R R

EQR 421 Advanced Hunt Seat R R

EQR 422 Advanced Saddle Seat R R

EQR 425 Advanced Western R R

EQR 427 Advanced Jumper R R

Assessment of Program Objectives

Objective 1

Recognize signs of illness and administer proper treatment for equine

health management.

Methods EQU 391 Vital Sign Video Assignment (assignment requiring students to

teach the viewer how to take vital signs on a horse)

EQA Competency Written Exam--only questions coded to objective #1

will be used for annual assessment purposes) junior and senior scores

EQA Portfolio Rubric (tk20) for objective #1 (scores for all components for

objective #1

Benchmark EQA Portfolio Rubric Objective #1—85% of graduating seniors earning 83% or

above from both assessors for objective #1

Vital Signs Video—85% of student declared EQA and enrolled in 391 for

the year earn scores of 85% or above

Competency exam questions—coded to objective #1, juniors and seniors

earn 85% or better on the specific exam questions

Data Collected

(course specific)

EQU 391 Vital Signs Video submitted during EQU 391 course

This video requires students to demonstrate the ability to plan and

execute performing a vital signs check on a WWU horse. This includes

explanation of typical range and how to determine average. In addition

to temperature, pulse, respiration, gut sounds, skin pliability, capillary

refill and mucous membranes students will demonstrate digital pulse etc.

4/30=13% of students earned scores of 83% or better (85% was

benchmark) rubric attached

Remarks:

Faculty team teaching EQU 391 agree that the instructions and rubric for

this assignment were confusing for students and resulted in very low

scores on the assignment. Therefore the data does not allow for analysis

of the mastery of the objective for the 13-14 year.

Data Collected

(Assessment Day,

external tests,

Senior

Portfolio Objective #1 Submitted during EQA 420 course but as an

independent program assignment, assessed by two faculty (see attached

rubric

3/5=60% students made 83% or better (85% is benchmark)

Achievement) Remarks:

While faculty believe that students routinely demonstrate mastery of this

objective the portfolio results to do reflect this.

EQA Competency Written Exam (questions coded to Objective #1)

3/8=37% of students scored 85% or above (85% is benchmark)

Remarks:

The smaller sample size for the upper classman in the EQA major raises

cause for concern about the validity of this assessment tool.

Proposed changes

to the assessment

process

Significant changes to the vital signs video project (see assignment

instructions and rubric) will make this assessment tool valid. In addition

students will submit a storyboard prior to completing the video project

allowing faculty to give valuable feedback before students complete the

project. The portfolio assessment needs to be addressed through faculty

training prior to portfolio submission. The rubric used to score each

individual objective and the related artifacts and reflection requires some

retooling to be uniformly understood by assessors. Finally, the reviewing

faculty recommend that the benchmark score change from 83% to 73% as

the scoring rubric has drastically reduced the artificial inflation that had

occurred in the past.

Budget needs

related to the

objective?

None

Objective 2 Understand the dynamics of the equine industry.

Methods EQA Portfolio Rubric Objective #2

Competency Exam coded questions for objective #2

Benchmark EQA Portfolio Rubric Objective #2—85% of graduating seniors earning

85% or above from both assessors for objective #2

Competency exam questions—coded to objective #2, juniors and seniors

earn 85% or better on the specific exam questions

Data Collected

(course specific)

NA

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

EQA Portfolio Objective #2

4/5=80% of students scored 83% or better (85% benchmark)

Remarks:

Students were very close to meeting benchmark, but the number of EQA

portfolios submitted for the 13-14 academic year makes it challenging to

determine if this is a trend upward for this major or simply an indication

of some strong EQS/EQA double majors.

EQA Competency exam (coded to objective #2) juniors and seniors


Remarks:

Data suggests a slightly weaker result for EQA students when measured

against the same objective, but the competency exam questions coded to

each major for this objective were different this year.

