Assessment Methods Direct Measures 1. Writing Requirement Assessments. Students in a selected course will be required to demonstrate their proficiency in writing. Major reasons for failing scores will be noted for program review (Appendix A: Writing Rubric). 2. Oral Presentation Assessment. Students in a selected course will be required to demonstrate their proficiency in conducting oral presentations. (Appendix B: Oral Presentation Rubric) 3. Project/Program Management Assessment. Students in a selected course will be required to demonstrate their proficiency in program management (Appendix C: Project Assessment Rubric). 4. Knowledge Assessment Exam in Core Discipline. Students in a selected course will be required to demonstrate their proficiency in knowledge related to the Core discipline. (Grades from Exams and Assignments). 5. Research Competency Assessment. Students in a selected course will be required to demonstrate proficiency in conducting research and in critical thinking. (Appendix D: Research Competency Assessment Rubric) 6. CHES Competencies. Students in a selected course will be required to demonstrate entry level competence for each of the seven Areas of Responsibilities of a Health Education Specialist. (Appendix E: CHES Competencies Assessment) Indirect Measures 1. Exit Interview (annual basis). Graduating students in their final semester will be surveyed. (See Appendix F: Graduating Students Exit Survey) 2. Alumni Survey (bi-annual basis). Each alumnus will be sent a survey. The results for each item on the numeric scale will be averaged. (See Appendix G: Alumni Survey.) 3. Intern Exit Survey (bi-annual basis). Students completing an internship or fieldwork (PH 185/PH 188) will complete a survey assessing fieldwork/internship objectives. (See Appendix H: Intern Survey).
Appendix D: Research Competency Assessment Rubric Intended Outcome: The student will demonstrate the ability to identify, locate, understand, evaluate, and use information Criteria 4 Exemplary 3 Satisfactory 2 Beginning 1 Insufficient Identifies and Determines Extent of Information Needed Identifies focused, clear, and complete research question; many key concepts; and clear idea of extent and depth of information needed. Identifies a clear and complete research question, a sufficient number of key concepts; and acceptable idea of extent and depth of information needed. Identifies an unfocused, unclear, or partial research question; some key concepts; and incomplete idea of extent and depth of information needed. Fails to identify a research question, key concepts, or idea of extent and depth of information needed. Accesses Needed Information using Effective and Efficient Search Strategies Retrieves a variety of relevant sources of information that directly fulfill the information need using appropriate search tools and methods. Retrieves a sufficient number of relevant sources of information that fulfill the information need using appropriate search tools and methods. Retrieves sources that generally lack relevance, quality, and balance. Primarily uses inappropriate search methods and tools. Fails to retrieve relevant sources of information to fulfill the information need. Ignores appropriate search tools and methods. Critically Evaluates Information & its Sources Critically evaluates and analyzes information and its many and diverse sources. Evaluation is consistent and thoughtful. Evaluates and analyzes information from a sufficient number of sources. Evaluation is sufficient. Mostly ignores or superficially evaluates information from some questionable sources. Fails to evaluate information from a limited number of questionable sources. Effectively Uses Information to Accomplish a Specific Purpose Demonstrates understanding of breadth and depth of research. Synthesizes and integrates information from a variety of sources. Draws meaningful conclusions. Clearly communicates ideas. Uses appropriate information to accomplish purpose. Draws relevant conclusions. Synthesizes information from a sufficient number of sources. Effectively communicates ideas. Uses incomplete information and only partially accomplishes intended purpose. Draws incomplete conclusions. Inconsistently communicates ideas. Does not use relevant information. Fails to accomplish intended purpose. Does not draw conclusions. Fails to effectively communicate ideas. Ethically & Legally Accesses and Uses Information Consistently, thoughtfully, and accurately builds on and incorporates the ideas of others into assignment. Consistently and correctly cites sources. Accurately builds on and incorporates the ideas of others into assignment. Correctly cites sources. Inconsistently incorporates the ideas of others into work. Incomplete citations. Does not properly incorporate the ideas of others into assignment. Does not cite sources or copies sources without crediting authors.
individuals and community groups Competency D Establish Consultative Relationships 1. Analyze parameters of effective consultative relationships 2. Analyze the role of the health educator as a liaison between program staff and outside groups and organizations 3. Act as a liaison among consumer groups, individuals and health care providers 4. Apply networking skills to develop and maintain consultative relationships 5. Facilitate collaborative training efforts among health agencies and organizations Area VI total: Area VII: Communicate and Advocate for Health and Health Education Entry (Baccalaureate/Master’s, less than 5 years of experience) Rating (1-5, 5 highest) Competency A Analyze and respond to current and future needs in health education 1. Analyze factors (e.g., social, cultural, demographic, political) that influence decision-makers Competency B Apply a variety of communication methods and techniques 1. Assess the appropriateness of language in health education messages 2. Compare different methods of distributing educational materials 3. Respond to public input regarding health education information 4. Use culturally sensitive communication methods and techniques 5. Use appropriate techniques for communicating health education information 6. Use oral, electronic and written techniques for communicating health education information 7. Demonstrate proficiency in
communicating health information and health education needs Competency C Promote the health education profession individually and collectively 1. Develop a personal plan for professional development Competency D Influence health policy to promote health 1. Identify the significance and implications of health care providers’ messages to consumers Area VII total: *Adapted from the National Commission for Health Education Credentialing. . Appendix F: Graduating Students Exit Survey