B.S. in Marketing and Business
Education
Assessment in the Major Report
By Dr. Urs Haltinner, Program Director
2009
Submitted 10/17/10
Table of Contents
Introduction ..............................................................................................................................................................................................................1
PRAXIS I: Pre-Professional Skills Test .................................................................................................................................................................1
PRAXIS II: Marketing and Business Education Tests ........................................................................................................................................…2
Benchmark I…………………………………………………………………………………………………………………………………...........7
Benchmark II………………………………………………………………………………………………………………………………………..9
Benchmark III……………………………………………………………………………………………………………………………………..12
Dispositions………………………………………………………………………………………………………………………………………..13
Student Teaching Performance Ratings…………………………………………………………………………………………………………. 14
Educational Benchmarking Inventory…………………………………………………………………………………………………………....15
Alumni Follow-up Survey ...............................................................................................................................................................................…..22
Program Improvement Progress since the Prior AIM Report ................................................................................................................................26
Communicating Assessment Data with Constituencies .........................................................................................................................................27
Utilization of Assessment Data to Improve Courses and the Program ..................................................................................................................27
Introduction
The UW-Stout Marketing and Business Education (MBE) program prepares all of its graduates for the WI teaching Marketing Education (ME)
285 licensure and the optional Business Education (BE) 250 and 281 licensures. Teachers of these Career and Technical Education content areas
are required to be academically proficient and are expected to contribute substantially towards the development of k-12 academic achievement
gains in the areas of analytic reasoning, social and behavioral sciences, and communications. The University of Wisconsin-Stout conducts
program follow-up studies form all graduates at 2 and 5 years post graduation. Data collected informs the general education, technical, and
professional education components of each program of study at the university. The Marketing and Business education program housed in the
College of Education, Health and Human Sciences and specifically within the School of Education (SOE).
The SOE gathered additional information specific to its teacher education programs since the fall of 2003. Data is gathered from several sources
to inform unit and program decisions. Data informs program goals, curricula, course delivery, and instruction in an effort to improve teacher
candidate effectiveness. This report is a synthesis of Pre-Professional Skills Test, Content Tests, teacher candidate dispositions, pre-student
teaching and student teacher evaluations, and the Educational Benchmarking Inventory (EBI) data sets. This report also addresses programmatic
progress towards the prior year’s improvement goals.
PRAXIS I: Pre-Professional Skills Test
The Pre-professional Skills Test (PPST) is one indicator that the program uses to assure its graduates’ general education skill set. It is a critical
benchmark exam that students must pass prior to full acceptance to the program.
Note: All candidates are required to pass the PPST to be admitted to the School of Education as part of Benchmark I so the pass rate is 100%
upon Benchmark I approval.
Program students are demonstrating success relative to the PPST praxis exam (see Table 1). While MBE program students demonstrate higher
pass rates than the overall SOE unit it is notable that writing is the weak area. This is consistent with the overall unit findings. Anecdotal
evidence from course instructor on grading writing intensive assignments parallels this finding. This section does not have the current data
available and will be updated as that happens.
Marketing and Business Education AIM Report 2009
Page 1
Table 1. PPST Attempts and Pass Rates
Due to the Datatel to Peoplesoft conversion, we are not currently able to disaggregate PPST pass percentages by program for tests taken in 2009.
This process is being developed. We hope to have this capability by 2011. Therefore, we only have disaggregated data through 2008.
Teacher
Education
Program
2004
2004
2005
2005
2006
2006
2007
2007
2008
2008
# test
attempts
# (and %)
passed
# test
attempts
# (and %)
passed
# test
attempts
# (and %)
passed
# test
attempts
# (and %)
passed
# test
attempts
# (and %)
passed
23
20 = 87%
9
8 = 89%
15
9 = 60%
22
20
11
11 = 100%
31
23 = 74%
7
5 = 71%
19
12 = 63%
22
19
11
11 = 100%
38
24 = 63%
11
7 = 64%
14
10 = 71%
24
17
12
10 = 83%
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%
PPST
Test
Math
MBE
(MKTED)
Reading
Writing
SOE UG
TOTALS
PRAXIS II: Business Education Praxis Test Code - 10100 Content Test Summary
Over 98 percent of all MBE program students choose to earn both their Wisconsin Marketing Education 285 and the Business Education 250 and
281-licensure status. As a result, all students encounter two distinct content area exams prior to student teaching (Benchmark II). 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.