Proposed changes

to the assessment

process

Course data should be incorporated into the 14-15 assessment plan so

that portfolio and competency results can be compared. It would also be

beneficial to use the same objective coded questions for all three

equestrian majors for objectives that they share in common for

comparison purposes.

Budget needs

related to the

objective?

None

Objective 3 Understand the theories and demonstrate practical skills in equine

management

Methods Practical Horse Keeping Unit Scores for EQU 201(EQA)

Practical Horse Keeping Unit Scores for EQU 391 (EQA)

EQA Portfolio Rubric (tk20) for objective #3 (scores for all components for

objective #3

Benchmark EQU 201 85% of students with an average practical horse keeping score

of 83% or above (this reflects a change in benchmark from 12-13 because

of a change in the rubric used for practical horse keeping scores in the

course)

EQU 391 85% of students with an average practical horse keeping score

of 83% or above (this reflects a change in benchmark from 12-13 because

of a change in the rubric used for practical horse keeping scores in the

course)

EQA Portfolio Rubric Objective #3—85% of graduating seniors earning

85% or above from both assessors for objective #3

Data Collected

(course specific)

EQU 201 Horse Management Practicum I—practical horse keeping grade

Each string instructor (saddle seat, western, hunt and dressage) uses a 10

point scale to evaluate students on their practical performance in the

horse management courses each week.

52 students—average of all 16 practical weeks of the semester)

assessed by four faculty (team taught course

40/52 =78% students made 83% or better (85% is benchmark)

Remarks:

After much discussion the faculty will hold to the same benchmarks and

pull the same data for comparison during the 14-15 academic year.

Changes made to EQU 201 and companion EQU 391 make it too early to

identify if the benchmark is reasonable and unit scoring procedure

accurate.

EQU 391 Horse Management Practicum II—practical horse keeping

grade

Each string instructor (saddle seat, western, hunt and dressage) uses a 10

point scale to evaluate students on their practical performance in the

horse management courses each week.

30 students—average of all 16 practical weeks of the semester--

assessed by four faculty (team taught course

26/30= 86% made 83% or better (85% is benchmark) course)

Remarks:

The data confirms that EQU 391 students have a strong understanding of

how to effectively manage horses and are successfully demonstrating this

on a weekly basis.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)



Remarks:

Students were very close to meeting benchmark, but the number of EQA

portfolios submitted for the 13-14 academic year makes it challenging to

determine if this is a trend upward for this major or simply an indication

of some strong EQS/EQA double majors.

Proposed changes

to the assessment

process

EQU 201 and EQU 391 unit score rubric and syllabi need to be reviewed

prior to each semester to allow for improvement and revision. The

portfolio assessment needs to be addressed through faculty training prior

to portfolio submission. The rubric used to score each individual

objective and the related artifacts and reflection requires some retooling

to be uniformly understood by assessors. Finally, the reviewing faculty

recommend that the benchmark score change from 83% to 73% as the

scoring rubric has drastically reduced the artificial inflation that had

occurred in the past. The EQA portfolio scores were substantially higher

than the EQS portfolio scores, but faculty feel strongly that a few high

achieving EQA/EQS double majors may have artificially boosted the

benchmark percentages for this major.

Budget needs

related to the

None

objective?

Objective 4 Develop communication and managerial strategies and understand

management communications in an organizational setting


EQA 420 faculty evaluations

EQA 320 Prize List (Equine Event Management) event log



Faculty Evaluations (EQA 420)— 85% of students score of 85% or higher

EQA 320 Prize List—student scores of 85% or higher for the assignment

Data Collected

(course specific)

EQA 320 Event Management Prize List

Assignment requires students to produce a competition prize list suitable

for publication and implementation.

14/21=66% students scored 85% or higher (85% benchmark)

Remarks:

Faculty discussed the need to fully integrate adjunct faculty into overall

assessment goals and plans.

EQA 420 Faculty Review not completed in original format

Remarks:

Course instructor changes have made selection of a new assessment tool

necessary for this objective.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)



Remarks:

This low percentage of student success may not accurately reflect student

achievement in this area.

