B.S. in Family and Consumer
Sciences Education
Assessment in the Major Report
By Dr. Diane Klemme, Program Director
2010
Submitted September, 2011
Table of Contents
Overview of the Assessment System .......................................................................................................................................................................1
Overview of the Program .........................................................................................................................................................................................1
PRAXIS I: Pre-Professional Skills Test .................................................................................................................................................................2
PRAXIS II: Content Test Summary .......................................................................................................................................................................4
Benchmark Interview Ratings..................................................................................................................................................................................5
Student Teaching Performance Ratings ...................................................................................................................................................................9
Educational Benchmarking Inventory (EBI) .........................................................................................................................................................10
Alumni Follow-Up Survey ....................................................................................................................................................................................12
Communicating Assessment Data with Constituencies .........................................................................................................................................13
Utilization of Assessment Data to Improve Courses and the Program ..................................................................................................................13
Overview of the Assessment System
The University of Wisconsin-Stout School of Education (SOE) has gathered assessment data from fall semester 2003 through December 2010. In the
School of Education, data are gathered from several sources to inform unit and program decisions. Data in this report are 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 the PRAXIS I: Pre-Professional Skills Test, PRAXIS II: Content Test, Benchmark Interviews, Student Teacher Performances, the Educational
Benchmarking Inventory (EBI), and Alumni Follow-Up Surveys. This report also describes how assessment data are used to set programmatic goals,
improve the program, program curriculum, and delivery of courses.
Overview of the Program
In 2010, the Family & Consumer Education program consisted of 57 undergraduate students, 3 male and 54 female. See Appendix A for more
detailed information.
FCSE AIM Report 2010
Page 1
PRAXIS I: Pre-Professional Skills Test
The PRAXIS I: Pre-Professional Skills Test (PPST) is required for teacher certification by the Wisconsin Department of Public Instruction. To be
accepted into the Teacher Education Program at UW-Stout (Benchmark I), students; typically in their first and second year at UW-Stout, must pass
all three tests: reading writing and mathematics. The PPST is administered through the Educational Testing Services (ETS). The test is administered
as a traditional hand bubble sheet test or by computer at designated sites. Due to a database conversion in 2009, Datatel to Peoplesoft, we are just
now able to start generating data by program. In addition, we are able to disaggregate each test to report data on pen/paper (P) vs. computerized (C)
tests. There was a year lapse, 2009, when we were unable to generate any data. Note that the pass rates in the table reflect attempts by all
candidates prior to being accepted into the School of Education. Since all are required to pass the PPST to be admitted to the School of
Education as part of Benchmark I, the actual pass rate is 100%.
Students in the FCSE program percent pass rate exceeded the SOE average on Computerized Math, Computerize and Paper writing and
computerized reading. FCSE students combined (computer and paper) rates were: Math 83.5 %, Writing 62%, Reading 55%. The writing and
reading pass rates areas for improvement.
PPST Attempts and Pass Rates
Teacher
Education
Program
FCSE
undergraduate
TOTALS
2006
# test
attempts
16
19
18
2006
# (and %)
passed
11 = 69%
7 = 37%
10 = 56%
2007
# test
attempts
10
14
12
2007
# (and %)
passed
10
14
12
2008
# test
attempts
6
10
6
2008
# (and %)
passed
5 = 83%
9 = 90%
5 = 83%
Math
204
148 = 72.5%
226
191 = 84.5%
130
102 = 78.5%
Reading
280
145 = 51.8%
243
184 = 75.7%
150
119 = 79.3%
Writing
296
161 = 54.4%
257
200 = 77.8%
138
104 = 75.4%
PPST
Test
Math
Reading
Writing
FCSE AIM Report 2010
Page 2
Teacher
Education
Program
2010
PPST Test
# test
# (and %)
attempts
passed
C-Math
8
8 = 100%
P-Math
6
4 = 67%
B-Math
14
12=86%
C-Writing
14
9 = 64%
P-Writing
5
3 = 60%
FCSE
B-Writing
19
12=63%
C-Reading
13
7 = 54%
P-Reading
7
4 = 57%
B-Writing
20
11=55%
C-Math
118
93 = 79%
P-Math
80
57 = 71%
B-Math
198
150=76%
C-Writing
116
92 = 79%
P-Writing
97
49 = 51%
SOE
B-Writing
213
141=66%
C-Reading
149
88 = 59%
P-Reading
94
50 = 53%
B-Reading
243
138=57%
C= Computerized; P= Pen & Paper Tests; B=Both Computerized and Pen & Paper Tests
FCSE AIM Report 2010
Page 3
PRAXIS II: Content Test Summary
The PRAXIS II FCSE content exam was revised and the new exam was implemented September 2009. Therefore, old test data is no longer relevant
due to the test changing so drastically.
