B.S. in Art Education
Assessment in the Major Report
By Tami Weiss, Program Director, and Jacalyn
Weissenburger, SOE Director
2009
Submitted October 2010
Table of Contents
Overview ..................................................................................................................................................................................................................1
PRAXIS I: Pre-Professional Skills Test .................................................................................................................................................................1
PRAXIS II: Content Test Summary .......................................................................................................................................................................3
Benchmark I Data………………………………………………………………………………………………………………………………….5
Benchmark II Data…………………………………………………………………………………………………………………………………6
Benchmark III Data………………………………………………………………………………………………………………………………..8
Student Teacher Course Evaluations………………………………………………………………………………………………………………9
Educational Benchmarking Inventory (EBI) .........................................................................................................................................................10
Communicating Assessment Data with Constituencies .........................................................................................................................................11
Utilization of Assessment Data to Improve Courses and Program........................................................................................................................11
Overview
The University of Wisconsin-Stout School of Education (SOE) has gathered assessment data from fall semester 2003 through December 2009. In the
School of Education, data is generated from several sources to inform unit and program decisions. Data in this report is used to develop program
goals, inform curricular changes, and enhance course delivery to improve teacher education candidate learning. This report contains data from the
PRAXIS I: Pre-Professional Skills Test, PRAXIS II: Content Test, Benchmark Reviews, Student Teacher Evaluations, and the Educational
Benchmarking Inventory (EBI). This report also describes how assessment data is used to set programmatic goals, improve the program, inform
program curriculum, and deliver courses.
PRAXIS I: Pre-Professional Skills Test
PPST Attempts and Pass Rates
Teacher
Education
Program
ARTED
SOE UG
TOTALS
PPST
Test
Math
Reading
Writing
2004
# test
attempt
s
19 a
23 a
29 a
2004
2005
2005
2006
2006
2007
2007
2008
2008
# (and %)
passed
# test
attempts
# (and %)
passed
# test
attempts
# (and %)
passed
# test
attempts
# (and %)
passed
# test
attempts
# (and %)
passed
14 = 74%
12 = 52%
17 = 59%
22
23
21
15 = 68%
15 = 65%
16 = 76%
15
12
19
10 = 67%
12 = 100%
8 = 42%
22
18
25
19 = 86%
15 = 83%
21 = 84%
19
23
20
15 = 79%
19 = 83%
16 = 80%
Math
266
215 = 80.8%
189
151 = 80.0%
204
148 = 72.5%
226
191 = 84.5%
130
102 = 78.5%
Reading
368
214 = 58.2%
239
138 = 57.7%
280
145 = 51.8%
243
184 = 75.7%
150
119 = 79.3%
Writing
425
206 = 48.5%
277
136 = 49.1%
296
161 = 54.4%
257
200 = 77.8%
138
104 = 75.4%
To be included in the above chart, the student must have a current major as of fall 2004 or fall 2005 or fall 2006, and have taken the Praxis I test during that calendar year.
a
- includes one double major (ARTED / ECE)
Datatel System indicates that 100% of students who took the PRAXIS: I Math test in 2004 and 2005 passed the test by 2006.
Therefore, the pass/fail criteria for each test attempt were recalculated based on the math passing score of 173.
Note that all candidates are required to pass the PPST to be admitted to the School of Education as part of Benchmark I Therefore, the pass
rate is 100% upon Benchmark I approval.
Art Education AIM Report 2009
Page 1
100
80
60
Math
Reading
40
Writing
20
0
2005
2006
2007
2008
Percentage Pass Rate during Calendar Year
(n = 8 to 21)
The PPST Math Test results were higher in 2006 (100%) and 2007 (86%), than in 2008 (79%). The 2008 PPST Math Test results were somewhat
lower than the other areas. However, the 2007 and 2008 Reading and Writing results appear better than the 2005 and 2006 results for the art
education students. Due to changes in UW-Stout’s database system (Peoplesoft), disaggregated PPST data for the 2009 year were not available at the
time of this Assessment in the Major Report.
