B.S. in Career, Technical
Education, and Training
Assessment in the Major Report
By Matthew Simoneau, Program Director
2014-15
Submitted: October 2015
Table of Contents
Overview ................................................................................................................................................................................................................2
Previous Goals and Evidence .................................................................................................................................................................................3
Program Objectives (Goals for 2015-2016) ...........................................................................................................................................................4
Student Teacher Performance Ratings ...................................................................................................................................................................5
Educational Benchmarking Survey (EBI) ..............................................................................................................................................................8
Alumni and Employer Follow-Up Survey ...........................................................................................................................................................11
Communicating Assessment Data with Constituencies .......................................................................................................................................11
Utilization of Assessment Data to Improve Courses and the Program ................................................................................................................11
Career, Technical Education and Training AIM Report 2014-15
Page 1
Overview
Purposes of the Assessment in the Major Report are to provide a framework for assessment in the Bachelor of Science in Career and
Technical Education and Training (CTET) program, to explain how assessment is accomplished, and to identify the outcomes of program
assessment efforts. This annual update should summarize the primary methods used to assess student learning and progress throughout the
program.
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.
Outcomes on previous years’ assessment reports have been based on three sources of data gathered; students enrolled in student teaching
performance ratings (CTE-408 student teaching), CTE Immersion Survey and Graduate Follow-Up Studies.
Questions to address on this year’s assessment report will be to focus on the new data gathered and how it pertains to our student population,
program retention and recruitment and program development. Follow-up studies are performed every other year, thus there are no new
results to be shared in this year’s report.
Methods used for this assessment report has been based on four sources of data gathered; students enrolled in student teaching performance
ratings (CTE-408 student teaching), Graduate GPA’s, Graduate Follow-Up Studies, and EBI Data.
Enrollment for fall 2014 semester included 42 male students and 35 female students for a total of 77 students. Six minority students were
included in the total. This year 23 students graduated from the Bachelor of Science in Career and Technical Education and Training
program.
In 2014-2015, the BS-CTET program advisory committee met twice. The membership of the committee:
Jerrilyn Brewer-Associate Lecturer-UW-Stout
Suzanne Sandmann-Instructor NATC
Urs Haltinner- UW-Stout (SOE)
Linda Young- UW-Stout (Support Serv)
Sandy White- UW-Stout (Outreach)
David Johnson- UW-Stout (COM)
Janet Baumann-UW-Stout Student
Andrea Schullo-WITC External
Roger Sanford-CVTC External
Dan Doughtery-NTC External
Lori Kroiss-FVTC External
Wendy Dittmann-UW-Stout (COM)
Career, Technical Education and Training AIM Report 2014-15
Page 2
Previous Goals and Evidence
1
2
3
2014-15 Goals
Evidence towards meeting goals or rationale for abandoning:
CTET majors will possess 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.
CTET majors will possess teaching competencies in career and technical
education as well as human resource training and development.
Specifically, CTET graduates 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 nontraditional learners.
CTET majors will possess 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.
The BS-CTET students continue to demonstrate these outcomes through
individual course assessments. The BS-CTET core curriculum addresses
each goal and students are assessed on their ability to master the objectives
as written. In July of 2015, the Wisconsin Technical College System
(WTSC) implemented the Faculty Quality Assurance System (FQAS),
which outline new competencies required for certification as a technical
college instructor. As a result, the BS-CTET curriculum is being revised to
reflect the changes mandated by the WTCS. This may affect program goals
that will be revised as needed. Future signature assessments will be revised
to reflect new or updated program goals.
Career, Technical Education and Training AIM Report 2014-15
Page 3
Program Objectives (Goals for 2015-2016)
The Bachelor of Science Degree with a major in Career, Technical Education and Training (CTET) has three program outcomes.
1. CTET majors will possess 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 possess teaching competencies in career and technical education as well as human resource training and development.
Specifically, CTET graduates 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 possess 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.
Career, Technical Education and Training AIM Report 2014-15
Page 4
Student Teacher Performance Ratings
Cooperating teachers rated BS-CTET student teachers on Wisconsin Teacher Standards following the Danielson Domains and Competencies
format. The 2009 calendar year has been used as the baseline year for four-year data comparison. Analysis of mean scores over the past four
years shows moderate growth in some areas for 2009 and 2010, a decline in mean scores in many areas for 2011, and a slight increase in
mean scores for 2012. The fluctuating mean scores could be attributed to an increase in adjunct faculty teaching CTET courses and/or
unclear expectations for students enrolled in the CTE 408 Student Teaching course and for the roles and responsibilities of the on-site
cooperating teachers. (It should be noted that statistical analyses were not conducted to determine whether the mean differences were
significant at the < .05 level.)