Note that all candidates are required to pass the Praxis II to be admitted to student teaching as part of Benchmark II so the pass rate is
100% upon Benchmark II approval. I’m unable to address the 09/10 data because the n is low – no data was reported
Content Test from ETS (0121)
Number of Examinees:
Highest Observed Score:
Lowest Observed Score:
Median:
Average Performance Range:
WI Score Needed to Pass:
Number with WI Passing Score:
Percent with WI Passing Score:
08/09
18
197
151
166.5
159-171
159
15/18
83%
09/10
4
NA
NA
NA
NA
159
3/4
75%
Average Percent Correct (as compared to State and National results)
Due to the low number of completers (n=4) in 2009-2010, no score reports are sent from ETS.
FCSE Test
Category
(0121)
Points
Availa
ble
Stout
08/09
%
State
08/09
%
National
08/09
%
The Family
15-18
79
78
75
Human Dev.
Management
19
17
70
64
71
73
67
72
Nutrition / Food
17
71
78
73
Clothing / Textiles
7
71
68
71
Housing
10
62
68
70
22-25
72
73
69
7-9
60
70
68
FCS Educ.
Career, Community
FCSE AIM Report 2010
Page 4
Benchmark Interview Ratings
Benchmark I Interview Results Family & Consumer Sciences
Question
Explain personal and professional growth between
your initial resume and updated resume.
Explain your philosophy of education.
Explain three personal characteristics that will
make you an effective teacher.
Describe yourself as a learner and how that will
impact your future teaching.
Describe experiences that have impacted your
understanding of diversity and human relations
and how these might aid you as you work with
students and families
Explain two subject matter/content artifacts and
how these examples illustrate your understanding
of the content you will be teaching
Completed Alignment Summary
Response
Unsatisfactory
Satisfactory
Unsatisfactory
Satisfactory
Unsatisfactory
Satisfactory
Unsatisfactory
Satisfactory
2008
N=14
0%
100%
0%
100%
0%
100%
0%
100%
FCSE
2009
N=6
0%
100%
0%
100%
0%
100%
0%
100%
2010
N=6
0%
100%
0%
100%
0%
100%
0%
100%
Unsatisfactory
0%
0%
0%
100%
100%
100%
Unsatisfactory
0%
0%
0%
Satisfactory
Unsatisfactory
Satisfactory
100%
0%
100%
100%
0%
100%
100%
0%
100%
Satisfactory
SOE
2010
N=80
1%
99%
0%
100%
0%
100%
1%
99%
0%
100%
1%
99%
0%
100%
FCSE students continue to pass the Benchmark one.
FCSE AIM Report 2010
Page 5
Benchmark II Interview Results Family & Consumer Education
FCSE
2008 2009
Question
Response
N=14 N=11
Unsatisfactory
0%
0%
Emerging
43% 45%
Describe your Philosophy of Education and
how it has evolved
Basic
57% 55%
n/a
0%
0%
Unsatisfactory
0%
0%
Emerging
21% 31%
Describe what it means to be a "Reflective
Practitioner"
Basic
79% 69%
n/a
0%
0%
Unsatisfactory
0%
0%
Emerging
14%
9%
Describe the WI Teacher Standard and
Domain you feel most competent in
Basic
86% 91%
n/a
0%
0%
Unsatisfactory
0%
0%
Describe the WI Teacher Standard and
Emerging
36% 36%
Domain you have experienced the greatest
Basic
64% 64%
growth
n/a
0%
0%
NA
NA
Provide Portfolio evidence (signed copy of the Unsatisfactory
NA
NA
Instructional Technology Utilization rubric) of Emerging
your competence in current instructional
Basic
NA
NA
technology
n/a
NA
NA
Reviewers choose 2 of the following; discuss portfolio evidence that:
Unsatisfactory
0%
0%
Emerging
14%
9%
demonstrates your content knowledge
Basic
43%
9%
n/a
43% 82%
Unsatisfactory
0%
0%
demonstrates your ability to create
instructional opportunities adapted to diverse Emerging
7%
9%
learners
Basic
29% 18%
FCSE AIM Report 2010
2010
N=4
0%
50%
50%
0%
25%
0%
75%
0%
0%
75%
25%
0%
0%
75%
25%
0%
0
100%
0%
0%
SOE
2010
N=80
1%
41%
58%
0%
1%
34%
64%
0%
0%
31%
69%
0%
0%
32%
68%
0%
0%
52%
48%
0%
0%
50%
50%
0%
0%
100%
0%
2%
27%
71%
0%
3%
40%
57%
Page 6
demonstrates your ability to teach effectively
demonstrates your ability to assess student
learning
n/a
Unsatisfactory
Emerging
Basic
n/a
Unsatisfactory
Emerging
Basic
n/a
64%
0%
0%
7%
93%
0%
0%
7%
93%
73%
0%
0%
18%
82%
0%
27%
9%
64%
0%
0%
100%
0%
0%
0%
50%
50%
0%
0%
4%
25%
71%
0%
2%
41%
57%
0%
This is the first time the FCSE program had a student that was unsuccessful on a question. Follow-up will occur with this student.
