B.S. Technology and Science
Education Assessment in
the Major Report
By Dr. David Stricker, Program Director
2010
Submitted October 2011
Table of Contents
Overview ..................................................................................................................................................................................................................2
PRAXIS I: Pre-Professional Skills Test .................................................................................................................................................................2
PRAXIS II: Content Test Summary .......................................................................................................................................................................3
Student Teaching Performance Ratings ...................................................................................................................................................................4
Communicating Assessment Data with Constituencies ...........................................................................................................................................4
Utilization of Assessment Data to Improve Courses and the Program ....................................................................................................................6
Technology Education AIM 2010
Page 1
Overview
The University of Wisconsin-Stout School of Education (SOE) has gathered assessment data from fall semester 2003 through December 2010.
However, the BS in Technology and Science Education officially began in the fall of 2009. Therefore, only from the PRAXIS I are included. In the
spirit of the Assessment in the Major report, a list of the other tools used to collect future data will be assembled and described. Specifically, data
gathered from these tools in future AIM reports is used to develop program goals, inform curriculum changes, and enhance course delivery in order
to improve teacher education candidate learning. Future reports will use data from sources such as PRAXIS I: Pre-Professional Skills Test, PRAXIS
II: Content Test, Student Artifact Reflections, Candidate Dispositions, Pre-Student Teaching and Student Teacher Performances, Benchmark
Interviews, and the Educational Benchmarking Inventory (EBI). The report will also describe how assessment data is used to set programmatic goals,
improve the program, program curriculum, and delivery of courses.
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. Students
are considered pre-Technology and Science Education majors until they have passed the PPST. Educational Testing Service (ETS) administers the
three tests (reading, writing and mathematics) in either a written format or via computer. 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%.
Teacher
Education
Program
TSE
SOE
2010
PPST Test
C-Math
P-Math
B-Math
C-Writing
P-Writing
B-Writing
C-Reading
P-Reading
B-Reading
C-Math
P-Math
B-Math
C-Writing
P-Writing
# test
attempts
1
0
1
1
0
1
1
0
1
118
80
198
116
97
Technology Education AIM 2010
# (and %)
passed
1 (100%)
NA
1 (100%)
1 (100%)
NA
1 (100%)
1 (100%)
NA
1 (100%)
93 (79%)
57 (71%)
150 (76%)
92 (55%)
49 (51%)
Page 2
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
PRAXIS II: Content Test Summary
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.
All students seeking a Wisconsin teaching license in Science and Technology Education must pass both content tests (Praxis II) in the area for which
they will be certified. Future tables will summarize Science and Technology Education students’ PRAXIS II results. Note that all candidates are
required to pass the Praxis II in Technology Education and Broad Field Science to be admitted to student teaching as part of Benchmark II
so the pass rate is 100% upon Benchmark II approval in 2009.
Benchmark Interviews
The UW-Stout School of Education Assessment System is designed to review candidates’ progress at three intervals during the program. Students
are considered pre-education majors until they have passed the Benchmark I review. In this instance, the review determines a student’s readiness to
become a teacher candidate in the Technology Education program. Later, candidates are reviewed again during the Benchmark II interview to
determine whether they are equipped to proceed to the student teaching portion of the program. Benchmark III is completed at the end of student
teaching and before a candidate is recommended for licensure. This includes the presentation of a capstone “Best Practices” unit for Technology
Education, artifacts from student teaching, and recommendations by cooperating teachers. Benchmark I data for students in this major were not
available at the time of this report.
Benchmark II
In order to be considered for a Benchmark II review, Technology and Science Education majors must have completed or be currently enrolled in a
pre-student teaching field experience; have completed or be currently enrolled in core education courses and obtained at least a “C” in these same
courses which includes: Education Psychology, Multiculturalism, Cross-Cultural Field Experience, Secondary Reading and Language Development,
Inclusion, and Lab and Classroom Management. In addition, students must have a cumulative GPA of 2.75 at UW-Stout.
Students are rated by two reviewers at an unsatisfactory, emerging, or basic level - with a rating of emerging or basic considered to be sufficient
evidence for a student to be allowed to move forward in the program. Since the B.S. in Technology and Science Education program is a new major,
Benchmark II data for students in this major were not available at the time of this report.