NOTE: The N for each year is based upon the total number of Student Teaching “rating sheets” that were analyzed and NOT on the total
number of student teachers—e.g. each cooperating teacher is required to observe the student teacher two times and fill out a rating sheet for
each observation.
NOTE: A survey was sent to all eight on-site cooperating teachers at the end of the spring 2013 semester. The survey was designed to
gather feedback that could be used to improve the CTE 408 experience. Only three surveys were returned; therefore, the results are not
shared in this AIM report.
Career, Technical Education and Training AIM Report 2014-15
Page 5
2009
N = 14
Mean
2010
N = 20
Mean
2011
N = 25
Mean
2012
N= 18
Mean
DOMAIN I: PLANNING AND PREPARATION
1a. Demonstrating Knowledge of Content and Pedagogy
1b. Demonstrating Knowledge of Students
1c. Selecting Instructional Goals
1d. Demonstrating Knowledge of Resources
1e. Designing Coherent Instruction
1f. Assessing Student Learning
DOMAIN II: THE CLASSROOM ENVIRONMENT
2a. Creating an Environment of Respect and Rapport
2b. Establishing a Culture for Learning
2c. Managing Classroom Procedures
2d. Managing Student Behavior
2e. Organizing Physical Space
DOMAIN III: INSTRUCTION
3.44
3.53
3.56
3.37
3.30
3.44
3.41
3.62
3.66
3.67
3.53
3.67
3.57
3.48
3.47
3.53
3.49
3.46
3.40
3.50
3.45
3.53
3.73
3.61
3.38
3.42
3.51
3.39
3.02
3.38
3.25
2.94
3.19
2.88
3.23
3.56
3.56
3.31
2.81
2.94
3.56
3.25
3a. Communicating Clearly and Accurately
3b. Using Questioning and Discussion Techniques
3c. Engaging Students in Learning
3d. Providing Feedback to Students
3e. Demonstrating Flexibility and Responsiveness
DOMAIN IV: PROFESSIONAL RESPONSIBLITIES
4a. Reflecting on Teaching
4b. Maintaining Accurate Records
4c. Contributing to the Institution
4d. Growing and Developing Professionally
3.61
3.24
3.55
3.44
3.54
3.47
3.25
3.43
3.58
3.62
3.39
3.24
3.46
3.35
3.49
3.64
3.59
3.43
3.82
3.73
3.44
3.13
3.38
3.00
3.31
3.16
2.81
2.50
3.63
3.69
3.42
3.58
3.41
3.29
3.41
3.41
3.41
3.46
3.67
3.50
3.33
3.38
3.41
3.26
3.75
Career, Technical Education and Training AIM Report 2014-15
3.29
3.24
2.57
3.47
3.65
3.75
3.75
3.60
3.50
Page 6
The table below shows the Cumulative Grade Point averages for all BS-CTET students who completed the CTE-408 Student Teaching
course during the 2012-13 academic year. GPA’s ranged from a high of 3.91 to a low of 3.14. It is recommended that these results be
shared with the Program Advisory Committee, University Student Teaching Supervisors, and On-Site Cooperating Teachers to determine if
a minimum grade point average should be established before students can participate in the student teaching experience.
BS-CTET Student Teachers
2012-13
N=10
Student #1
Student #2
Student #3
Student #4
Student #5
Student #6
Student #7
Student #8
Student #9
Student #10
Mean GPA:
Career, Technical Education and Training AIM Report 2014-15
Grade Point Average
3.91
3.82
3.69
3.36
3.14
3.14
3.79
3.79
3.90
3.88
3.65
Page 7
Educational Benchmarking Survey (EBI)
(Ratings: 1 = Not at all, 4 = Moderately, 7 = Extremely)
The Educational Benchmarking Inventory (EBI) of exiting student teachers is administered via computer at the end of student teaching for
the purpose of unit assessment. Categories with the highest means were Support Services, Administration Services, and Fellow Students in
the Program. Two of the highest rated items were included in these categories and were “Administration & Support Services in Education
Program - Satisfaction with: Quality of library resources: Mean rating = 6.71” and “Administration & Support Services in Education
Program - Satisfaction with: Availability of courses: Mean rating =6.57”. Categories with the lowest means are Management of Education
Constituencies and Classroom Equity and Diversity. Please note that EBI modified the factors in the 2013-14 academic year. Historical
program data can be found in previous AIM Reports.