The Praxis II is the key benchmark for MBE teacher candidates to progress into student teaching and onward towards completion of Benchmark
III, teacher licensure. Students taking the Praxis II will not necessarily have taken all of the technical content courses required to be proficient in
all areas of the test. While a recommendation for aligning the course sequence to improving test scores may have merit, the program’s
dependence on the College of Management and College or Science, Technology, and Math limits a drastic re-sequencing based on pre and co
requisite course requirements.
An analysis of the BE content exam indicates that program students succeed in passing the Praxis II for Business Education (see Table 2). This
finding continues the trend set in motion on 2006. It needs to be noted that the BE 10100 test is being replaced by the BE 10101 test written
Marketing and Business Education AIM Report 2009
Page 2
which is now aligned with the current National Business Education Standards. This was never the case with the BE 10100 test. Anecdotal
evidence indicates successful pass rates by program students that encountered the test during the Fall of 2010 semester.
Table 2. Business Education data from ETS
03/04
04/05
05/06
06/07
07/08
08/09
Content Test from ETS
Number of Examinees:
30
18
15
7
17
18
Highest Observed Score:
760
750
730
670
770
670
Lowest Observed Score:
520
450
610
620
580
590
Median:
630
635
660
620
630
635
Average Performance Range:
610-680 600-660 650-680 620-660 610-650 620-650
WI Score Needed to Pass:
580
580
580
580
580
580
Number with WI Passing Score: 25/30
17/18
15/15
7/7
17/17
18/18
Percent with WI Passing Score:
83%
94%
100%
100%
100%
100%
When taking a look at the Praxis II sub components continue to highlight programmatic improvement opportunities. Table 3 indicates that the
program is lagging behind the state and national mean scores specifically in Business & its Environment (52%/65 %) by 13 points. In the
technical areas of Money Management (60%/71%) and US Economic Systems (56%/69%) it is lagging by 11 and 13 points. Noteworthy is that
the MBE program faculty and the core EDUC courses are preparing teacher candidates to be competent in planning, organizing, teaching, and
assessing within the BE discipline that they are being prepared to teach.
Faculty has a program redesign underway that aims to allocate technical marketing and business courses that will yield more desirable scores as
measured both against the state and national mean scores. The launch of the new program courses and plan is anticipated for Fall 2011.
Table 3. Business Education Content Test Breakdown from ETS as compared to State and National results
UW-Stout past years
UW-Stout Wisconsin
USA
Points
Business Educ Test Category
03/04 04/05 07/08 06/07 07/08 08/09%
08/09 % 08/09 %
Available
%
%
%
%
%
US Econ Sys
11-12
64
63
67
52
59
56
69
63
Money Mgmt
15-17
66
62
67
61
58
60
71
69
Bus & Its Envirnm
12-13
60
61
63
56
49
52
65
65
Prof Bus Ed
22-23
82
79
78
79
77
77
77
70
Process Info
19-21
83
77
78
77
70
79
82
76
Marketing and Business Education AIM Report 2009
Page 3
Off Pro & Mgt, Comm, Employ
Account & Mrkt
15-18
16-17
81
55
79
56
79
66
80
59
76
71
69
68
79
73
75
67
2008-09 Business Education Praxis II (Percentage of Items Answered Correctly by Area)
PRAXIS II: Marketing Education Praxis Test Code – 10560 (Replaced by test code 10561)
This Praxis test has been reformulated for the 2008/09 academic year to be consistent with the national standards for Marketing Education
(Figure 1). The new test item structure and weights will now be in line with the program’s technical marketing core curriculum.
An analysis of student pass rate in the technical content area that Marketing Education requires student proficiency in indicates that there is a
slight improvement from 87 to 89 percent. The marketing Praxis test has historically been challenging in that it was severely mismatched with
both state and national Marketing Content Standards. The current ETS 10561 test is a significant improvement. Anecdotally the two of the three
students that failed this test are no longer pursuing MBE program completion and one of them successfully passed it at this point. See table 5 for
detailed subcomponent data.
Marketing and Business Education AIM Report 2009
Page 4
Table 4. Marketing Education data from the ETS report (Based Test ME10560)
NEW Test
10561
08/09
Content Test from ETS
(0560)
03/04
04/05
05/06
06/07
07/08
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:
29
810
450
660
14
820
570
685
15
820
610
720
6
720
610
705
15
780
590
630
19
191
145
162
550-720
660-750
660-750
690-720
610-720
156-175
600
600
600
600
600
153
18/29
12/14
15/15
6/6
13/15
17/19
62%
86%
100%
100%
87%
89%
When taking a look at the Praxis II sub components continue to highlight programmatic improvement opportunities. Table 5 indicates that the
program is lagging behind the state and national mean scores specifically in Promotions, a category that include technical content in advertising,
public relations, merchandising, sales promotion and personal selling (71%/75 %/76) by 4 and 5 points respectively. In the technical areas of
General Business Principles it lags 4 and 5 points behind the state and national mean scores (73%/77%/78%). An added area that it lags both
state and national means’s is Pricing, see table 5 (66%/71%/70%). While this is surprising in some ways it does highlight for the first time that
the program has a valid way of knowing how to allocate and lobby curriculum that can better support the core content areas that teacher
candidates are expected to teach. Noteworthy is that the MBE program faculty and the core EDUC courses are preparing teacher candidates to be
competent in planning, organizing, teaching, and assessing within the BE discipline that they are being prepared to teach.
