B.S. in Career, Technical
Education and Training
Assessment in Major
Submitted by Melody Brennan, Interim Program Director
2008
Submitted December 2009
0
Table of Contents
Overview ......................................................................................................................................................................................................2
Student Teaching Performance Ratings .......................................................................................................................................................4
CTET Immersion Survey .............................................................................................................................................................................6
Survey Results & Analysis ..........................................................................................................................................................................6
Executive Summary .....................................................................................................................................................................................6
Alumni Follow-Up Survey ........................................................................................................................................................................10
Communicating Assessment Data with Constituencies .............................................................................................................................16
Utilization of Assessment Data ..................................................................................................................................................................16
1
Overview
The purpose of the Assessment in the Major Report is to provide a framework for
assessment in the Bachelor of Science in Career and Technical Education and Training
(CTET) program, is to explain how assessment is accomplished, and to identify the
outcomes of program assessment efforts.
In the School of Education, data is gathered from several sources to inform unit and
program decisions. Data in this report is used to develop program goals, inform
curriculum changes, and enhance course delivery in order to improve teacher education
candidate learning. This report contains data from Student Teacher Performances,
Alumni follow-up survey and the Summer Immersion survey. This report also describes
how assessment data is used to set programmatic goals, improve the program, program
curriculum, and delivery of courses.
In 2007/2008, the BS in CTET program advisory committee met two times during the
school year. The membership of the committee:
Melody Brennan-Interim Program Director
Juli Taylor-SOE
Mark Fenton-COM
Wendy Dittmann-COM
Urs Haltinner-SOE
Linda Young-Student Support
Sandy White-Outreach Services
David Johnson-COM
Suzanne Sandman-Student
Jodi Olmstead-UW-Stevens Point External
Brenda Thalacker-CVTC External
Andrea Schullo-WITC External
Kimberly Zagorski-Arts, Humanities, & Social Services
2
University of Wisconsin-Stout School of Education
BS Career and Technical Education and Training
Program Objectives
Page 1 of 1 Last Revised: Program Assessment 2006 S:\Programs\BS CTET\CTET Program
Objectives.doc
The Bachelor of Science Degree with a major in Career, Technical Education and Training (CTET)
has three program outcomes.
1. CTET majors will posses’ general knowledge and skills considered essential to a literate
citizenry. These general education competencies are basic to support the specialized
occupational focused activities, teacher education activities and additional learning
opportunities. Specifically, CTET graduates will:
• Communicate effectively with others through written and oral means
• Reason analytically at work and in life tasks
• Engage in healthful activities
• Demonstrate cultural literacy via the humanities and the arts
• Recognize and accept behaviors that are associated with social, economic, political and
cultural systems in America and abroad
• Recognize the role of technology in our society
• Integrate general education competencies into technical and professional education
activities
2. CTET majors will posses teaching competencies in career and technical education as well as
human resource training and development. Specifically they will:
• Understands roles and responsibilities of instructors in WTCS
• Develop program goals relative to their technical expertise
• Write course objectives for content areas
• Deliver instruction using various methodologies
• Evaluate learner accomplishment in technical programs, course or lesson plan objectives
• Evaluate instructional effectiveness
• Accommodate diverse cultures and special needs individuals in all educational
environments
• Develop learning environments that readily accommodate adult and non-traditional
learners
3. CTET majors will posses technical expertise relative to occupational clusters or categories in
which they plan to teach. Specifically CTET graduates will:
• Demonstrate technical competence by completion of a technical associate degree, taking
nationally recognized occupational exams, or portfolio assessment
• Integrate technical competencies into professional education activities.
3
Student Teaching Performance Ratings
Cooperating teachers rated student teachers on Wisconsin Teacher Standards following
the Danielson Domains and Competencies format. The 2008 calendar year has allowed
the CTET program to gather comparison data, as it is the second year to use the same
format. Analyzing the mean shows that the largest growth area was in Domain 4:
Professional Responsibilities – Reflecting on Teaching and the largest decline was in
Domain 3: Instruction – Communicating Clearly and Accurately.
