B.S. in Career, Technical
Education and Training
Assessment in Major
Submitted by Melody Brennan, Interim Program Director
2009
Submitted October 2010
0
Table of Contents
Overview ......................................................................................................................................................................................................2
Program Objectives ......................................................................................................................................................................................3
CTE-405 GPA Ratings ................................................................................................................................................................................4
Student Teaching Performance Ratings .......................................................................................................................................................4
Alumni and Employer Follow-Up Survey ...................................................................................................................................................6
Communicating Assessment Data with Constituencies .............................................................................................................................12
Utilization of Assessment Data to Improve Courses and the Program ......................................................................................................12
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.
In 2008/2009, the BS in CTET program advisory committee met two times during the
school year. We merged with the MS/EDS CTE program advisory committee to come
together as a united disciplinary. The membership of the BS committee included:
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-UW-Stout Student
Jodi Olmstead-UW-Stevens Point External
Andrea Schullo-WITC External
Kimberly Zagorski-Arts, Humanities, & Social Services
Roger Sanford-CVTC External
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 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 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 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.
3
CTE-405 GPA Ratings
Students in the BS in CTET program need to complete CTE-405 (Wisconsin Technical
College System (WTCS) Certification Course #52) prior to Student Teaching. CTE-405
Methods of Teaching Career and Technical Education is a 2 credits course with a
description of Competency-based and individualized approach to methods of
teaching career and technical education.
GPA
FA09
SP09
SU09
N=20
3.42
N=14
3.88
N=9
3.70
Student Teaching Performance Ratings
Cooperating teachers rated BS in CTET student teachers on Wisconsin Teacher
Standards following the Danielson Domains and Competencies format. The 2009
calendar year has allowed the CTET program to gather comparison data, as it is the third
year to use the same format. Mean comparisons show that the largest growth area was in
DOMAIN 2: THE CLASSROOM ENVIRONMENT, and the largest decline was
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES. (It should be noted that
statistical analyses were not conducted to determine whether the mean differences were
significant at the < .05 level.)
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
2008
2009
N=15
N=33
Std.
Mean Std. Dev. Mean
Dev.
3.47
3.39
0.81
DOMAIN I: PLANNING AND PREPARATION
0.215
1a. Demonstrating Knowledge of Content and
3.58
0.67
3.53
Pedagogy
0.235
3.67
0.58
3.49
1b. Demonstrating Knowledge of Students
0.155
3.47
0.82
3.46
1c. Selecting Instructional Goals
0.27
3.45
0.86
3.4
1d. Demonstrating Knowledge of Resources
0.3
3.29
1.02
3.5
1e. Designing Coherent Instruction
0.25
3.44
0.79
3.45
1f. Assessing Student Learning
0.075
4
DOMAIN 2: 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 3: INSTRUCTION
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 4: PROFESSIONAL
RESPONSIBILITIES
4a. Reflecting on Teaching
4b. Maintaining Accurate Records
4c. Contributing to the Institution
4d. Growing and Developing Professionally
3.3
3.26
3.45
3.24
3.15
3.44
3.39
3.34
3.42
3.61
3.5
3.41
0.75
0.91
0.8
0.77
0.85
0.68
0.79
0.86
0.8
0.76
0.74
0.77
3.53
3.73
3.61
3.38
3.42
3.51
3.39
3.39
3.24
3.46
3.35
3.49
0.175
0.135
0.195
0.21
0.29
0.045
0.215
0.18
0.12
0.325
0.255
0.18
3.69
3.63
3.7
3.72
3.67
0.47
0.6
0.46
0.56
0.6
3.64
3.59
3.43
3.82
3.73
0.205
0.285
0.09
0.56
0.135
CTET Highest/Lowest Areas of Mean Growth/Decline
Student Teacher Competency Final Ratings
2008
2009
Unsatisfactory = 1, Emerging = 2, Basic = 3, Advanced Basic = 4
Domain 1: Planning and Preparation
Growth
1e.
Designing Coherent Instruction
3.29
3.50
Decline
1b.
Demonstrating Knowledge of Students
3.67
3.49
3.26
3.73
3.41
3.49
3.42
3.24
Domain 2: The Classroom Environment
Growth
2a.
Decline
Creating an Environment of Respect and Rapport
No Decline by Item in this Area
Domain 3: Instruction
Growth 3e. Demonstrating Flexibility and
Decline
3b.
Responsiveness
Using Questioning and Discussion
Techniques
Domain 4: Professional Responsibilities
Growth
4c.