Faculty has a program redesign underway that aims to allocate technical marketing and business courses that will yield more desirable scores as
measured both against the state and national mean scores. The launch of the new program courses and plan is anticipated for Fall 2011.
Marketing and Business Education AIM Report 2009
Page 5
Table 5. Marketing Education data from the ETS report (Based Test ME10560)
UWStout Wisconsin
USA
Points
Marketing Ed Test Category
08/09
08/09
08/09
Available
%
%
%
Marketing Ed Prog
General Business Principles
Marketing Information
Management
Channel Management
Pricing
Product/Service Management
Promotion
Personal Selling
16-18
79
80
75
17
73
77
78
17-18
69
72
72
12
69
73
72
14
66
71
70
13
69
72
69
16
71
75
76
11
83
86
82
Marketing and Business Education AIM Report 2009
Page 6
2008-09 Marketing Education Praxis II (Percentage of Correct Items per Area)
Benchmark I
Table 6 highlights that all Marketing and Business Education teacher candidates successfully move from pre-education to MBE program
students. While it might be agued that statistically not all students would meet the standards of this benchmark it needs to be noted that those
students remaining in the program have committed to becoming business and marketing teachers and those that have not have exited the program.
The 12 students that migrated to full program student represent a competency based teaching and learning program philosophy. Students are
required to meet or exceed the minimum competency of proficient, which is illustrated by a “B” grade prior to advancing. Only students are
being moved through to full program acceptance that are serious and have committed to the program.
While the students demonstrate program level competency though coursework some students (those remaining hopeful and choosing to remain
MBE program students) chose to or are advised postpone the Benchmark I interview or have requested a one-time waiver because of a missed
Praxis I test component-passing score.
Marketing and Business Education AIM Report 2009
Page 7
Table 6. Benchmark I Interview Results Marketing & Business Education
SOE UNIT
SP08
Question
Response
Explain personal and professional growth between
your initial resume and updated resume.
Unsatisfactory
Satisfactory
Unsatisfactory
Explain your philosophy of education.
Satisfactory
Explain three personal characteristics that will make
you an effective teacher.
Unsatisfactory
Describe yourself as a learner and how that will
impact your future teaching.
Unsatisfactory
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
Satisfactory
Satisfactory
Unsatisfactory
Satisfactory
Unsatisfactory
Satisfactory
Unsatisfactory
Completed Alignment Summary
Satisfactory
FA08
N=12
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
SP09
N=4
FA09
N=7
SP09
N=5
FA09
N=69
0%
0
0%
0
0%
0
0%
100%
4
100%
7
100%
5
100%
0%
0
0%
0
0%
0
0%
100%
4
100%
7
100%
5
100%
0%
0
0%
0
0%
0
0%
100%
4
100%
7
100%
5
100%
0%
0
0%
0
0%
0
0%
100%
4
100%
7
100%
5
100%
0%
0
0%
0
0%
0
0%
100%
4
100%
7
100%
5
100%
0%
0
0%
0
0%
0
0%
100%
4
100%
7
100%
5
100%
0%
0
0%
0
0%
0
0%
100%
4
100%
7
100%
5
100%
1
6
8
1
6
8
0
6
9
0
6
9
1
6
8
2
6
7
2
6
7
N=27
1%
99%
1%
99%
0%
100%
0%
100%
1%
99%
3%
97%
3%
97%
2
2
5
0
2
7
1
2
6
1
2
6
1
2
6
7%
93%
0%
100%
4%
96%
4%
96%
4%
96%
3
2
4
11%
0
2
7
0%
89%
100%
Table 7 highlights that all Marketing and Business Education teacher candidates successfully move through to student teaching. At this juncture
of the program students are fully vested in becoming teachers. They have experienced all but tow of the programs’ professional courses.