Student Teacher Course Evaluations
Rating Scale:
N/A or Not Observed
1 = Unsatisfactory/Not Achieved
2 = Emerging/Achieved with limited degree
3 = Basic/achieved with moderate degree
4 = Advanced Basic/achieved with a high degree; Equivalent to quality teacher with 3 or more
years teaching experience
B.S. CTET
FA07
SP08
N=12
N=15
Mean Std. Dev.
Mean Std. Dev.
DOMAIN I: PLANNING AND PREPARATION
3.44
0.08
3.47
0.03
1a. Demonstrating Knowledge of Content and Pedagogy
3.53
0.48
3.53
0.55
1b. Demonstrating Knowledge of Students
3.56
0.49
3.49
0.51
1c. Selecting Instructional Goals
3.37
0.66
3.46
0.53
1d. Demonstrating Knowledge of Resources
3.30
0.64
3.40
0.48
1e. Designing Coherent Instruction
3.44
0.59
3.50
0.47
1f. Assessing Student Learning
3.41
0.65
3.45
0.50
DOMAIN 2: THE CLASSROOM ENVIRONMENT
3.62
0.08
3.53
0.18
2a. Creating an Environment of Respect and Rapport
3.66
0.36
3.73
0.40
2b. Establishing a Culture for Learning
3.67
0.33
3.61
0.41
2c. Managing Classroom Procedures
3.53
0.50
3.38
0.67
2d. Managing Student Behavior
3.67
0.50
3.42
0.59
2e. Organizing Physical Space
3.57
0.40
3.51
0.82
DOMAIN 3: INSTRUCTION
3.48
0.09
3.39
0.01
3a. Communicating Clearly and Accurately
3.61
0.39
3.39
0.56
3b. Using Questioning and Discussion Techniques
3.24
0.54
3.24
0.56
3c. Engaging Students in Learning
3.55
0.35
3.46
0.57
3d. Providing Feedback to Students
3.44
0.55
3.35
0.59
3e. Demonstrating Flexibility and Responsiveness
3.54
0.47
3.49
0.57
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
3.47
0.18
3.64
0.09
4a. Reflecting on Teaching
3.25
0.83
3.59
0.53
4b. Maintaining Accurate Records
3.43
0.67
3.43
0.58
4c. Contributing to the Institution
3.58
0.44
3.82
0.39
4d. Growing and Developing Professionally
3.62
0.47
3.73
0.44
4
CTET Highest/Lowest Areas of Mean Growth/Decline
Student Teacher Competency Final Ratings
2007
2008
Unsatisfactory = 1, Emerging = 2, Basic = 3, Advanced Basic = 4
Domain 1: Planning and Preparation
Growth
1d.
Demonstrating Knowledge of Resources
3.30
3.40
Decline
1b.
Demonstrating Knowledge of Students
3.56
3.49
Domain 2: The Classroom Environment
Growth
2a.
Creating an Environment of Respect and Rapport
3.66
3.73
Decline
2d.
Managing Student Behavior
3.67
3.42
3.24
3.24
3.61
3.39
Domain 3: Instruction
Growth 3b. Using Questioning and Discussion Techniques
*Remained the same
Decline 3a. Communicating Clearly and Accurately
Domain 4: Professional Responsibilities
Growth
4a.
Reflecting on Teaching
3.25
3.59
Decline
4b.
Maintaining Accurate Records
*Remained the same
3.43
3.43
5
CTET Immersion Survey
Participants in the summer immersion experience are surveyed at the conclusion of their
six-week experience to ascertain strengths and weaknesses. In turn, this information is
shared with CTET program director, faculty, as well as stakeholders to identify changes
that need to be introduced in to the curriculum and program. Means are calculated on a 5point scale in which 1 = strongly disagree, 2 = disagree, 3 = undecided, 4 = agree and 5 =
strongly agree. In the most recent survey the high rated items included “completing
courses toward my degree” (93.3%), “develop program goals and curriculum relative to
technical expertise/discipline” (80.0%) and strong sense of gaining knowledge and skills
in teaching and learning. The lowest rated items were due to structure and organization
of the immersion program Reported below is part of the survey given to this second year
immersion participants. Participants were also provided and additional comments section
on this survey. At this point, we do not have data from multiple years to analyze trends.
