Student Name: Keenan

Assignment: SFCP 603

Part 4: Student Assessment Plan

Date: May 11, 2017

Course Code: PFTHP161

Course Name: Resistance Training Programming

A. Student Assessment Tools
Course Assessment Plan – Student Evaluation
Course Code: PFTHP161 Course Title: Resistance Training Programming Course Hours: 15

Weighting Type of Assessment Tool

presentations
Domain &

Instruction

Instruction
Time (hrs)
Learning Outcomes

Time (%)

Projects
Written
Exams

Group
Level

Other
Labs
Practical
Tests
Identify resistance training
1. 4 27% C2 C A
adaptations
2. Design resistance training programs 6 40% C5 C B E

Apply safe exercise techniques and

3. 5 33% P6 C D
performance cues

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B. Grading Plan

Grading System
Description Weight Details Learning Outcomes
(%)
Students will present their research in class with their groups. Presentations
will be graded on a rubric. The presentations will cover the assigned content
to be researched. The instructor will assign each group to a topic on
Group identifying physiological adaptations to resistance training. Each group will
A Presentations 5% present their knowledge on that topic. 1
Students will present their research in class with their groups. Presentations
will be graded on a rubric. The instructor will assign each group a number of
Group different programs. Each group will examine the programs and present the
B presentation 5% differences and things that stand out to them. 2
Exam contains multiple choice and short answer and essay questions. Each
question will test at the appropriate domain level. The exam will include
lower domain questions for LO1 and higher levels for learning outcome 2 and
C Written exam 20% 3 such as essay and short answer questions 1,2,3
Practical Students will instruct the three movements: squat, press and deadlift. They
exam/performance will teach and correct movement on their client. The student will be graded
D test 30% using a rubric. 3
Design a personal resistance training program. Using two different case
studies students will design two different programs. The programs are to
both be 6 weeks in length and show proper progressions. The students are to
provide a 2-4 paragraphs for each program to describe and explain their
E Project 40% reasoning. APA format for references 2

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C. Background and Explanation
Background
The resistance training programming course is a one credit, 15 hour new course under a new

program called the personal fitness trainer program. The course was developed to address the need

of including a more practical course and training program when designing resistance training

programs. Traditionally courses that cover this type of topic are more theory based and focus on

assess more lower level thinking skills on bloom’s taxonomy. Most of those courses and programs

are also focus on more summative types of assessments, which is typically at the end of a unit or the

program. The resistance training course will focus on theory but will give students a chance to

practice that theory. The course is sequenced so that the basic knowledge of programming and

progressing programming is covered first which falls under the knowledge and comprehension

levels on bloom’s taxonomy. Next, the course has the student applying and synthesizing information

by programming for different clients. This fall under levels five and six in blooms taxonomy. Lastly,

students will have a chance to teach peers different movements that will be included in their

resistance training programs. This progression from lower level thinking and recall up to

synthesizing information and applying is something that is unique in training programs for fitness

professionals.

As mentioned in the needs analysis, the resistance training programming course fits nicely

into the personal fitness trainer program. Pre-requisites would include classes such as, anatomy,

physiology, biomechanics and movement mechanics. These pre-requisite classes will provide

necessary information for learning outcomes in this course. When covering learning outcome one,

students will need to have a good grasp on physiology concepts to understand the physiological

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adaptations to resistance training. Biomechanics and movement mechanics are great assists to help

diagnose movement issues when students and working in learning outcome 3. This course flows

nicely with other courses in the PFTHP program. This course and program will set an industry

standard in personal training as there on not many like. The hands on, applied approach will helps

students comfortably transition from school to on the job.

Explanation
Now that the learning objective assessment tools have been selected, we will look at how and when

this fit in to the course. As discussed, the sequencing is in order from learning outcome one to three. As

mentioned in Morrison et. al. (2013), assessments should assess at the desired learning outcome level.

Therefore, if the outcome was performance based then the assessment should be performance based.

Morrison et. al. (2013), demonstrates the use of inappropriate assessments on page 259. An excellent

example of inappropriate assessment includes that of administering a multiple choice exam when the desired

outcome is improved performance. In the resistance training course students will explore learning outcome

one first which is from the comprehension level in the cognitive domain. The assessment types for this

learning objective assess at the comprehension level. Because this learning outcome receives only 27% of the

instruction time, assessments will only be a smaller portion of the overall mark. The group presentation for

learning outcome one will be done at the comprehension level. The assignment will have students discuss

their findings, where in these findings will be facts. Groups will be given topics such as discuss and describe

the adaptations made at the neuromuscular level. That group will then present their findings to the class in a

brief presentation. The class will then follow with a discussion on the topic covered. The second assessment

for learning outcome one is an exam. This exam will be completed as a final exam at the end of the course,

which will include content from other learning outcomes. The content that is assess from learning outcome

one in the exam will be assessed at the comprehension level. As shown on the assessment method chart

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appropriate question types will include multiple choice and short answer (SIAST, 2014). These two question

types have been selected to assess learning outcome one.

Learning outcome two will assess at the same level the learning objective sits in bloom’s taxonomy in

the cognitive domain. This assessment is at level five, synthesis and will have three different assessments.