Looking across data, it is clear that students are engaged in evolving their understanding and practices that will become the source of successfully
completing student teaching. Students have been held to high grades, high attendance, and have taken on the professional development
opportunities that help them see teaching and the extreme commitment that it requires. They are realistic in that becoming a teacher is
evolutionary. This is supported by table 7, which illustrates a nice distribution between emerging and basic ratings. Overall the data highlight
that fewer teacher candidates are rated basic than the SOE means. While this is interesting to look at it is difficult to understand whether program
interviewers apply a higher standard or in some cases a lower standard to the attribute being rated. The conclusion that can be drawn, program
Marketing and Business Education AIM Report 2009
Page 8
students moving though Benchmark II have a high degree of successfully completing student teaching and ensuing licensure. Anecdotally, on
student was removed from student teaching from the data that represents this cohort. The removal was a result of the teacher candidates stress
level that impacted performance in a manner that was unhealthy for the candidate, her cooperating teachers, and students. Reflecting on this, it
was determined that no one single component that this data represents would likely have prevented the placement of the aforementioned student
teacher.
Table 7. Benchmark II Interview Results Marketing & Business Education
SOE Unit
SP08
FA08
N=9
Question
Describe your Philosophy of Education and
how it has evolved
Describe what it means to be a "Reflective
Practitioner"
Describe the WI Teacher Standard and
Domain you feel most competent in
Describe the WI Teacher Standard and
Domain experienced the greatest growth
Response
Unsatisfact
ory
Fr
e.
N=3
%
Fr
e.
1
N=4
%
33
%
33
%
33
%
Fr
e.
Emerging
4
Basic
5
n/a
Unsatisfact
ory
0
0%
0
0
1
Emerging
4
Basic
5
0%
44
%
56
%
n/a
Unsatisfact
ory
0
0%
0
0
1
Emerging
8
Basic
1
0%
89
%
11
%
2
0%
67
%
n/a
Unsatisfact
ory
0
0%
0
0%
0
0%
0
0
0
Basic
1
0%
25
%
75
%
0
8
0%
33
%
33
%
0
Emerging
0%
89
%
11
%
1
1
1
1
0
1
1
0
%
Fr
e.
0%
44
%
56
%
Marketing and Business Education AIM Report 2009
0
SP09
0
2
0%
50
%
50
%
0%
33
%
33
%
33
%
0
0%
0
0
0
4
0%
100
%
0
0%
7
0%
33
%
0
0%
0
0
0
2
2
0%
50
%
50
%
2
1
3
5
6
4
4
7
10
1
FA09
SP09
N=11
N=70
%
0
%
45
%
55
%
0
%
0
%
36
%
64
%
0
%
0
%
36
%
64
%
0
%
0
%
91
%
9
%
Fre
1
1
6
5
3
0
2
1
7
5
1
0
1
1
3
5
6
0
1
1
2
5
7
FA09
N=59
%
1
%
23
%
76
%
0
%
3
%
24
%
73
%
0
%
1
%
19
%
80
%
0
%
1
%
17
%
81
%
Fr
e.
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
%
Page 9
n/a
0
0%
1
33
%
0
0%
0
0
%
0
0
%
0
0
%
Reviewers choose 2 of the following; discuss portfolio evidence that:
demonstrates content knowledge
demonstrates knowledge of how children
grow and learn
demonstrates ability to create instructional
opportunities adapted to diverse learners
demonstrates ability to teach effectively
demonstrates 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 ability to communicate
effectively with students, parents, and
Unsatisfact
ory
0
Emerging
2
Basic
1
n/a
Unsatisfact
ory
0
0%
0
0
0%
3
0
6
0%
22
%
11
%
67
%
3
0%
100
%
0
0%
0
Emerging
0
0%
Basic
0
n/a
Unsatisfact
ory
9
Emerging
2
Basic
0
n/a
Unsatisfact
ory
7
Emerging
3
Basic
1
n/a
Unsatisfact
ory
5
Emerging
1
Basic
2
n/a
Unsatisfact
ory
Marketing and Business Education AIM Report 2009
0
1
0%
75
%
25
%
0
0%
4
0%
0
0%
0
0
0%
0
0%
1
0%
100
%
0
0%
100
%
0
0
4
0%
100
%
10
0%
22
%
0
0
0%
0
0
0%
1
0%
78
%
1
0
4
0%
100
%
0
1
0%
33
%
33
%
33
%
10
0%
33
%
11
%
56
%
0
0%
0
0%
0
0
0%
0
0%
2
0
0
0%
100
%
0
3
0%
100
%
0
0%
0
0
0%
2
0
1
3
0%
100
%
1
0%
50
%
25
%
25
%
0
6
0%
11
%
22
%
67
%
0
0%
0
0%
0
0%
0
0
0
0
3
1
4