For future immersion experiences, we will continue to utilize this survey for gathering
and comparing data.
Survey Results & Analysis
for
UW-Stout CTE Immersion Experience
Summer 2009
Results Finalized: Friday, July 24, 2009
Executive Summary
This report contains a detailed statistical analysis of the results to the survey titled UW-Stout
CTE Immersion Experience. The results analysis includes answers from all respondents who
took the survey in the 1-day period from Friday, July 24, 2009 to Friday, July 24, 2009. 15
completed responses were received to the survey during this time. One participant was not
present on the last day of class during completion of the survey.
Survey Results & Analysis
Survey: UW-Stout CTE Immersion Experience
Author:
Responses Received: 15
6
1) I enrolled in the UW-Stout CTE Immersion Experience for the following reasons
(check all that apply):
Response
Count Percent
Acquire new knowledge for the purposes of personal and professional
development
9
60.0%
Update my practice of teaching
6
40.0%
Re-evaluate my curriculum and activities
6
40.0%
Increase student engagement in my courses
6
40.0%
Impact student learning in my courses
6
40.0%
Move up on the pay scale at my institution/organization
7
46.7%
Complete courses toward my degree
14
93.3%
Complete certification for the WTCS
13
86.7%
Other (please specify)
1
6.7%
Other Responses:
I had a course that I wanted to re-write
2) As a result of this Immersion Experience, I have the knowledge and skills to:
Strongly
Disagree
Disagree Undecided Agree
Strongly
Agree
Understand the roles and
responsibilities of the technical
college and CTE instructors
0.0% (0)
0.0% (0) 0.0% (0)
40.0%
60.0% (9)
(6)
Develop program goals and
curriculum relative to technical
expertise/discipline
0.0% (0)
0.0% (0) 0.0% (0)
20.0% 80.0%
(3)
(12)
Deliver instruction using various
methodologies and instructional
technologies
0.0% (0)
0.0% (0) 0.0% (0)
53.3%
46.7% (7)
(8)
Evaluate student learning
0.0% (0)
0.0% (0) 6.7% (1)
20.0% 73.3%
(3)
(11)
Use reflection and evidence to
determine effectiveness of my
teaching
0.0% (0)
0.0% (0) 0.0% (0)
66.7%
33.3% (5)
(10)
7
Modify instruction to
accommodate needs of diverse
learners including learners with
special needs
0.0% (0)
6.7% (1) 6.7% (1)
53.3%
33.3% (5)
(8)
Make instructional decisions
about utilization of instructional
technologies to support student
learning
6.7% (1)
0.0% (0) 6.7% (1)
53.3%
33.3% (5)
(8)
3) As a result of this Immersion Experience I have the knowledge and skills to:
Strongly
Disagree
Disagree Undecided Agree
Strongly
Agree
Model respect for diversity of
people, ideas, and experiences
0.0% (0)
0.0% (0) 0.0% (0)
33.3% 66.7%
(5)
(10)
Improve student learning
activities and experiences
0.0% (0)
0.0% (0) 0.0% (0)
40.0%
60.0% (9)
(6)
Improve evaluations of student
learning
0.0% (0)
0.0% (0) 13.3% (2)
20.0% 66.7%
(3)
(10)
Design student centered lessons
that utilize collaborative
0.0% (0)
learning techniques
0.0% (0) 0.0% (0)
50.0%
50.0% (7)
(7)
Engage students in learning
through the use of collaborative 0.0% (0)
learning techniques
0.0% (0) 13.3% (2)
46.7%
40.0% (6)
(7)
4) Please provide your opinion regarding this Immersion Experience:
Strongly
Disagree
Disagree Undecided Agree
Strongly
Agree
The first day orientation activities
6.7% (1)
were useful
20.0%
(3)
20.0% (3)
33.3%
20.0% (3)
(5)
The low ropes and high ropes
course experiences facilitated
group and leadership
development
6.7% (1) 13.3% (2)
33.3%
40.0% (6)
(5)
6.7% (1)
8
The library resources available
on campus and online were
adequate
0.0% (0)
26.7%
(4)
20.0% (3)
26.7%
26.7% (4)
(4)
The campus dormitory
accommodations were
satisfactory
0.0% (0)
0.0% (0) 42.9% (6)
28.6%
28.6% (4)
(4)
The scheduled study/work
days/times were beneficial
13.3% (2)
13.3%
(2)
6.7% (1)
26.7%
40.0% (6)
(4)
The overall pace was acceptable
0.0% (0)
13.3%
(2)
26.7% (4)
60.0%
0.0% (0)
(9)
The balance between theory and
practice was adequate
0.0% (0)
6.7% (1) 20.0% (3)
53.3%
20.0% (3)
(8)
0.0% (0) 6.7% (1)
60.0%
33.3% (5)
(9)
Overall, this experience helped
me to reach my desired, personal,
0.0% (0)
and professional development
goals
9
Alumni Follow-Up Survey
Graduates of teacher education programs are sent a one and five year follow up survey.