Technology Education AIM 2010
Page 3
Benchmark III
Benchmark III is the culminating assessment for students in the Technology and Science Education program. Benchmark III must be completed
before a pre-service teacher can be recommended for licensure. The assessment requires that all coursework is completed, that all program-specific
requirements are met, a satisfactory student teaching assessment is achieved, and that a complete electronic portfolio receiving a basic or higher
proficiency rating is submitted. In order to facilitate this, students complete a student teaching experience at both the middle school and high school
level. Four portfolio artifacts (student teaching observations) with accompany reflections and evaluations of the reflections accompany evaluations
from cooperating teachers. Student teachers also prepare and present a “Best Practices” unit that is evaluated on planning and preparation, knowledge
of resources, use of instructional technologies, use of assessment systems, and reflection on instruction. These artifacts are combined with alignment
summaries in the portfolio and disposition ratings from the cooperating teacher/university supervisor to demonstrate that the 10 Wisconsin teaching
standards and four Danielson domains have been addressed. Since the B.S. in Technology and Science Education program is a new major,
Benchmark III data for students in this major were not available at the time of this report.
Student Teaching Performance Ratings
Final student teaching evaluations are aligned with the School of Education’s conceptual framework (Danielson’s Framework for Teaching) and the
10 Wisconsin Teaching Standards. Teacher candidates finishing their student teaching experiences are evaluated by their cooperating teachers on a
four point scale 1=Unsatisfactory, 2=Emerging, 3=Basic, 4=Proficient. Technology Education students’ rankings compared to the School of
Education students’ ranks are compared below. Final student teaching evaluations are aligned with the School of Education’s conceptual framework
(Danielson’s Framework for Teaching) and the 10 Wisconsin Teaching Standards. Teacher candidates finishing their student teaching experiences
are evaluated by their cooperating teachers on a four point scale. A score of one indicates a lower ranking while a score of 4 indicates a higher
ranking. Technology and Science Education students’ rankings compared to the School of Education students’ ranks are compared. Student teaching
assessment data for students in this major were not available at the time of this report.
Educational Benchmarking Inventory (EBI)
The Educational Benchmarking Inventory (EBI) has been administered via computer to exiting student teachers during the fall and spring terms since
2003. Eighty-eight questions and fourteen EBI factors are collected for the purpose of unit assessment and are rated on a scale from 1 to 7 with 1=
not at all, 4= moderately and 7= extremely). EBI data for students in this major were not available at the time of this report.
Communicating Assessment Data with Constituencies
Communicating data with faculty members, advisory board members, and students within the program will be done using various methods. The
report will be shared with faculty members during scheduled discipline area work group meetings (DAWG) designed to support ongoing program
improvement. Program faculty and staff then discuss ways to better meet the needs of students throughout the program. Action plans for desired
change result from work group meetings. The B.S in Technology and Science Education program advisory board, which includes students, will
receive a copy of the Assessment in the Major report during the fall advisory meeting. Their comments and recommendations for improvement will
be encouraged. University supervisors will be asked to share the AIM report with cooperating teachers and solicit feedback from them regarding
Technology Education AIM 2010
Page 4
improvements for the program. The report will be made available to students within the Technology and Science Education program and an
opportunity provided for feedback. Data from the AIM report will also be used in program revision processes.
Technology Education AIM 2010
Page 5
Utilization of Assessment Data to Improve Courses and the Program
Articulated plans that informed by the results of the analysis above will be submitted in a narrative or bulleted format in future years. The primary
objective will be to set up a system in which data the B.S. in Technology and Science Education program students can be disaggregated from School
of Education majors for planning purposes.
However, the following are changes or improvements planned for the upcoming year:
1
2
2010 Goals
Evidence towards meeting goals
Increase exposure of the Technology and Science Education program Occasions to promote the program have been utilized at regional and
in an effort to increase enrollment.
national conferences (International Technology Education and
Engineering Association, Wisconsin Technology Education
Association, and the Minnesota Technology Education Association).
Furthermore, Professional Development grant funds have been
secured for the program directors of both the program directors of
the Technology and Science Education and the Science Education
programs to attend the National Science Teachers Association
(NSTA) and International Technology and Engineering Education
Association (ITEEA) conferences in order to promote the
program(s). Lastly, a promotional video has been added to the
website associated with the Technology and Science Education
program which features both the program director and testimony
from a current Technology and Science Education student.
Increase student exposure to classrooms, teachers, and students.
Continued efforts are being made to carefully select experiences in
a. School of Education staff and Technology and
school settings that exemplify best practices in the field.
Science Education faculty and staff are currently
Specifically, (beginning in Fall of 2010) during students’ first
identifying schools, contemporary technology
technology education pedegogy based course, Introduction to
education programs, and qualified cooperating
Technology Education, all students travel to visit both a middle and
teachers that would serve as observation sites for pre- high school classroom, interact with students, and have candid and
student and student teacher candidates.
directed conversations designed to address the issues alluded to
b. Attention will continue to be focused on developing
above.
pre-service teachers’ and Technology Education
Collegiate Association’s efforts to work with peers,
In addition, the Program Director and the Coordinator of Field
professionals and students through competitive
Experiences have been visiting and are continuing to schedule
Technology Education AIM 2010
Page 6
events, field trips, and lab activities.