5
2
9
8
2
1
0
%
45
%
18
%
36
%
0
%
9
%
0
%
91
%
0
%
9
%
0
%
91
%
0
%
18
%
0
%
82
%
0
%
73
%
18
%
9
%
0
%
1
8
2
6
3
5
0
1
9
6
0
2
7
3
3
2
8
0
1
1
0
5
9
1
6
2
2
4
1
0
1
%
11
%
37
%
50
%
0
%
1
%
13
%
86
%
3
%
10
%
47
%
40
%
0
%
1
%
14
%
84
%
1
%
9
%
31
%
59
%
0
%
1
10
20
28
0
3
4
52
8
3
11
37
0
3
6
50
0
13
15
31
0
2
%
17
%
34
%
47
%
0
%
5
%
7
%
88
%
14
%
5
%
19
%
63
%
0
%
5
%
10
%
85
%
0
%
22
%
25
%
53
%
0
%
Page 10
colleagues
demonstrates ability to assess student
learning
demonstrates professionalism, including
ongoing professional development; fostering
relationships with colleagues, families, and
the community; and displaying ethical
behavior expected of education professionals
Emerging
0
0%
0
0%
0
0%
3
Basic
0
0
4
0%
100
%
0
9
0%
100
%
0
n/a
Unsatisfact
ory
0%
100
%
0
0%
0
5
0%
67
%
0
Emerging
0%
56
%
0
3
Basic
0
0
4
1
0%
33
%
1
n/a
Unsatisfact
ory
0%
44
%
3
0%
25
%
75
%
0
0%
0
0%
0
Emerging
2
0
0%
0
0%
2
Basic
1
0
0%
100
%
2
6
0%
100
%
0
n/a
0%
22
%
11
%
67
%
0
0
3
2
3
4
8
1
7
7
27
%
0
%
73
%
0
%
27
%
9
%
64
%
0
%
18
%
18
%
64
%
2
2
0
4
8
1
8
2
8
3
3
0
8
8
5
4
3
%
29
%
69
%
1
%
11
%
40
%
47
%
0
%
11
%
11
%
77
%
5
4
50
0
14
19
26
0
4
13
42
8
%
7
%
85
%
0
%
24
%
32
%
44
%
0
%
7
%
22
%
71
%
Table 8 provides the data of program student progress towards teacher licensure recommendation. Data summarizes performance evaluations and
artifacts developed and presented during their student teaching. Findings support that MBE program students are successfully moving through all
aspects of their capstone experience. Since the benchmark III rating rubric was modified to include a proficient rating MBE teacher candidate
ratings have remained stable within the Basic range and indicates no significant change over prior years. While this is lower than the overall unit
ratings that highlight a mix of Proficient and Basic ratings, it can anecdotally be explained by the program faculty that supervise student teachers
and provide guidance to the cooperating teachers in terms of philosophical perspective in what constitutes the levels of performance. While
proficient is a valid rating, the believe remains culturally embedded within the program that a proficient rating be reserved for the select teacher
candidate.
Marketing and Business Education AIM Report 2009
Page 11
Table 8. Benchmark III Interview Results Marketing & Business Education
SOE UNIT
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
Response
SP08
FA08
SP09
FA09
SP09
FA09
N=8
N=9
N=2
N=1
N=80
N=47
Unsatisfactory
0
0%
0
0%
0
0%
0
Emerging
3
38%
2
22%
Basic
3
38%
5
56%
Proficient
2
25%
2
n/a
0
0%
0
Unsatisfactory
0
0%
Emerging
2
Basic
5
Proficient
n/a
0
0%
0
0%
2
100%
1
100%
22%
0
0%
0
0%
0%
0
0%
0
0%
0
0%
0
0%
0
0%
25%
1
11%
0
0%
0
0%
63%
8
89%
2
100%
1
100%
1
13%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
Unsatisfactory
0
0%
0
0%
0
0%
0
0%
Emerging
2
25%
0
0%
0
0%
0
0%
Basic
3
38%
5
56%
0
0%
0
0%
Proficient
3
38%
4
44%
0
0%
0
0%
n/a
0
0%
0
0%
2
100%
1
100%
Unsatisfactory
0
0%
0
0%
0
0%
0
0%
Emerging
0
0%
3
33%
1
50%
1
100%
Basic
0
0%
2
22%
0
0%
0
0%
Proficient
8
100%
4
44%
1
50%
0
0%
n/a
0
0%
0
0%
0
0%
0
0%
Marketing and Business Education AIM Report 2009
0%
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 12
Disposition Ratings
Preface: The School of Education is in the process of revising and improving upon our dispositional rating process. In the interim, we are
gathering dispositional data (satisfactory/unsatisfactory) each spring on undergraduate students prior to their student teaching experience. If a
student receives an unsatisfactory rating, he/she must remediate his/her disposition before allowed to progress in their program (through
Benchmark I or II). 100% satisfactory disposition ratings are required at the time of Benchmark I and Benchmark II.