At the five year mark it is quite evident that candidates were pleased with their academic
preparation as evidenced by 100% of the respondents indicating they would attend Stout
again and 89% of them indicating they would choose the same program. There is also a
strong testimonial in the 100% employment rate.
UW-STOUT UNDERGRADUATE ONE-YEAR FOLLOW-UP
Career, Technical Education and Training, B.S.
Year Graduated: 1998
2000
2002
Total Graduates Surveyed
Response No.
Response Rate
18
8
44%
16
8
50%
2004
2006
24
11
46%
31
21
68%
29
14
48%
Improved Competencies (Mean Ratings: 5=high)
General Education
Writing effectively
Speaking or presenting ideas effectively**
Listening effectively
Utilization of technologies
Using analytic reasoning
Creative problem solving**
Critically analyzing information**
Maintaining a sense of physical well-being
Appreciating and understanding diversity
Developing a global perspective
Appreciate the value of literature and the arts**
Appreciating the natural or physical sciences
Appreciating social, economic and political forces
Appreciating history in context to current issues
Personal Development
Organizing information
Making decisions
Making decisions ethically
Working in teams
Leadership**
Thinking creatively
Maintaining a sense of mental well-being
3.4
4.0
3.9
4.1
2.6
-
3.5
4.4
4.0
4.1
3.5
-
4.2
4.6
3.8
3.6
2.7
-
3.3
4.1
3.9
3.7
3.7
3.7
3.8
2.5
3.8
3.3
2.6
2.7
2.7
2.8
3.6
3.6
3.6
3.6
3.9
3.7
3.6
2.9
3.6
3.3
2.9
3.1
3.3
3.3
4.3
3.9
4.3
4.3
4.1
-
4.1
4.4
4.3
4.4
4.3
-
3.8
3.6
4.1
4.1
4.3
-
3.5
3.6
3.7
4.2
4.1
4.1
3.1
3.9
3.6
3.8
4.1
3.9
3.9
3.5
Job Satisfaction
Percent employed (full & part-time)
Employment related to major (very & directly related)**
Mean Salary
If unemployed, current status (%):
100%
100%
100%
100%
100%
75%
~63%
70%
67%
69%
$53,000 $39,063 $47,714 $51,944 $57,710
10
Student
Active military service
Full-time homemaker
Unemployed and seeking job
Unemployed and not seeking job
Other
Classes prepared for employment (well & very well)
Experiential learning prepared for emp. (well & very well)
Co/extra curricular prepared for emp. (well & very well)
-
-
-
0%
0%
0%
0%
0%
5%
75%
85%
22%
0%
0%
0%
7%
0%
0%
62%
69%
50%
82%
82%
64%
55%
64%
46%
33%
82%
67%
82%
-
46%
71%
50%
90%
81%
76%
78%
67%
86%
5%
57%
62%
67%
71%
75%
85%
77%
43%
100%
58%
71%
86%
71%
69%
Education at UW-Stout (% Includes 4 and 5 on a 5-point scale)***
General education instruction**
Program instruction**
Availability of faculty in general education courses**
Availability of faculty in program courses**
Course availability (according to program sequence)
Academic advising**
Laboratory facilities and equipment**
Digital environment
Overall effectiveness of program (high & very high)
Education compared to other hires (somewhat & much better)**
Rate value of your education (good & exceptional)
Rate dev. of interpersonal skills (good & exceptional)
100%
100%
88%
100%
100%
88%
72%
100%
100%
88%
-
88%
100%
88%
88%
88%
88%
75%
100%
^75%
^88%
-
Year Graduated: 1998
2000
Senior Year Course Work (Mean Ratings: 5=High)
Promoting connections between prgm and career
Preparation for community, civic and political roles
Financial management
Continuing education
Finding employment
-
2002
-
2004
-
2006
3.9
2.6
1.9
3.9
2.6
3.8
3.1
2.8
3.9
3.1
76%
86%
79%
85%
If You Could Do It Over Again (% Includes Definitely Yes & Probably Yes)
Would you attend UW-Stout?