Proposed changes

to the assessment

process

With three EQA courses at this time under adjunct instruction it is

important that overall assessment plans, artifacts and data are discussed

and reviewed with the appropriate course instructors. Assignments that

the regular faculty had planned on using did not exist in their old form

any longer. While the revised assignments have more appeal to students

and will continue to modernize the coursework, careful selection and

preparation of coursework that will be used for the annual assessment

report is vital.

Budget needs

related to the

objective?

None

Objective 5 Communicate clearly both orally and in writing of reports and proposals

with demonstrated abilities in leadership, persuasive communication and

teambuilding


EQA Seminar Inventory Project



EQA 420 EQA Seminar Student Inventory Project—85% of students earn 85% or

above on the assignment

Data Collected

(course specific)

EQA 420 EQA Seminar Student Inventory Project

Student initiate a complete supply inventory organizational system that

requires them to analyze usage, storage needs and supply quantities.

2/2=100% of students earned 85% or better (85% benchmark)

Remarks:

Small numbers of students enrolled in EQA 420 make affective

assessment of this objective using this assignment less reliable.

Data Collected EQA Portfolio Objective #5

(Assessment Day,

external tests,

Senior

Achievement)


Remarks:

The EQA portfolio scores were substantially higher than the EQS

portfolio scores, but faculty feel strongly that a few high achieving

EQA/EQS double majors may have artificially boosted the benchmark

percentages for this major.

Proposed changes

to the assessment

process

Identification of assignment with time allowed for faculty to refine

rubrics and tight assignment guidelines will be important for 2014-15.

The EQA major and unique objectives would be better served by

collecting data from required non-equestrian coursework. The rubric

used to score each individual objective and the related artifacts and

reflection requires some retooling to be uniformly understood by

assessors. Finally, the reviewing faculty recommend that the benchmark

score change from 83% to 73% as the scoring rubric has drastically

reduced the artificial inflation that had occurred in the past. The EQA

portfolio scores were substantially higher than the EQS portfolio scores,

but faculty feel strongly that a few high achieving EQA/EQS double

majors may have artificially boosted the benchmark percentages for this

major.

Budget needs

related to the

objective?

None

Objective 6 Assess complex issues in relation to business ethics and legal issues


EQA Competency Test (questions coded to objective #6)



EQA Competency Test coded questions—85% earned on coded objective

#6 questions

Data Collected NA

(course specific) Remarks:

The assessment plan should include assessment data from coursework.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

EQA Competency Test (coded questions) juniors and seniors

Questions on the competency exam were not directly related to

objective #6 and therefore not useful for assessing this objective

Remarks:

Competency test was not valid for this objective.



Remarks:

Low scores related to this objective cannot be described as inaccurate.

The lack of supporting or contradictory evidence leaves the portfolio

scores difficult to analyze.

Proposed changes

to the assessment

process

The faculty believe that utilizing data from coursework required for this

major would help to create a more accurate picture of student

understanding. The portfolio results seem to suggest that it is possible

that students are struggling to relate artifacts or completing their

reflective writing in a manner that relays mastery. Without additional

evidence the assessment results are challenging to interpret. The 2014-15

academic year will include course data from applicable courses in the

business division.

Budget needs

related to the

objective?

None

Objective 7 Develop conflict resolution techniques and demonstrate skills in

teamwork and group productivity


EQA 305 Techniques of Facility Management Team Project assignment



EQA 305 assignment—students earn 85% or above on team project

assignment

Data Collected

(course specific)

EQA 305 Techniques of Facility Management

Target assignment not identified

Remarks:

As a signature course in this major, course data is extremely important

for this report and not included for this objective.

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)



Remarks:

Low scores related to this objective cannot be described as inaccurate.

The lack of supporting or contradictory evidence leaves the portfolio

scores difficult to analyze.