MBE Program: MBE program student dispositions are continually being observed through the metrics employed by the statement of values and
dispositions stated above. The program employs a the Benchmark I and II as well as each class to observe student commitment to learning as it
impacts or predicts their decision making, values demonstrations, and norms that guide them thought their learning journey. Instructors observe
and discuss concerns during Degree Area Work Group meetings as needed. Students are invited into conversations when the need arises in an
effort to proactively help them become the students and teachers needed within a reform focused educational environment. The culture of the
program is such that students are encouraged to seek other educational opportunities and in many cases the perception of what is required of a
teacher becomes the reason to migrate into another university degree. While this is good for the most part it also has negative implications on the
programs’ retention rate.
Starting in spring of 2010 a disposition form was implemented during student teaching with categories that align directly to our statement of
values and disposition. These factors include: “Initiative, Preparedness & Continuous Learning”, “Academic Excellence through Critical
Reflective Thinking”, “Expression of Beliefs, Collaboration and Professional Communication”, “Adherence to Ethical and Legal
Considerations”, and “Respect for Diversity”. Students are rated on a 3-point scale: Unsatisfactory/Emerging, Basic, and Proficient, by their
cooperating teachers. A student would not be eligible for licensure if an unsatisfactory/emerging rating were reported during student teaching.
Pre-Student Teaching Performance
The MBE program utilizes a pre-student teaching model that places students into elementary, middle, and high school classrooms (MBE 312 Prestudent Teaching). Students experience observation of classroom teaching, facilities, and interaction with students to the tune of 50 plus hours.
Students are concurrently enrolled in MBE 311 Project Methods (a course designed to prepare them to teach within contextualized
environments). Pre-student teachers also encounter their core methods course (MBE 301, 4 Credits) during this semester. In addition, all
students encounter and document student and teacher interaction experiences through their EDUC 376 Cross Cultural Field Experience and SPED
430 Inclusion course prior to student teaching.
While the data collected through the assessment system does not allow for a program specific analysis it does support that students are
interacting, planning, and instructing within a real classroom. The MBE program has clearly defined outcomes of its MBE 312 Pre-student
teaching course. All students experience multi-level teaching experiences facilitated by certified cooperating teachers under the supervision of a
UW-Stout supervisor. A qualitative analysis of the MBE pre-student teaching experience continues to support that program students encounter a
developmentally appropriate teaching experience that prove to be a great segue to their senior-level pedagogy coursework and capstone student
teaching experience. Pre-student teaching cooperating teachers continue to agree to support this experience thought their continued work with the
MBE program. Pre-student teaching university supervisor observations support that program students are positively impacting their assigned
Marketing and Business Education AIM Report 2009
Page 13
student populations. Pre-student teachers highlight this coordinated learning experience as a deciding factor that influences their desire to move
through to degree completion. In the past year 100 percent of pre-student teachers migrated through Benchmark III, teacher licensure.
Student Teaching Performance Ratings
An analysis of cooperating teacher student ratings across domains and the domain components suggests that MBE student teachers are perceived
competent in each of the 4 domains and 22 domain components based on average ratings above 3 out of a possible 4.0.
Student teacher ratings by cooperating teachers indicate that MBE teacher candidates are being rated highly by cooperating teachers. It is
puzzling that the data collected indicates an n of 3 for the combined reporting year (see table 9). The actual number of student teachers during
this time would have been 11total. As a result there is insufficient data to report findings that are meaningful. Anecdotally, all of the student
teachers were recommended for licensure suggesting that they were rates at a level that likely indicated basic to proficient across the standards.
The program’s student teachers are well received and easily placed within both Marketing and Business Education programs in the WI and MN
schools. Student teachers are working very hard during their student teaching to meet the requirements of a dual certification student teaching
experience. With the K-12 licensure of all CTE disciplines in WI, student teaching experiences in the dual licensure program (MBE) continues to
be demanding and complex to facilitate (logistically, relative to time demands, maintaining communications across two distinct teacher
communities, and teaching between 3 to 5 preps per day to meet the content experiences valued by both ME and BE cooperating teachers).
However, program student teaching supervisors and cooperating teachers have worked diligently to make it a quality experience for students.
This is supported by the fact that 100 percent of the program’s 2007 student teachers successfully met benchmark three requirements.