Because this learning outcome has the most instruction time it will be weighted more heavily on. The group

presentation will assess in the same manner as the presentation in learning objective one but at the analysis

level. Because the presentation is attached to learning step one, groups will analyze different resistance

training programs and present the differences and similarities in each and things that really stand out to

them. This presentation will allow students to examine and analyze different examples and create discussion

around them. The second assessment is the project, design a two personal resistance training programs. The

programs will be designed from case studies. The learning objective and step are both at the synthesis level

and therefore will assess at that level. As seen on the assessment method chart, case studies are appropriate

ways to assess at the synthesis level (SIAST, 2014). The final assessment will be included on the final exam,

which again is a comprehensive exam of all three learning objectives. However, because the learning

objective is at the synthesis level in the cognitive domain the assessment questions will not assess higher

then appropriate. According to the assessment methods chart long answer, short answer and essay

questions will be used to assess learning objective two on the exam (SIAST, 2014). The primary content for

the exam will come from learning steps one and two so therefore will assess at the analysis level using long

answer and multiple choice (SIAST, 2014). However, if there is content form learning step five assessments as

mentioned will be used.

Learning outcome three will assess at the problem solving level according to bloom’s taxonomy.

Because this learning objective is performance based, it was decided to assess on the psychomotor domain.

Because the learning outcome is 33% of the instruction time, the weight of assessment will be the second

largest for the overall grade. The first learning step is more cognitive and comprehension based and

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assessment of it will keep in mind appropriate assessment tools on the assessment method chart. That being

said, learning outcome three will be included on the final exam with the other two learning outcomes.

Because most of the content being assessed on the exam comes from learning step one the assessments will

be at the same comprehension level. Test items will include multiple choice and short answer which

according to SIAST (2014) is an appropriate assessment method. The final exam is aimed at assessing the

student knowledge of the content. Therefore other assessment tools will assess the higher domain levels and

in this case more performance based. The second assessment tool in learning outcome three is the practical

test. The practical component includes learning steps four and five where students will be marked on

demonstration and their ability to problem solve which in this case is correcting exercise technique. The

rubric will include two parts: demonstration and correction/coaching. The assessments chosen fit in the

desired methods according to SIAST (2014) and in this case is an individual performance test. The assessment

methods chosen for all learning outcomes fit under the recommendations made by the assessment methods

chart.

Now that the assessments are planned it is important to note when they will occur during the course.

Authentic evaluation will be discussed later but the assessment tools used in this course are meant to be

authentic. Assessments will occur many times during the course to provide feedback and progress status to

the students. Therefore, the group presentations are the assessments that will occur throughout the course

during the learning objectives. Students will receive feedback on research and presentation skills. This

feedback should help them with their project and presentation. The group presentations as mentioned occur

during the learning objectives and in the learning objective order. That is presentation A will occur first as

leaning objective one is first. The project (E) will occur during learning outcome 2 which is midway through

the course and will be due around the 3/4 point of the course. Students will have opportunities for help and

feedback prior to handing them in. The practical test will occur near the end of the course, however the

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project will be based on content from labs that occur during the year. Lastly, the written exam will occur as a

final exam at the end of the course. The evaluations are built as progressive and ongoing.

Authentic Assessment as defined by Mueller (2016), “is a form of assessment in which students are

asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and

skills.” Authentic assessment is aimed at creating meaningful tasks for the student to complete. This

resistance training course is believed to do that very thing. Because the objectives are designed around real

world skills that will be experienced in the fitness industry the resistance training program assesses those. As

defined by Fenwick & Parsons (2000) there are five principles of authentic evaluation. First is that the

evaluation is ongoing (Fenwick & Parsons, 2000). The resistance training course has evaluations that occur

many times through the year to allow students to receive feedback throughout the year. As mentioned in

Fenwick & Parsons (2000), “if adults receive feedback only at the very end, they have no opportunity to use

that guidance to grow their learning” (p 17). Second principle is that evaluation is valid and reliable (Fenwick

& Parsons, 2000). The resistance training evaluations are valid and they measure what they are supposed to

measure. That is not beyond the scope of what was asked in instruction. The resistance training assessment

are also reliable as the information is consistently measured. Therefore, because learning objective one is

assessed through presentations and an exam and will also appear during the project it is reliable. Third,

evaluations should be comprehensive (Fenwick & Parsons, 2000). The evaluations in the resistance training

course measure a full range of skills, attitudes and concepts the instruction develops (Fenwick & Parsons,

2000). The resistance training course assesses presentation skills, coaching skills, writing skills and more

through the assessments which are important skills in the fitness industry.

The fourth principle of authentic evaluation is that evaluation should be communicated. As

mentioned by Fenwick & Parsons (2000), “all evaluation results should be clearly explained, and the criteria

used for making judgements should be explicitly outlined” (p 18). The results for all assessments in the

resistance training course will always be given in a timely manner with full explanations. For example, the

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presentation evaluations will be given to the group and individual so they can improve their presentation

skills for their practical test. The last principle used in the resistance training program taken from Fenwick &

Parsons (2000) is that evaluation should use a variety of methods. Because as humans we are so complex it is

hard to be judged using only one instrument. Authentic evaluation uses many methods to capture learner

performance (Fenwick & Parsons, 2000). The resistance training course uses group presentations (team

work), written exam (recall and comprehension skills), performance or practical test (individual skills in

coaching) and a written portion that allows them to put their knowledge on paper. The resistance training

course is developed around being authentic and providing many means of evaluation to the students. Again

as human beings we are not all created equally so therefore should not be assessed using one standard.

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References

Fenwick, T. J., & Parsons, J. B. (1999). The art of evaluation: a handbook for educators and

trainers. Toronto, ON: Thompson Educational.

Mueller, J. (2016). Authentic Assessment Toolbox: What is Authentic Assessment? Retrieved from:

http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

Morrison, G., Ross, S., Kalman, H. K., & Kemp, J. (2013). Designing effective instruction (7th

ed.). Hoboken, NJ: John Wiley & Sons.Hoboken, NJ: John Wiley & Sons.

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