Proposed changes

to the assessment

process

An assignment or project from EQA 305 Techniques of Facility

Management or EQU 201/EQU 391 Horse Management Practicum will be

identified and reviewed for inclusion in this report for 14-15. Adjunct

faculty will be a part of the overall assessment plan and review process

for 14-15. Finally, the reviewing faculty recommend that the benchmark

score change from 83% to 73% as the scoring rubric has drastically

reduced the artificial inflation that had occurred in the past. The EQA

portfolio scores were substantially higher than the EQS portfolio scores,

but faculty feel strongly that a few high achieving EQA/EQS double

majors may have artificially boosted the benchmark percentages for this

major.

Budget needs

related to the

objective?

None

Attached Rubrics

Portfolio Rubric (each objective)

EQU 391 Vital Signs Rubric/Instructions

Portfolio Handbook

Assessment Day schedule

Analysis of Assessment:

As a department we are just starting to pull enough course data to begin to accurately supplement our

assessment day and portfolio material. Although some faculty have more experience with the Equestrian

Science, Equine Administration and Equine General Studies portfolios, we also had two new assessors this

year. Those who had multiple semesters of scoring portfolios to reflect upon were very pleased with the

improved student submissions in spite of the failure to reach benchmark standards for the department.

The benchmarks were set without historical data to review, so future assessment plans will need to be

retooled and revised as a pattern for appropriate benchmarks is discovered.

Analysis of the Assessment Process (Empirical & Non-Empirical) (HLC4B3)

The equestrian department has increased the amount of data collected and assessed for the annual

report in the past academic year. The faculty made a clear push toward using a blend of coursework

and student assessment day data. This has made reflection on the success and shortcomings of the

portfolio and the corresponding rubric much more productive. We believed that we were producing

students who had mastered our objectives, but lacked evidence to support our conclusions. While we

recognize that we have objectives that need more specific course data, we are happy with the

discussions that have resulted from the data collected during the 13-14 academic year. The EQA

program requires an improved annual assessment plan that coordinates and supports adjunct faculty

teaching this coursework. This report also highlights the need to coordinate with the business and

communication departments to share assessment data from relevant courses.

The volume of students involved in the three equestrian majors is such that the ideal assessments

(interviews in particular) will take significant organization and a substantial commitment of faculty

hours. Student performance days are very useful for the equestrian department. This dedicated time

allows for updating of student information, competency testing, skills surveys and portfolio

workshops. It would be challenging to collect the data that we rely on for program assessment without

at least one dedicated day when classes are not in session.

Commented [PJ1]: Needs input

The planning phase of the plan involved Karen Pautz, Jean Kraus, Laura Ward, Sarah Track and Jennie

Petterson. The review of data and compilation of the report was done by Sarah Track, Laura Ward,

Susie Ouderkirk, Karen Pautz and Jennie Petterson. Data was collected from full time faculty listed

above as well as adjunct instructors Heather Northcutt, Joanna Kyger, Liz Kuda and visiting professor

Michele Smith.

Program Changes Based on Assessment:

Action items based on the 12-13 Annual Assessment:

1. Rebuild the EQS, EQA and EQGS portfolios and the rubric used to score all objectives

a. Results: The portfolios and rubrics were redesigned over the summer of 2013 and all

portfolios using the 11-12 rubric revoked and resent (this required individually send each

new portfolio and confirming with the individual student).

2. Test the new rubric to determine if artificially high scores can be regulated by raising the standard

a. Results: The rebuilt rubric did raise the standard—so much so that students did not meet

benchmarks set in the planning phase for the 13-14 year.

Program Changes Based on Assessment:

1. Integrate faculty training/workshop prior to portfolio reviews so that assessors are interpreting the

rubric correctly.

2. The faculty recommend a detailed study of the proficiency testing sequence to determine whether

new and innovative assessment systems might better serve the current EQA student population and

the current program. EQA students to do complete proficiency testing at this time.