Would you enroll in the same program?
100%
100%
100%
100%
91%
82%
* Includes Dec. 96, May 97 & August 97
~ Previous years used a 3 point scale (3 pt. responses), in 2000 changed to a 5 point scale (4 & 5 pt. responses)
^ Previous years used a 4 point scale (3 & 4 pt. responses), in 2000 changed to a 5 point scale (4 & 5 pt. responses)
11
EMPLOYER DATA
Year Graduated: 1998
Response No.
Adequate Educational Preparation
8
100%
2000
2002
2004
2006
2
~4.0
4
4.5
4
4.3
4
-
4.0
4.0
4.0
4.5
4.5
4.0
4.0
4.0
4.0
4.0
4.0
4.0
4.0
-
4.5
4.5
5.0
4.5
4.5
4.5
4.3
4.3
4.5
4.3
4.5
4.8
4.8
-
4.3
4.0
4.5
4.8
4.0
4.5
4.3
4.3
4.3
4.0
3.8
4.0
4.0
4.3
4.0
4.8
4.3
5.0
4.5
4.8
4.0
4.5
4.3
4.3
4.0
4.3
4.8
4.8
4.8
4.5
4.8
4.3
4.8
5.0
4.8
4.5
4.8
4.8
5.0
Competencies (Mean Ratings: 5=high)
Writing effectively
Speaking or presenting ideas effectively**
Using mathematics or statistics**
Utilization of technologies**
Creative problem solving**
Organizing information
Critically analyzing information**
Making decisions
Working in teams**
Leadership**
Interpersonal skills**
Thinking creatively**
Ability to plan and complete a project**
Consistency in meeting deadlines
4.0
4.1
4.1
4.4
4.5
4.4
4.5
4.4
4.6
4.6
4.5
4.5
4.8
-
Preparation in Comparison to Others (Mean Ratings: 5=high)
Overall preparation for professional employment
Familiarity with current methods required for position
Familiarity with current technologies required for position**
Knowledge of specific job skills required for position**
4.5
4.7
4.7
4.0
4.0
4.0
**Wording revised for 2004 graduates
*** Scale revised for 2004 graduates
~ In 2000 changed to 5 point scale.
When only 2004 data is provided, question was new to survey
104-1yr.xls
9/3/08
12
UW-STOUT UNDERGRADUATE FIVE-YEAR FOLLOW-UP
Career, Technical Education, & Training, BS
Year Graduated:
Total Graduates Surveyed
Response No.