Contributing to the Institution
3.72
3.82
Decline
4b.
Maintaining Accurate Records
3.70
3.43
5
Alumni and Employer Follow-Up Survey
Graduates of teacher education programs are sent out follow-up surveys at one and five
years post-graduation. 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 UW-Stout again and 89% of them indicating they would
choose the same program. There is also a strong testimonial in the 100% employment
rate. In addition, alumni indicated they generally agreed that they improved their
competencies while they were a student at UW-Stout. Ratings also indicate that UWStout employers believed that graduates of the BS in CTET demonstrated strong workrelated competencies.
UW-STOUT UNDERGRADUATE ONE-YEAR FOLLOW-UP
Career, Technical Education and Training, B.S.
Year Graduated: 2000
2002
2004
Total Graduates Surveyed
Response No.
Response Rate
16
8
50%
24
11
46%
2006
2008
31
21
68%
29
14
48%
14
5
36%
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
3.5
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
3.8
4.2
3.8
4.4
3.6
3.8
3.8
3.0
4.4
4.2
3.2
2.6
2.6
2.6
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
3.8
3.8
3.4
4.0
4.0
4.2
3.6
6
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)
100%
100%
100%
100%
100%
~63%
70%
67%
69%
40%
$39,063 $47,714 $51,944 $57,710 $41,726
-
-
0%
0%
0%
0%
0%
5%
75%
85%
22%
0%
0%
0%
7%
0%
0%
62%
69%
50%
0%
0%
0%
0%
0%
0%
76%
84%
84%
46%
71%
50%
90%
81%
76%
78%
67%
86%
5%
57%
62%
67%
71%
75%
85%
77%
43%
100%
58%
71%
86%
71%
69%
72%
84%
76%
76%
88%
80%
72%
84%
80%
60%
68%
80%
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)
88%
100%
88%
88%
88%
88%
75%
100%
^75%
^88%
-
82%
82%
64%
55%
64%
46%
33%
82%
67%
82%
-
Year Graduated: 2000
2002
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
-
2004
-
3.9
2.6
1.9
3.9
2.6
2006
2008
3.8
3.1
2.8
3.9
3.1
4.0
3.5
3.25
3.75
4.0
79%
85%
84%
64%
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%
91%
82%
76%
86%
* 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)
7
EMPLOYER DATA
Year Graduated:
Response No.
Adequate Educational Preparation
1998
8
100%
2000
2002
2004
2008
2
~4.0
4
4.5
4
4.3
2
100%
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
5.0
4.5
5.0
4.5
4.5
4.5
4.5
4.0
4.5
4.5
5.0
5.0
4.0
4.8
4.5
4.8
4.3
4.8
5.0
4.8
4.5
5.0
5.0
4.5
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
8
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
Program instruction
2002
29
9
31%
2008
33
10
30%
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
3.6
4.1
3.5
3.9
3.2
3.5
3.7
2.4
3.6
2.9
3.2
2.5
2.9
3.3
3.8
3.8
3.6
4.3
4.0
4.4
3.4
3.0
3.1
3.3
3.5
3.6
3.5
2.6
100%
67%
$70,429
100%
72%
$54,000
0%
0%
0%
0%
0%
0%
75%
75%
0%
0%
0%
0%
0%
0%
0%
68%
72%
50%
100%
89%
70%
82%
9
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%
78%
78%
75%
100%
67%
100%
100%
89%
67%
2002
Year Graduated:
Senior Year Course Work (Mean Ratings: 5= High)
Promoting connections between prgm and career
4.6
Preparation for community, civic and political roles
3.0
Financial management
2.5
Continuing education
4.5
Finding employment
4.5
If You Could Do It Over Again (% Includes Definitely Yes & Probably Yes)
Would you attend UW-Stout?
100%
Would you enroll in the same program?
89%
10
76%
80%
84%
68%
60%
72%
74%
74%
70%
72%
2008
3.5
2.71
2.33
3.0
2.44
82%
70%
EMPLOYER DATA
Year Graduated:
Response No.
Adequate Educational Preparation
2002
4
5.0
2008
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
-
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
11
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 Online to improve services for candidates in the CTET
program.
•
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.
•
Begin collecting disposition data from key faculty and key courses.
•
Begin collecting benchmark data from Student Teaching candidates.
•
Survey BS CTET students at the conclusion of their student teaching experience
to ascertain strengths and weaknesses. In turn, this information will be shared
with faculty as well as stakeholders to identify changes that need to be introduced
into the curriculum and program.
•
Begin evaluating EBI data from BS CTET student teachers.
12