Table 9. Student Teaching Performance Ratings
Rating Scale: 1=Unsatisfactory, 2=Emerging, 3=Basic, 4=Proficient
SP08
FA08
SP09
FA09
N=8
N=8
N=2
N=1
Mean
Std Dev
Mean
Std Dev
Mean
Std Dev
Mean
SOE UNIT
SP09
Std Dev
FA09
N=78
Std
Mean
Dev
N=74
Std
Mean
Dev
Teachers know the subjects they are
teaching
3.66
0.40
3.53
0.43
3.75
0.35
4.00
0.00
3.87
0.36
3.72
0.32
Teachers know how children grow
3.41
0.33
3.50
0.38
3.75
0.35
4.00
0.00
3.75
0.39
3.71
0.39
Teachers understand that children
learn differently
3.59
0.38
3.44
0.42
3.75
0.35
4.00
0.00
3.82
0.35
3.70
0.42
Teachers know how to teach
Teachers know how to manage a
classroom
3.66
0.30
3.58
0.42
3.75
0.35
4.00
0.00
3.77
0.39
3.79
0.47
3.59
0.38
3.25
0.38
3.50
0.71
4.00
0.00
3.73
0.47
3.68
0.46
Teachers communicate well
3.72
0.41
3.52
0.38
3.75
0.35
4.00
0.00
3.74
0.40
3.67
0.36
Marketing and Business Education AIM Report 2009
Page 14
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
3.53
0.47
3.56
0.42
3.75
0.35
4.00
0.00
3.84
0.41
3.75
0.37
3.53
0.34
3.47
0.43
3.75
0.35
4.00
0.00
3.81
0.45
3.48
0.67
3.72
0.41
3.59
0.38
3.75
0.35
4.00
0.00
3.84
0.36
3.75
0.32
3.69
0.29
3.56
0.42
3.75
0.35
4.00
0.00
3.62
0.52
3.66
0.37
Educational Benchmarking Inventory (EBI)
MBE students complete the EBI at the conclusion of their student teaching experience. Marketing and Business Education program ratings
compare favorably with SOE unit data. Findings from the EBI survey indicate some program graduate insights and improvement opportunities.
With 10 of 17 respondents during the FA09 and SP10 indicate the following factors as areas to observe.
Factor 2: Learning Theories, Teaching Pedagogy/Techniques specifically the sub components To what degree does your Education course work
address: Theories of human development rating decline (2008/09 5.29 to 4.8) lagging the unit 2009/10 5.29 mean rating. Within the same factor
subcomponent to what degree does your Education course work address: Classroom management surfaced a decline. MBE program respondent
rating declined (2008/09 5.71 to 4.6). The MBE program has increased the overt curriculum in this area with both classroom management theory
and class and lab management and its environmental implications on behavioral challenges as well as curriculum and methods considerations on
classroom behavioral challenges. This is a surprising finding and will need to be monitored to understand if the curriculum needs to be refined or
changed. What is not understood by the way this question is posed is are respondents differentiating between managing classroom time,
resources, and processes or are they referring to student behavior. Arguably the two are very different aspects that require distinctly different
MBE program curricular responses.
Factor 3 Research Methods, Professional Development, Societal Implications highlights a decline in the sub-factor to what degree does your
Education course work address: Inquiry/research skills (2008/09 5.24 to 4.8) lagging the unit 2009/10, 5.01 rating. This is surprising given the
increased literature review assignments and increased reading requirements required within the program. Additionally, all MBE students take the
STAT 130 Elementary Statistics course. While the preceding proactive responses do not specifically address the practitioner data inquiry
increasingly part of monitoring and adjusting curricula and teaching within schools that MBE program is in the planning stages of a MBE 211
course revision that addresses this. Within this factor the sub-factors to what degree does your Education course work address: School law
(2008/09 4.43 to 3.5) lagging the unit 2009/10, 3.84 rating and the factor to what degree does your Education course work address: Educational
policy (2008/09 5.0 to 4.3) lagging the unit 2009/10 4.38. Both of these sub factors are part of an ongoing implementation plan in the MBE 355
Seminar course (see progress report in the respective section of this report.
Marketing and Business Education AIM Report 2009
Page 15
Factor 4: Aspects of Student Development surfaced the following sub-factors to what degree does your Education course work enhance your
ability to: Manage behavior of students (2008/09 5.29 to 4.0) lagging the unit 2009/10, 4.97 rating. This is perceived to be tied to the classroom
management factor and begins to surface the need for a more overt program push on making the distinctions between the management and
behavior management aspects within the MBE 355 course curriculum that address this. Additionally this can also be supported in the programs’
MBE 301 curriculum course. Additionally to what degree does your Education course work enhance your ability to: Encourage sel- motivation
in students (2008/09 5.86 to 4.8) below the unit 2009/10, 5.18 mean.