Art Education AIM Report 2009
Page 2
PRAXIS II: Content Test Summary
According to the ETS report, Art Education had an overall average pass rate of 89% in 2008-09, which was somewhat lower than in 2007-08, and
lower than in 2005-06 and in 2006-07. The average percent correct score chart indicates UW-Stout students have the most difficulty, compared to
state and national averages, in the areas of “Traditions in Art, Architecture, Design, and the Making of Artifacts” and the most success in “The
Making of Art.”
Note that all candidates are required to pass the Praxis II to be admitted to student teaching as part of Benchmark II. As such, the pass rate
is 100% upon Benchmark II approval.
Content Test from ETS
03/04
04/05
05/06
06/07
07/08
Number of Examinees:
32
-
8
13
9
08/09
18
Highest Observed Score:
191
-
186
194
173
183
Lowest Observed Score:
146
-
155
156
155
147
162.5
160-171
155
-
164
158-168
155
175
165-180
155
167
160-168
155
168.5
157-174
155
29/31
-
8/8
13/13
9/10
91%
-
100%
100%
90%
Median:
Average Performance Range
WI Score Needed to Pass:
Number with WI Passing
Score:
Percent with WI Passing Score:
16/18
89%
Average Percent Correct (average number of items answered correctly by UW-Stout’s Art Education students)
Art Ed Test Category
Traditions in Art,
Architecture, Design & the
Making of Artifacts
Art Criticism & Aesthetics
The Making of Art
Art Education AIM Report 2009
03/04
%
UW-Stout
%
05/06 06/07 07/08
%
%
%
08/09
%
40-42
59%
55%
63%
52%
54%
28-31
45-46
64%
72%
67%
79%
73%
83%
63%
76%
64%
78%
Points
Available
Page 3
Art Ed Test Category
Traditions in Art,
Architecture, Design & the
Making of Artifacts
Art Criticism & Aesthetics
The Making of Art
Points
Available
03/04
%
Wisconsin
%
05/06 06/07
07/08
%
%
%
08/09 03/04
%
%
National
%
05/06 06/07 07/08 08/09
%
%
%
%
40-42
61
63
65
60
60%
64
63
65
60
62%
28-31
45-46
66
73
75
82
72
78
68
78
67%
77%
70
75
73
78
70
77
68
76
69%
76%
2008-2009 Percent Correct by PRAXIS II Area
Art Education AIM Report 2009
Page 4
Benchmark I Interview Results Art Education
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
Art Education AIM Report 2009
Response
Unsatisfactory
SP08
FA08
N=11
N=4
0
0% 0
0%
Satisfactory
Unsatisfactory
Satisfactory
Unsatisfactory
Satisfactory
Unsatisfactory
Satisfactory
11
0
11
0
11
0
11
Unsatisfactory
0
Satisfactory
Unsatisfactory
Satisfactory
Unsatisfactory
Satisfactory
100%
0%
100%
0%
100%
0%
100%
SP09
FA09
N=12
N=4
0
0% 1
25%
4
0
4
0
4
0
4
100%
0%
100%
0%
100%
0%
100%
12
0
12
0
12
0
12
0% 0
0%
0
100%
0%
100%
0%
100%
0%
100%
3
0
4
0
4
0
4
75%
0%
100%
0%
100%
0%
100%
0% 1
25%
11 100% 4 100% 12 100% 3
0
0% 0
0%
0
0% 1
11 100% 4 100% 12 100% 3
0
0% 0
0% 0
0% 0
11 100% 4 100% 12 100% 4
SOE UNIT
SP09
FA09
N=69
N=27
1
1% 2
7%
68 99% 25 93%
1
1% 0
0%
68 99% 27 100%
0
0% 1
4%
69 100% 26 96%
0
0% 1
4%
69 100% 26 96%
1
75% 68
25%
2
75% 67
0% 2
100% 67
1%
1
4%
99% 26
96%
3%
3
11%
97% 24 89%
3% 0
0%
97% 27 100%
Page 5
Benchmark II Interview Results Art Education
SOE UNIT
SP08
FA08
SP09
FA09
SP09
FA09
N=5
N=4
N=5
N=4
N=70
N=59
Question
Response
Fre.
%
Fre.