3. Portfolio development needs to be fully integrated into multiple 200, 300 and 400 level equestrian

courses instead of falling to the seminar course usually taken during the last semester prior to

graduation.

4. Portfolios have been considered passing at 85% earned as an average calculated from both assessors.

With the new rubric significantly raising the standard and consequently lowering student scores, we

will align the grading scale for the portfolio with the equestrian studies departmental scale.

5. Competency testing is valuable and test questions will be coded to the appropriate objectives prior

to the test so that errors in the type of questions used (too subjective or difficult to score in a uniform

manner) will be identified prior to test completion.

6. Some assignments used in the current report will be modified and standardized to create more

reliable data.

7. Coursework fully aligned with the EQA objectives will be identified and prepared for use in the 14-

15 assessment report.

General Education Assessment:

Mathematics

Equestrian students analyze data and statistics and identify quantitative relationships through the study of

industry and discipline specific topics at multiple levels of the program.

Meaning

Students are required to analyze texts and identify central themes and interpret underlying meaning using

discipline and industry topics in multiple courses.

Ethical Reasoning

Equestrian students regularly consider ethical problems both in class and in practical experiences both on

and off campus. They examine the role of conflict and competing interests and use a variety of models or

theories related to ethical reasoning in solving or approaching moral dilemmas related the equine industry.

Historical Perspective

Equestrian students are challenged in many equestrian courses to think historically. This requires them

reflect on how the past has shaped the equine industry and all related components.

Diversity

Equestrian students are challenged to explore and develop their understanding of traditions and cultures

in which horses are used for work, sport and recreation.

Creative and Aesthetic Sensibility

Students examine products of human creativity through the observation and analysis of creative works

related to the horse.

Natural Science

Equestrian students understand the natural world through observation of systems, formation and testing

of hypotheses during both practical and theory based equestrian coursework.

Social Science

Equestrian students study the behavior of people and employ principles of science to explain their

observations through case study and course projects in a variety of equestrian courses.

Program Activities: Student Performance Day Activities (Assessment Day):

EQA students participate in a workshop session on assessment day one (they are divided into smaller

groups by credit hours earned) that focuses on either an introduction to the EQA portfolio or further

development of the EQA portfolio for juniors and seniors. Students complete the competency exam

and skills survey on day two. Senior EQA students also completed the CLA exam this year.

Senior Achievement Day Presentations:

Senior EQA students enrolled in EQA 420 Facility Seminar are required to present an example of their

best work during Senior Achievement Days. The students presented their work “science fair style” and

it was designated a LEAD event to encourage underclassman attendance.

Service Learning Activities:

The EQA students facilitated community events throughout the academic year as a service activity

coordinated through their classes. These included horse shows, clinics, community tack sales, and 4H

and FFA events.

Program Sponsored LEAD Events:

The program faculty sponsored five LEAD events focused specifically on the program objectives (two

senior achievement days and three tied to EQS/EQA objective #2 and EQS objective #4). Faculty also

sponsored many clinics, horse shows and other equestrian related LEAD events that encouraged non

equestrian students to develop a fundamental understanding of equine competition, riding and

instruction.

Student Accomplishments:

13-14 Mentor/Mentee—Jean Kraus (faculty) and Joan Ryan

Krista Spencer—USEF/USDF Region IV Junior Young Rider Champion

Stephanie Freeland—Invited to participate in the USEF/USDF Region IV Junior Young Rider Clinic

Georgia Hellum-Willits: USEF Reserve Champion Horse of the Year with Prazer OBF

13-14 Intercollegiate Judging Team—U.S. Nationals top five

Faculty Accomplishments:

Jennifer Petterson: 2 time 2013 Pinto World Champion, 2 time 2013 Pinto Reserve World Champion

Jean Kraus: USEF steward, clinician, training supervisor and delegate.