CTE
EBI Data Career (Final student teacher survey)
Mean Data; Scale 1-7
Factor 1. Satisfaction: Quality of Instruction
Factor 2. Satisfaction: Faculty and Courses
Factor 3. Satisfaction: Classmates
Factor 4. Satisfaction: Advisor
Factor 5. Satisfaction Career Services
Factor 6. Satisfaction: Student Teaching Experience
Factor 7. Satisfaction: Diverse Experiences
Factor 8. Learning: Subject Matter, Pedagogy, Classroom Management
Factor 9. Learning: Aspects of Student Development
Factor 10. Learning: Classroom Equity and Diversity
Factor 11. Learning: Use of Technology
Factor 12. Learning: Management of Education Constituencies
Factor 13. Overall Satisfaction
Factor 14. Overall Learning
Factor 15. Overall Program Effectiveness
Career, Technical Education and Training AIM Report 2014-15
2013-14
N=7
5.85
6.07
5.48
5.47
NA
5.81
NA
6.71
6.54
6.61
6.46
6.81
6.33
6.54
5.83
SOE
2014-15
N=10
6.29
6.46
6.22
6.56
NA
6.66
5.81
5.63
6.67
6.58
6.69
6.24
6.61
6.70
6.54
2014-15
N=113/167
5.71
5.79
5.62
6.04
4.52
5.66
5.49
6.31
6.30
6.19
6.31
6.33
5.82
5.92
5.76
Page 8
Career, Technical Education and Training AIM Report 2014-15
Page 9
CTET
EBI - Institution Specific Questions
Mean Data; Scale (1-Not at all, 4-Moderately, 7-Extremely)
09/10
N=11
10/11
N=7
To what degree were you prepared to create meaningful learning
experiences for students based on your content knowledge?
5.80
5.57
To what degree were you prepared to provide instruction that fosters
student learning and intellectual, social and personal development?
5.60
5.71
To what degree were you prepared to create instructional
experiences adapted for students who learn differently?
5.70
5.14
To what degree were you prepared to use a variety of learning
strategies including the use of technology to encourage critical
thinking and problem solving?
5.60
5.71
To what degree were you prepared to manage classroom behavior
and create a learning environment that encourages positive social
interaction, active engagement in learning and self-motivation?
5.10
5.57
To what degree were you prepared to use instructional technology
and media to foster active inquiry, collaboration and interaction in
the classroom?
5.60
5.57
To what degree were you prepared to plan instruction based on
knowledge of subject matter, students, and the community and
curriculum goals?
5.10
5.86
To what degree were you prepared to use formal and informal
assessment strategies to evaluate student progress?
4.90
5.43
To what degree were you prepared to reflect on teaching and
evaluate the effects of choices and actions on pupils, parents and
others?
5.30
5.14
To what degree were you prepared to foster relationships with
colleges, families and the community to support student learning and
well-being?
4.90
5.29
*We updated our questions beginning in the 2009-2010 school year.
Career, Technical Education and Training AIM Report 2014-15
SOE
11/12
N=1
12/13
N=4
13/14
N=7
14/15
N=10
14/15
N=133
na
na
5.50
6.50
5.86
na
na
5.50
6.38
5.89
na
na
5.33
5.75
5.61
na
na
5.33
5.88
5.48
na
na
5.83
5.88
5.56
na
na
5.33
5.75
5.43
na
na
5.83
6.12
5.72
na
na
5.67
5.62
5.64
na
na
5.33
5.88
5.88
na
na
5.33
5.62
5.68
Page 10
Alumni and Employer Follow-Up Survey
Every two years, UW-Stout sends surveys to recent alumni and their employers. The 2012 Alumni/Employer survey was sent to 2012
graduates. The following results were noted as statistically significant for BS-CTET graduates indicating that they are very satisfied with
their educational experiences in the program.
Survey Question
Would you enroll in the same program?
How valuable were your senior year experiences in promoting meaningful
connections between your academic program and career?
Is your employment directly related to your program?
Mean Score
4.55
4.33
4.56
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








Utilize data for CTE-408 during the revision process.
Identify strategies to increase repose rates on data collection tools.
Share data with faculty in the BS-CTET program to determine signature assessments.
Work with technical college administrators to determine common student teaching observation data needs.
Update five-year strategic plan based on assessment data and input from various stakeholders.
Determine if the EBI data are meaningful for the BS-CTET program.
Share Student Teaching Survey Data with Cooperating Teachers and discuss ways to improve the Student Teaching experience.
Work with Cooperating Teachers at technical college sites to assure a thorough understanding of the roles and responsibilities
associated with CTE 408.
Career, Technical Education and Training AIM Report 2014-15
Page 11