FCSE AIM Report 2010
Page 7
Benchmark III Interview Results Family & Consumer Sciences
Question
Artifacts from student teaching, reflection ratings
Final Student Teaching Assessments and
Recommendations from Cooperating Teachers
Disposition ratings from student teaching from
cooperating & University Supervisors
Instructional Technology Utilization Rubric
Alignment Summary of artifacts meeting all 10
Wisconsin Teaching Standards & 4 Domains/
Components & reflections/ reflection ratings
Response
Unsatisfactory
Emerging
Basic
Proficient
n/a
Unsatisfactory
Emerging
Basic
Proficient
n/a
Unsatisfactory
Emerging
Basic
Proficient
n/a
Unsatisfactory
Emerging
Basic
Proficient
n/a
Unsatisfactory
Emerging
Basic
Proficient
n/a
2008
N=12
0%
0%
42%
58%
0%
0%
0%
17%
83%
0%
0%
0%
17%
83%
0%
NA
NA
NA
NA
NA
0%
0%
17%
83%
0%
FCSE
SOE
2009 2010 2010
N=13 N=5 N=138
0%
0%
0%
0%
0%
0%
23% 80%
24%
77% 20%
76%
0%
0%
0%
0%
0%
1%
8%
0%
1%
38% 60%
20%
54% 40%
78%
0%
0%
0%
0%
0%
0%
0%
0%
1%
0% 20%
20%
54% 80%
76%
46%
0%
3%
NA
0%
0%
NA
0%
1%
NA
40%
19%
NA
60%
77%
NA
0%
3%
0%
0%
0%
38% 20%
14%
0%
0%
8%
62% 80%
75%
0%
0%
3%
FCSE students are rated basic or proficient on all items with the exception of the alignment summary – have some emerging rating on this.
FCSE AIM Report 2010
Page 8
Student Teaching Performance Ratings
Student Teacher Evaluations Family & Consumer Education
Rating Scale: 1=Unsatisfactory, 2=Emerging, 3=Basic, 4=Proficient
FCSE
SOE
2008
2009
2010
2010
N=10
N=13
N=6
N=120
Mean Mean Mean
Mean
Teachers know the subjects they are
teaching
3.90
3.66
3.70
3.78
Teachers know how children grow
3.86
3.73
3.90
3.82
Teachers understand that children learn
differently
3.86
3.69
3.50
3.73
Teachers know how to teach
3.62
3.59
3.80
3.84
Teachers know how to manage a classroom
3.46
3.45
3.30
3.65
Teachers communicate well
3.67
3.62
3.60
3.78
Teachers are able to plan different kinds of
lessons
3.67
3.77
3.60
3.77
Teachers know how to test for student
progress
3.83
3.68
3.40
3.75
Teachers are able to evaluate themselves
3.73
3.74
3.70
3.78
Teachers are connected with other teachers
and the community
3.71
3.46
3.40
3.70
Teachers make effective use of instructional
technologies to enhance student learning.
NA
NA
4.00
3.91
FCSE students were rated basic (3) or above; 2 items succeed the SOE means.
FCSE AIM Report 2010
Page 9
Educational Benchmarking Inventory (EBI)
There were no responses to the 2010/2011 survey. Therefore, nothing was reported from EBI.
N=6
FCSE AIM Report 2010
N=17
N=5
N=10/11
Page 10
EBI - Institution Specific Questions
Mean Data; Scale (1-Not at all, 4-Moderately, 7-Extremely)
FCSE
SOE
09/10 10/11 10/11
N=10
N=0
N=87
To what degree were you prepared to create meaningful learning
experiences for students based on your content knowledge?
To what degree were you prepared to provide instruction that fosters
student learning and intellectual, social and personal development?
To what degree were you prepared to create instructional experiences
adapted for students who learn differently?
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?
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?
To what degree were you prepared to use instructional technology and
media to foster active inquiry, collaboration and interaction in the
classroom?