Sarah Track: 2013 World Cup on-site coordinator/paddock master

Karen Pautz: Clinician, judge and coach of 2013 U.S. Pony Club Dressage Champions

Alumni (Recent Graduates) Accomplishments (past year graduating class):

Lauren Keeton—groom for Collecto V and Tina Konyot 2012 Olympic Games

Lucy Fuelle—currently working for internationally known dressage rider Betsy Steiner

Dani Mortiz—American Horse Publications award winner currently working for Sidelines magazine

Graduates are employed in a variety of equestrian jobs with many working with nationally and

internationally known riders and trainers.

OBJECTIVE #3—VITAL SIGNS VIDEO

Assignment Details: For this assignment you will write, produce, shoot and upload a Horse Health

Check video. You need to teach/explain/demonstrate how to take the vital signs on a horse, what they

are looking for when doing this, what is good, what is not good. You need to clearly teach/demonstrate

how to actually do each vital sign. This assignment is worth 100 pts.

This video will follow the following format:

1. Topics required to be covered in the video are the horse’s general appearance, temperature,

capillary refill, mucous membranes, pulse, digital pulse, heart rate, respiratory rate, skin pinch and

gut sounds.

2. The video should be no longer than 10 minutes.

3. You will send your video to the course instructor no later than the assigned due date.

4. Check the rubric below for specific grade guidelines. Any score falling into 4/3/2/1 categories will

automatically move the overall score to that category.

5 Passing 4 Passing 3 Failing 2 Failing 1Failing

Presentation Components

All required elements were present including an introduction and a demonstration of each skill.

Eight of the nine elements were present and a demonstration of the skills was clearly done.

Seven of the required elements were present but elements of how to actually take the vital signs were missing.

Too many of the elements were missing and/or the actual how to was not covered.

Student either did not complete the presentation or elements were missing.

Oral Presentation Skills

Communicates ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery.

Communicates ideas with proper voice projection. Adequate delivery.

Evident difficulty communicating ideas, due to voice projection, lack of preparation, or incomplete work.

Great difficulty communicating ideas. Poor voice projection. Little preparation or incomplete work.

Great difficulty communicating ideas. Poor voice projection. Little preparation or incomplete work.

Understanding of subject matter

Mastery of subject matter is clearly presented.

Understands concepts and is able to analyze and present data clearly.

Understands basic concepts of the subject matter, but in depth analysis may be lacking or not clearly presented.

Little or no understanding of subject matter displayed. May or may not have read or understood

Little or no understanding of subject matter displayed. May or may not have read or understood

material. material.

Organization Student presents information in logical, interesting sequence which audience can follow.

Student presents information in logical sequence which the audience can follow.

Student was unsure of presentation of some material.

Audience cannot understand presentation because there is no sequence of information.

Audience cannot understand presentation because there is no sequence of information.

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

The student does not seem at all prepared to present.

The student did not seem l prepared to present.

Overall quality of the video

The video was well put together will all the components of visual and sound well thought out.

The video lacked some elements to make it a good video.

The video was not well done with either visual or sound problems.

Evident visual or sound problems.

Evident visual or sound problems.

Assessment Rubric

Annual Assessment Report Assessment

Component

Assessment

Reflects Best

Practices

Assessment Meets

the Expectations

of the University

Assessment

Needs

Development

Assessment is

Inadequate

Comments:

Learning

Outcomes

Posted

measurable

program

learning

outcomes

(objectives)

All

outcomes

are

developed

and include

a mix of

assessment

measures.

Measurable

program learning

outcomes.

Learning

outcomes are

clearly

articulated.

Program

learning

outcomes have

been identified

and are

somewhat

measurable

Program

learning

outcomes are

not clear or

measurable

Assessment

Measures

Multiple

measures

are used to

assess a

student-

learning

outcomes.

Rubrics or

guides used

are

provided.

All

measureme

nts are

clearly

described.

Specific

measures are

clearly identified

Measures relate

to program

learning

outcomes.

Measures can

provide useful

information

about student

learning.

Some

measurements

are described,

but need further

description.