%
Fre.
%
Fre.
%
Fre.
Unsatisfactory
1 20%
0
0%
0
0%
0
0%
1
Emerging
0
0%
0
0%
1 20%
1 25% 16
Describe your Philosophy of Education
and how it has evolved
Basic
4 80%
4 100%
4 80%
3 75% 53
n/a
0
0%
0
0%
0
0%
0
0%
0
Unsatisfactory
0
0%
0
0%
0
0%
0
0%
2
0
0%
0
0%
1 20%
0
0% 17
Describe what it means to be a "Reflective Emerging
Practitioner"
Basic
5 100%
4 100%
4 80%
4 100% 51
n/a
0
0%
0
0%
0
0%
0
0%
0
Unsatisfactory
0
0%
0
0%
0
0%
0
0%
1
Emerging
1 20%
0
0%
2 40%
0
0% 13
Describe the WI Teacher Standard and
Domain in which you feel most competent Basic
4 80%
4 100%
3 60%
4 100% 56
n/a
0
0%
0
0%
0
0%
0
0%
0
Unsatisfactory
0
0%
0
0%
0
0%
0
0%
1
Describe the WI Teacher Standard and
Emerging
0
0%
0
0%
2 40%
1 25% 12
Domain you have experienced the
Basic
4 80%
4 100%
3 60%
3 75% 57
greatest growth
n/a
1 20%
0
0%
0
0%
0
0%
0
Reviewers choose 2 of the following; discuss portfolio evidence that:
demonstrates your content knowledge
demonstrates your knowledge of how
children grow and learn
Art Education AIM Report 2009
Unsatisfactory
Emerging
Basic
n/a
Unsatisfactory
Emerging
Basic
n/a
0
0%
0
0%
5 100%
0
0%
0
0%
0
0%
1 20%
4 80%
0
0
3
1
0
0
1
3
0%
0%
75%
25%
0%
0%
25%
75%
0
0%
1 20%
2 40%
2 40%
0
0%
0
0%
0
0%
5 100%
0
0
1
3
0
0
1
3
0%
0%
25%
75%
0%
0%
25%
75%
1
8
26
35
0
1
9
60
%
Fre.
%
1%
23%
76%
0%
3%
24%
73%
0%
1%
19%
80%
0%
1%
17%
81%
2
21
36
0
1
16
42
0
1
12
46
0
1
21
37
3%
36%
61%
0%
2%
27%
71%
0%
2%
20%
78%
0%
2%
36%
63%
0%
0
0%
1%
11%
37%
50%
0%
1%
13%
86%
1
10
20
28
0
3
4
52
2%
17%
34%
47%
0%
5%
7%
88%
Page 6
demonstrates your ability to create
instructional opportunities adapted to
diverse learners
demonstrates your ability to teach
effectively
demonstrates your ability to manage a
classroom effectively, including organizing
physical space, managing procedures and
student behavior, and creating a culture
of respect, rapport, and learning
demonstrates your ability to
communicate effectively with students,
parents, and colleagues
demonstrates your ability to assess
student learning
demonstrates your professionalism,
including ongoing professional
development; fostering relationships with
colleagues, families, and the community;
and displaying ethical behavior expected
of education professionals
Unsatisfactory
Emerging
Basic
n/a
Unsatisfactory
Emerging
Basic
n/a
Unsatisfactory
Emerging
Basic
0
0
2
3
0
0
1
4
0
0
1
0%
0%
40%
60%
0%
0%
20%
80%
0%
0%
20%
0
0%
0
0%
2 50%
2 50%
0
0%
0
0%
0
0%
4 100%
0
0%
0
0%
1 25%
0
1
2
2
0
0
1
4
0
0
0
0%
20%
40%
40%
0%
0%
20%
80%
0%
0%
0%
0
0
2
2
0
0
2
2
0
0
2
0%
0%
50%
50%
0%
0%
50%
50%
0%
0%
50%
2
7
33
28
0
1
10
59
1
6
22
3%
10%
47%
40%
0%
1%
14%
84%
1%
9%
31%
8
3
11
37
0
3
6
50
0
13
15
14%
5%
19%
63%
0%
5%
10%
85%
0%
22%
25%
n/a
Unsatisfactory
Emerging
Basic
n/a
Unsatisfactory
Emerging
Basic
n/a
Unsatisfactory
Emerging
Basic
4
0
0
1
4
0
0
4
1
0
0
1
80%
0%
0%
20%
80%
0%
0%
80%
20%
0%
0%
20%
3
0
0
1
3
0
0
1
3
0
0
0
5 100%
0
0%
0
0%
1 20%
4 80%
0
0%
1 20%
4 80%
0
0%
0
0%
1 20%
0
0%
2
0
0
1
3
0
3
0
1
0
0
1
50%
0%
0%
25%
75%
0%
75%
0%
25%
0%
0%
25%
41
0
2
20
48
1
8
28
33
0
8
8
59%
0%
3%
29%
69%
1%
11%
40%
47%
0%
11%
11%
31
0
5
4
50
0
14
19
26
0
4
13
53%
0%
8%
7%
85%
0%
24%
32%
44%
0%
7%
22%
n/a
4
80%
4 100%
4
3
75%
54 77%
75%
0%
0%