To what degree were you prepared to plan instruction based on knowledge
of subject matter, students, the community and curriculum goals?
To what degree were you prepared to use formal and informal assessment
strategies to evaluate student progress?
To what degree were you prepared to reflect on teaching and evaluate the
effects of choices and actions on pupils, parents and others?
To what degree were you prepared to foster relationships with colleges,
families and the community to support student learning and well-being?
5.20
na
5.48
5.10
na
5.37
4.90
na
5.48
5.70
na
5.51
4.40
na
5.08
5.60
na
5.21
5.10
na
5.43
5.20
na
5.14
5.10
na
5.47
5.10
na
5.38
*We updated our questions beginning in the 2009-2010 school year
FCSE AIM Report 2010
Page 11
Alumni Follow-Up Survey
The Alumni follow-up surveys are at one-year and five-year intervals. UW-Stout surveys graduates every two years. The next survey will be sent in 2012
for graduates in 2010 and 2006. The sample numbers are typically not large and the employer data typically includes very few responses. Response
rates for the five-year (2004) included two individuals, the one- year (2008) has 7 respondents and the employer survey had no responses for the
2008 and 1 for 2004. Due to the low numbers I cannot draw any conclusions from the employer interviews and alumni are very small samples. The
two alumni from 2004 have full time positions, one in the field and one in an unrelated field. Both rated their experiences as acceptable and if they
had to do it over, they would attend UW- Stout.
Of the seven 2008 graduates, five are employed in a directly related field and six have full time positions. Six of the respondent identified that they
would “definitely yes” attend Stout if they had to do it over again. The other respondent indicated a “4” in attending Stout. Four would definitely
return to the same program, 2 respondents indicated a “4” and 1 indicated a “3”. Eighty –six percent of the respondents rated the overall effectiveness
of the program/major as high or very high.
The executive summary and full report from the Alumni Follow-Up Study are online. It is located at the following site:
http://www.uwstout.edu/static/bpa/ir/afu/2010index.html
FCSE AIM Report 2010
Page 12
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. In addition, the AIM findings will be shared with the Program
Advisory Committee and across program vested publics including technical content instructors. Action plans resulting in desired change will result
from these advisory groups and stakeholders.
Utilization of Assessment Data to Improve Courses and the Program
The findings of the AIM process and report are analyzed and connected with specific program elements (courses, projects, assignments, experiences)
that are seen as direct and indirect contributors to the current and future desired outcomes.
2009 Goals
1
Increase the pass rate of the Praxis II exams
2
Increase classroom management ratings
3
Promote the use of career services
4
Assist students with understanding and
providing opportunities to succeed on the
Technology Utilization Rubric
FCSE AIM Report 2010
Action to be
taken
Evidence towards meeting goals or rationale for
abandoning
Held study sessions
Revised 4 yr plan
Curricular focus on
classroom
management in
FCSE 341
Discuss services in
all FCSE courses
Explained rubric to
students/sought ways
to have them address
these activities
during student
teaching
Data not provided by Praxis due to low numbers – will continue with
this goal
Need to retain – rating on student teaching continue to be low
No data to report – will continue with this goal
4 proficient ratings on student teaching – does not need to be a goal
as students are able to meet this w/ student teaching
Page 13
2010 Goals
1. Seek ways to improve PRAXIS reading and writing test scores
2. Increase response rate of student to return the EBI
3. Continue to focus on classroom management
4. Continue to promote career services
5. Begin program revision to incorporate new gen ed requirements
and review current program
6. Continue recruitment efforts
FCSE AIM Report 2010
Action to be taken
Stress resources and services available to FCSE students
as they prepare for test via classes, SAFCS club
discussions and advisement
Have upperclassmen talk about the exam in more detail
at the advisement day meeting
Send a reminder to student teachers to take the take
survey. This will be sent out prior to their placement end
date.
I will address this issue earlier in the program. I have
revamped the FCSE 201 classroom observation
assignment and will include additional questions relating
to this topic.
Promote services in FCSE course by taking FCSE 101
class to career services office for presentation
Seek input from advisory council meetings Fall/ Spring
Submit recruitment plan to Dean by Sept. 30th, 2011
Page 14
Family & Consumer Sciences Education, B.S.
Minority enrollment
Male
Female
Total enrollment
SCH
Student FTE
New Freshmen
Transfers
Number of graduates by year:
Number of male graduates
Number of female graduates
Number of minority graduates
Number employed in related major:
Number continuing education:
Number employed in major:
Percent employed:
One-Year Rates in Program
One-Year Retention Rates - Any Program
Six-Year Graduation Rates in Program
Six-Year Graduation Rates Any Program
Average High School Percentile
Average ACT Composite of New Freshmen
Average Cumulative GPA
Freshmen: 1-29.5 credits
Sophomore: 30-59.5 credits
Junior: 60-89.5 credits
Senior: 90 or more credits
Honors Program (FA10)
Learning Comm. Partic.