Assessment

measures do

not connect

to learning

outcomes

(objectives).

Assessment

measures are

not clear.

No

assessment

measures are

established.

Assessment

Results

All learning

outcomes

are

assessed

annually; or

a rotation

schedule is

provided.

Data are

collected

and

analyzed to

evaluate

prior

actions to

improve

student

learning.

Standards

for

performanc

e and gaps

in student

learning are

clearly

identified.

A majority of

learning

outcomes

assessed

annually.

Data collected

and aggregated

are linked to

specific learning

outcome(s).

Data are

aggregated in a

meaningful way

that the average

reader can

understand.

Standards for

student

performance and

gaps in student

learning are

recognized.

Data collected

and aggregated

for at least one

learning outcome

(objectives).

Data collection is

incomplete

Standards for

student

performance and

gaps in student

learning are not

identified.

Learning

outcomes are

not routinely

assessed.

Routine data

is not

collected.

N/A

Program is

too new to

have

collected

assessment

data.

Assessment

Component

Assessment

Reflects Best

Practices

Assessment meets

the expectations

of the University

Assessment needs

Development

Assessment is

Inadequate

Comments:

Faculty

Analysis and

Conclusions

All faculty

within the

program

synthesize

the results

from

various

assessment

measures to

form

Program faculty

receive annual

assessment

results and meet

to discuss

assessment

results.

Specific

conclusions

about student

Some program

faculty receive

annual

assessment

results

Faculty input

about results is

sought

Faculty

input is not

sought.

Conclusions

about

student

learning are

not

identified.

N/A

conclusions

about each

learning

outcome.

Includes

input from

adjunct

faculty.

Includes

input from

outside

consultant.

learning are

made based on

the available

assessment

results.

Program

recently

started or

too few

graduates to

suggest any

changes.

Actions to

Improve

Learning and

Assessment

A

comprehen

sive

understand

ing of the

program’s

assessment

plan and

suggestions

for

improveme

nt.

Clearly

stated

adjustment

s in

curriculum

as a result

of

assessment

data.

Description of

the action to

improve learning

or assessment is

specific and

relates directly to

faculty

conclusions

about areas for

improvement.

Description of

action includes a

timetable for

implementation

and identifies

who is

responsible for

action

Actions are

realistic, with a

good probability

of improving

learning or

assessment.

At least one

action to

improve learning

or improve

assessment is

identified.

Adjustments to

the assessment

plan are

proposed but not

clearly connected

to data

Minimal

discussion of the

effectiveness of

the assessment

plan; minimal

discussion of

changes, if

needed.

No actions

are taken to

improve

student

learning.

Actions

discussed

are not

connected to

data results

or analysis.

N/A

Program

recently

started or

too few

graduates to

suggest any

changes.

Additional Comments:

Do you think for EQS retention numbers we should include all three programs as a whole as well as

separate… if someone comes in thinking they are EQS but they end up EGS, that is not really a loss to

the program?? So if we asked Dr. Sturgis to work up the retention of the program as all Equestrian

programs together and then separately, that might help with the retention numbers?? And show where

some of the students are going? I am working with Dr. Strugis to create a way to show persistence

toward degree and this would show you the data year to year within cohort, and would show from

data, when students are dropping majors.

On the objectives, are you really only asking them to “Understand” and “Recognize” or would the

program prefer stronger skills on those objectives?

The proposed changes as articulated seem to be on target and designed to benefit both the assessment

process as well as student learning. Are program faculty able to pull reporting data on the TK20

portfolios?

Objective 4, only 1/5 students successfully met the benchmark on the portfolio? Is this due to selection

of the artifact and students not understanding what they need to put up there?

Who is going to articulate the assessment methods for objectives 5 & 6? It might be a good idea to have

a small meeting with the Business faculty who teach the classes required and identify an assignment

students are completing in those courses. Using the August assessment day might be a good time to

identify assignments for the upcoming year.

Well-documented and detailed report. Thank you.

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