25%
75%
0%
0%
25%
75%
0%
0%
0%
80%
42 71%
In 2009, Art Education students earned the highest ratings in “Describe what it means to be a reflective practitioner” and in providing evidence to
“Demonstrate your content knowledge.” Being a reflective practitioner is encouraged throughout the program, as is content related to the
student’s knowledge of the discipline. The content faculty and facilities in Studio Art and Art History are of excellent quality, which likely
contributes to students’ abilities to demonstrate their content knowledge.
Art Education AIM Report 2009
Page 7
Benchmark III Interview Results Art Education
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
Alignment Summary of artifacts meeting all 10
Wisconsin Teaching Standards & 4 Domains/
Components & reflections/ reflection ratings
Art Education AIM Report 2009
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
0
0
0
3
0
0
0
0
3
0
0
0
0
3
0
0
0
0
3
0
SP08
N=3
0%
0%
0%
100%
0%
0%
0%
0%
100%
0%
0%
0%
0%
100%
0%
0%
0%
0%
100%
0%
FA08
N=6
0
0%
0
0%
0
0%
6 100%
0
0%
0
0%
0
0%
0
0%
6 100%
0
0%
0
0%
0
0%
0
0%
6 100%
0
0%
0
0%
0
0%
0
0%
6 100%
0
0%
0
0
1
3
0
0
0
4
0
0
0
0
4
0
0
0
0
4
0
0
SP09
N=4
0%
0%
25%
75%
0%
0%
0%
100%
0%
0%
0%
0%
100%
0%
0%
0%
0%
100%
0%
0%
FA09
N=5
0
0%
0
0%
1 20%
4 80%
0
0%
0
0%
0
0%
0
0%
5 100%
0
0%
0
0%
0
0%
0
0%
0
0%
5 100%
0
0%
0
0%
3 60%
2 40%
0
0%
SOE UNIT
SP09
FA09
N=80
N=47
0 0% 0
0%
2 3% 1
2%
23 29% 7 15%
55 69% 39 83%
0 0% 0
0%
0 0% 0
0%
3 4% 0
0%
24 30% 7 15%
51 64% 47 100%
2 3% 0
0%
0 0% 0
0%
1 1% 0
0%
23 29% 3
6%
38 48% 17 36%
18 23% 29 62%
0 0% 0
0%
7 9% 5 11%
16 20% 5 11%
56 70% 37 79%
1 1% 0
0%
Page 8
Student Teacher Course Evaluations Art Education
Rating Scale: 1=Unsatisfactory, 2=Emerging, 3=Basic, 4=Proficient
SOE UNIT
SP08
N=3
Std
Mean Dev
Teachers know the subjects they
are teaching
Teachers know how children grow
Teachers understand that children
learn differently
Teachers know how to teach
Teachers know how to manage a
classroom
Teachers communicate well
Teachers are able to plan different
kinds of lessons
Teachers know how to test for
student progress
Teachers are able to evaluate
themselves
Teachers are connected with other
teachers and the community
FA08
N=5
Std
Mean Dev
SP09
N=4
Std
Mean Dev
FA09
N=5
Std
Mean Dev
SP09
N=78
Std
Mean Dev
FA09
N=74
Std
Mean Dev
4.00
4.00
0.00
0.00
3.76
3.35
0.25
0.60
3.88
3.63
0.25
0.48
3.90
3.80
0.22
0.27
3.87
3.75
0.36
0.39
3.72
3.71
0.32
0.39
4.00
4.00
0.00
0.00
3.65
3.34
0.42
0.85
3.88
3.75
0.25
0.29
3.80
4.00
0.27
0.00
3.82
3.77
0.35
0.39
3.70
3.79
0.42
0.47
3.83
4.00
0.29
0.00
3.42
3.54
0.66
0.62
3.50
3.75
0.41
0.29
3.80
3.70
0.27
0.27
3.73
3.74
0.47
0.40
3.68
3.67
0.46
0.36
4.00
0.00
3.45
0.67
3.75
0.50
4.00
0.00
3.84
0.41
3.75
0.37
3.83
0.29
3.43
0.56
3.63
0.48
3.70
0.45
3.81
0.45
3.48
0.67
4.00
0.00
3.54
0.51
3.63
0.48
4.00
0.00
3.84
0.36
3.75
0.32
3.83
0.29
3.76
0.43
3.75
0.50
3.80
0.27
3.62
0.52
3.66
0.37
In 2009, mean ratings indicate that the art education student teachers achieved near or at Proficiency on items assessing all of the ten
Wisconsin Teacher Standards.
Art Education AIM Report 2009
Page 9
Educational Benchmarking Inventory (EBI)