Study Abroad Students
% of grads who participated in Experiential Learning
Salary Average
Salary Low
Salary High
I would attend UW-Stout again
I would enroll in the same academic program
Three-Year Show Rates - New Freshmen
Three-Year Show Rates - New Transfers
10-11
2
4
46
50
710
47
8
4
NA NA
NA
NA
09-10
08-09
3
3
54
57
823
55
10
7
12
12
-
1
3
42
45
659
44
6
2
16
1
15
8
1
100.0%
66.7%
83.3%
60.0%
70.0%
07-08
2
2
43
45
667
44
2
7
19
19
3
1
4
100.0%
50.0%
50.0%
06-07
04-'05
2004
50.0%
50.0%
45.4%
20.1
NA
10
11
13
16
2
2
100%
NA
NA
NA
48.0%
19.2
2.81
15
13
9
20
NA
NA
NA
64.0%
23.0
3.31
9
5
7
24
$
$
$
74.0%
20.5
3.03
5
5
15
20
2003
2002
2001
2000
2008 Grads
26.7%
26.7%
41.7%
58.3%
14.3%
85.7%
28.6%
42.9%
53.5%
21.0
2.70
5
14
11
30
40,000
35,000
47,000
4.86
4.43
56%
76%
2004 Grads
2
2
58
60
906
60
4
2
11
1
10
16
100.0%
0.0%
50.0%
4.50
3.00
Family & Consumer Sciences Education, B.S.
FR High School Percentile Rank
10-11
Enrollment Demographics
Enrollment New FR and Transfer
New FR Enrollment
Transfer Enrollment
45.4%
09-10
08-09
50
64.0%
07-08
74.0%
06-07
60
57
48.0%
45
Total
Enrollment
45
7
7
10
53.5%
FR ACT Avg. Composite score
10-11
4
20.1
3
09-10
19.2
Male
08-09
8
3
2
2
23.0
6
20.5
21.0
58
54
46
42
Female
43
4
10-11
2.81
06-07
09-10
10-11
06-07
07-08
08-09
09-10
10-11
2.70
2
07-08
3.03
2
1
Minority
Enrollment
08-09
07-08
06-07
2
3.31
09-10
08-09
2
2
3
10-11
09-10
2
06-07
FR Avg GPA
07-08
06-07
4
08-09
07-08
Family & Consumer Sciences Education, B.S. 2
Employment Numbers
-
Male
graduates
8
1
-
1
-
Minority
graduates
06-07
-
12
15
19
-
-
-
-
One Year Retention Rates
Retention
Rates in
Program
Retention
Rates Any
Program
Experiential Learning
Percent Employed
10-11
09-10
08-09
07-08
06-07
0.0%
10-11
09-10
08-09
07-08
06-07
0.0%
10
-
1
07-08
-
Female
graduates
09-10
-
-
10-11
-
1
-
3
-
11
06-07
4
19
07-08
-
Total
graduates
by year
08-09
-
08-09
Number
continuing
education
-
09-10
Number
employed
in related
major
16
10-11
Number
employed
in major
Graduates in Program
16
12
Six Year Graduation Rates
Graduation Rates In Program
Graduation Rates - Any Program
60.0%
66.7%
2004
50.0%
50.0%
42.9%
0.0%
70.0%
2003
26.7%
85.7%
83.3%
50.0%
50.0%
Employment Percentages
10-11
09-10
08-09
100%
NA
100%
2002
07-08
06-07
100%
100%
2001
2000
For more information on retention/graduation rates go to:
http://www2.uwstout.edu/content/bpa/ir/retention/indexstu.html
41.7%
14.3%
58.3%
26.7%
28.6%
50.0%
Family & Consumer Sciences Education, B.S. 3
Other
Three- Year Show Rates
10-11
10-11
76%
2
Salary Data
Salary
High
08-09
$47,000
2
Salary
Average
08-09
Salary
Low
08-09
$40,000
56%
$35,000
SCH
710
906
823
659
667
08-09
07-08
Student
Credit
Hours
10-11
09-10
06-07
Student FTE
47
Honors Learning Study
Program Comm. Abroad
(FA10) Partic. Students
60
55
44
44
08-09
07-08
FTE
Three-Year Three-Year
Show Rates - Show Rates New
New
Freshmen
Transfers
10-11
09-10
06-07