Response Rate
Improved Competencies (Mean Ratings: 5=high)
General Education
Writing effectively
Speaking or presenting ideas effectively
Listening effectively
Utilization of technologies
Using analytic reasoning
Creative problem solving
Critically analyzing information
Maintaining a sense of physical well-being
Appreciating and understanding diversity
Developing a global perspective
Appreciate the value of literature and the arts
Appreciating the natural or physical sciences
Appreciating social, economic and political forces
Appreciating history in context to current issues
Personal Development
Organizing information
Making decisions
Making decisions ethically
Working in teams
Leadership
Thinking creatively
Maintaining a sense of mental well-being
Job Satisfaction
Percent employed (full & part-time)
Employment related to major (very & directly related)
Mean Salary
If unemployed, current status (%):
Student
Active military service
Full-time homemaker
Unemployed and seeking job
Unemployed and not seeking job
Other
Classes prepared for employment (well & very well)
Experiential learning prepared for emp. (well & very well)
Co/extra curricular prepared for emp. (well & very well)
Education at UW-Stout (% Includes 4 & 5 on a 5-Point Scale)
General education instruction
2000*
17
7
41%
2002
29
9
31%
3.0
4.0
3.1
3.7
3.6
3.9
3.9
2.7
3.4
3.1
2.7
3.0
3.3
2.7
4.1
4.6
4.4
4.1
3.9
3.9
3.8
3.0
3.7
3.2
2.9
3.1
3.1
2.4
3.7
3.6
3.6
4.0
4.0
3.9
2.9
3.8
3.8
3.6
4.3
4.0
4.4
3.4
100%
57%
$63,914
100%
67%
$70,429
0%
0%
0%
0%
0%
5%
71%
72%
50%
0%
0%
0%
0%
0%
0%
75%
75%
0%
20%
100%
13
Program instruction
Availability of faculty in general education courses
Availability of faculty in program courses
Course availability (according to program sequence)
Academic advising
Laboratory facilities and equipment
Digital environment
Overall effectiveness of program (high & very high)
Education compared to other hires (somewhat & much better)
Rate value of your education (good & exceptional)
Rate dev. of interpersonal skills (good & exceptional)
71%
40%
71%
57%
72%
25%
43%
71%
57%
72%
72%
2000
Year Graduated:
Senior Year Course Work (Mean Ratings: 5= High)
Promoting connections between prgm and career
4.2
Preparation for community, civic and political roles
3.3
Financial management
2.5
Continuing education
3.7
Finding employment
4.0
If You Could Do It Over Again (% Includes Definitely Yes & Probably Yes)
Would you attend UW-Stout?
86%
Would you enroll in the same program?
86%
14
89%
100%
78%
78%
75%
100%
67%
100%
100%
89%
67%
2002
4.6
3.0
2.5
4.5
4.5
100%
89%
EMPLOYER DATA
Year Graduated:
Response No.
Adequate Educational Preparation
2000
1
-
2002
4
5.0
4.0
4.0
4.0
5.0
4.0
5.0
5.0
4.0
4.0
4.0
4.0
4.0
5.0
5.0
4.0
4.8
5.0
5.0
5.0
4.8
5.0
4.3
5.0
5.0
5.0
4.8
5.0
5.0
5.0
5.0
4.8
4.8
4.5
4.8
Competencies (Mean Ratings: 5=high)
Writing effectively
Speaking or presenting ideas effectively
Using mathematics or statistics
Utilization of technologies
Creative problem solving
Organizing information
Critically analyzing information
Making decisions
Working in teams
Leadership
Interpersonal skills
Thinking creatively
Ability to plan and complete a project
Consistency in meeting deadlines
Preparation in Comparison to Others (Mean Ratings: 5=high)
Overall preparation for professional employment
Familiarity with current methods required for position
Familiarity with current technologies required for position
Knowledge of specific job skills required for position
* First time five-year follow-up conducted. Three-year follow-up was conducted in the past.
9/3/08
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Communicating Assessment Data with Constituencies
Data will be communicated to faculty members through informal and formal means.
Program faculty meet during scheduled discipline area work group meetings (DAWG)
designed to support ongoing program improvement. The CTET faculty and staff will
begin meeting on a regular basis for the purpose of improving instruction, reviewing
course policies and to make recommendations to the program director related to program
revisions. In addition, the Assessment in the Major findings will be shared across
program-vested publics including technical content instructors and the program’s
advisory committee.
Utilization of Assessment Data to Improve Courses and the
Program
•
Share a copy of the assessment report with the Director, Coordinating Chair,
Assessment Coordinator, Program Advisory Committee and CTET faculty and
staff.
•
Work with UW-Stout’s Career Services office to improve services for candidates
in the CTET program.
•
Continue to work at recruiting quality candidates, which will include meeting
with prospective candidates and advertisement of the articulation agreement that
is in place.
•
Investigate retention trends and develop plan for retention based on the data.
•
Work with key faculty of curriculum courses to review clinical component.
•
Develop a five-year strategic plan based on assessment data and input from
various stakeholders.
•
Collect disposition data from key faculty and key courses.
•
Begin using EBI self-study evaluation after student teaching
•
Appoint a point of contact person for the immersion experience that will direct the
experience.
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