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. EBI data cannot be published in public domains and is available for internal use only.
Ratings suggest that the art education student teachers rated their Fellow Students in their Program, their Student Teaching Experience, the
Supportive Services provided by the School of Education and UW-Stout most highly on this 7-point Likert scale. Lower ratings were applied to
Career Services (2.85) and Management of Education Constituencies (3.5), indicating needs in this area. However, it is important to note that only
four art education students completed the EBI in 2009. This indicates that these ratings could change dramatically if only one student is not satisfied
with their program for any number of reasons. As such, multiple year trend data should be utilized to determine program strengths and weaknesses
over time. Trend data suggests that the art education students would benefit from more career guidance, be exposed to more content on how to
manage and collaborate with other educational constituencies. Further, it is concerning that, over time, art education students have not been highly
satisfied with their program.
Art Education AIM Report 2009
Page 10
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.
The following are changes or improvements planned for the upcoming years.
1. A revision on all curriculum, instruction and practice in the Art Education courses will need to be completed, which include, ARTED 108,
ARTED 208, and ARTED 308 courses in Art Education.
2. ARTED 108 Introduction to Art Education will be revised to eliminate overlapping content with other program courses.
3. More content on curriculum, methods, assessment, and evidence-based practice will be infused into existing courses that will extend student
knowledge about the field prior to student teaching.
4. The Program Director will work with the Chair of the Department of Art and Design Chair to ensure that art education students are getting the
basic content knowledge in the Praxis II categories, with particular attention to Traditions in Art, Architecture, Design, and the Making of
Artifacts.
5. Information on career opportunities will be provided in key courses and in the Student Teaching Seminars to assist students in finding and
securing positions in the PK-12 schools.
6. More advisement opportunities will be provided for students to increase retention in the major.
7. The Art Education Program Director and faculty will communicate with key instructors, including Art and Design instructors,
cooperating teachers, and other program stakeholders on a regular basis to inform needed changes in the program
Art Education AIM Report 2009
Page 11
8. The Art Education Program will require a Teacher Work Sample in the student teaching experience to assess the effects of the student
teachers’ instruction on PK-12 student learning.
9. Additional writing assignments will be required throughout the curriculum to enhance students’ skills in this area.
10. A 1-credit elective course in Reading has been developed for teacher education students in the School of Education. Students will be
encouraged to consider this option in preparation for the PPST exam.
Art Education AIM Report 2009
Page 12