3
The Technology and Science Education students, faculty and staff
will continue working collaboratively with STEM and other
colleges/institutions as improving lab experiences and lab access for
students is a key element for students to thoroughly understand their
content and, as a result, it’s interdisciplinary power.
4
Finally, there will be continued efforts to seeking input from the
recently revised advisory committee that includes, among others,
current students and alumni, STEM education professionals from
other institutions, UW-Stout STEM college faculty, and Technology
and Science Education faculty.
Technology Education AIM 2010
meetings with Technology and STEM education programs in
Wisconsin and Minnesota to facilitate healthy and lasting
relationships with programs that exemplify best practice.
A collaborative relationship has been established with SOE and
STEM college faculty and the Chetek-Weyerhauser (WI) school
district to help facilitate a relationship between technology and
science education students and teacher faculty to increase the
authenticity of STEM problem based learning. Specifically, concept
based lab experiences and their pedagogical implications have been
emphasized.
An increase in the number of technology and STEM (Science,
Technology, Engineering, and Math) teachers have been and will
continue to be added to the program’s advisory committee to inform
and increase continuity. Specifically, members from the DPI, The
STEM Center at the University on Minnesota – Twin Cities (math
education in particular), President of the Minnesota Technology
Education Association, and middle and high school administrators
have been added.
Page 7
Technology & Science 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
1
4
4
55
4
1
2
NA NA
NA
NA
09-10
1
1
2
33
2
1
1
-
08-09
-
NA
100.0% NA
100.0% NA
07-08
NA
NA
NA
06-07
-
04-'05
2004
75.0% NA
23.0
2.44
1
1
NA
NA
NA
NA
NA
NA
-
2002
2001
2000
2008 Grads
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
-
NA
NA
-
NA
NA
NA
NA
NA
71%
100%
2004 Grads
NA
A
NA
NA
NA
64.0%
20.0
NA
1
1
1
1
100%
NA
NA
NA
2003
NA
NA
Technology & Science Education, B.S.
FR High School Percentile Rank
10-11
Enrollment Demographics
64.0%
09-10
Enrollment New FR and Transfer
New FR Enrollment
Transfer Enrollment
4
75.0%
08-09
0.0%
07-08
0.0%
06-07
0.0%
Total
Enrollment
2
1
-
FR ACT Avg. Composite score
10-11
23.0
06-07
-
-
-
-
-
-
-
-
-
-
06-07
-
07-08
07-08
1
08-09
-
Male
09-10
08-09
2
-
4
20.0
09-10
-
1
1
FR Avg GPA
Female
10-11
09-10
2.44
1
08-09
-
06-07
06-07
-
07-08
07-08
-
08-09
-
09-10
-
10-11
08-09
09-10
10-11
06-07
Minority
Enrollment
10-11
07-08
Technology & Science Education, B.S. 2
Employment Numbers
Male
graduates
-
Female
graduates
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
09-10
07-08
06-07
-
-
-
-
-
-
Minority
graduates
One Year Retention Rates
10-11
09-10
08-09
07-08
06-07
0.0%
Retention
Rates in
Program
Retention
Rates Any
Program
10-11
09-10
08-09
07-08
06-07
0.0%
Experiential Learning
Percent Employed
08-09
-
-
1
10-11
-
Total
graduates
by year
-
06-07
-
-
07-08
-
-
08-09
Number
continuing
education
-
09-10
Number
employed
in related
major
-
10-11
Number
employed
in major
Graduates in Program
Six Year Graduation Rates
Graduation Rates In Program
Graduation Rates - Any Program
100.0%
0.0%
0.0%
0.0%
100.0%
0.0%
0.0%
0.0%
Employment Percentages
10-11
09-10
08-09
100%
NA
NA
07-08
06-07
NA
NA
For more information on retention/graduation rates go to:
http://www2.uwstout.edu/content/bpa/ir/retention/indexstu.html
2004
0.0%
0.0%
2003
0.0%
0.0%
2002
0.0%
0.0%
2001
0.0%
0.0%
2000
0.0%
0.0%
Technology & Science Education, B.S. 3
Other
Three- Year Show Rates
10-11
10-11
Salary Data
Salary
High
08-09
$-
100
%
Salary
Average
08-09
$-
Salary
Low
08-09
$-
71%
SCH
55
33
Student
Credit
Hours
10-11
09-10
-
-
-
08-09
07-08
06-07
-
-
-
08-09
07-08
06-07
Student FTE
4
2
-
-
-
Honors Learning Study
Program Comm. Abroad
(FA10) Partic. Students
FTE
Three-Year Three-Year
Show Rates - Show Rates New
New
Freshmen
Transfers
10-11
09-10