Factor 5: Classroom Equity and Diversity and specifically sub-factors to what degree does your Education course work enhance your ability to:
Teach children from diverse ethnic backgrounds (2008/09 5.46 to 4.8) lagging the unit 2009/10, 5.16 rating. The sub-factor to what degree does
your Education course work enhance your ability to teach children with diverse academic backgrounds (2008/09, 5.14to 4.7) lagging the unit
2009/10, 5.18 rating. Both of these factors decreased from above the SOE mean score to the current level. It is interesting to note but there is
little explanation other than the EDUC 336/376 Multi-culturalism and SPED 376 Inclusion course may need to be more overtly connected to the
senior-level MBE curriculum and methods courses. To an extent this is being addressed though the SPEDG grant that has the MBE 301 course
crosstalk with the SPED 430 course through its instructional input (explicit inclusion language) and course artifact designs.
Factor 6: Management of Education Constituencies, specifically the sub-factor to what degree does your Education course work enhance your
ability to deal with school politics continues to be an area of ongoing improvement, (2008/09 3.86 to 3.5) lagging the unit 2009/10, 3.88 rating.
This is an ongoing improvement opportunity and is explained in the progress report of the 2008/09 report section.
Factor 9: Administration Services highlights for the first time a slight decline in sub-factor Administration & Support Services in Education
Program - Satisfaction with availability of Education School's computers, (2008/09 6 to 5.3) lagging the unit 2009/10, 5.78 rating. While an
interesting finding it is not significant and is beyond the control of the program.
A significant finding relates to student teaching, Factor 12: Student Teaching Experience the following and specifically the sub-factors
Satisfaction with: Process of securing a position, (2008/09 5.0 to 4.0); Satisfaction with: Choice of assignments, (2008/09 4.86 to 4.7);
Satisfaction with: Quality of learning experience, (2008/09 6.14 to 5.3); and Satisfaction with: Support from teachers in school, (2008/09 6.57 to
5.5) are all lower than the SOE mean ratings. While this does not indicate a trend it does highlight an area of concern. This finding may be
explained by the university’s process utilized in placing its student teachers. Anecdotally, there are significant inconsistencies relative to how
students first learn about their placements with some interviewing and others finding out their placements just prior to begin their student
teaching. This is especially pronounced for the Spring placements.
Career services continue to be and area of improvement, although a positive gain has been reported for the sub-factor Satisfaction with: Number
of schools recruiting on campus (2008/09 2.83 to 3.0) but is still lower than the SOE mean (3.84). This is an ongoing improvement opportunity
and is explained in the progress report of the 2008/09 report section.
Marketing and Business Education AIM Report 2009
Page 16
Educational Benchmarking Inventory (EBI) Institution Specific Survey
MBE students reported higher mean responses for every teacher standard with the exception of 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 selfmotivation? This is consistent with the EBI Factors that address the area. While this rating highlights some of the SOE programs had higher
ratings the program mean (4.8) is still above the SOE mean (4.91). The only other standard to what degree were you prepared to foster
relationships with colleges, families and the community to support student learning and well-being? This rating highlights some of the SOE
programs had higher ratings the program mean (4.9) is still above the SOE mean (5.16).
Table 11. EBI Data Institution Specific Questions 2009-2010 (Final student teacher survey)
Mean Data; Scale 1-7
ARTED
CTET
ECE
FCSE
MBE
SPED
TECED
SOE
N=8
N=11
N=43
N=10
N=10
N=9
N=20
N=127
To what degree were you prepared to create meaningful learning experiences for students based on
your content knowledge?
5.75
5.80
5.59
5.20
5.60
6.12
4.67
5.42
To what degree were you prepared to provide instruction that fosters student learning and intellectual,
social and personal development?
4.75
5.60
5.54
5.10
5.30
6.25
4.65
5.29
To what degree were you prepared to create instructional experiences adapted for students who learn
differently?
4.75
5.70
5.56
4.90
5.00
6.12
4.45
5.21
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?
5.00
5.60
5.34
5.70
5.80
5.75
4.80
5.32
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?
4.62
5.10
5.41
4.40
4.80
5.57
4.20
4.91
To what degree were you prepared to use instructional technology and media to foster active inquiry,
collaboration and interaction in the classroom?
4.38
5.60
4.82
5.60
6.30
5.38
4.65
5.05
To what degree were you prepared to plan instruction based on knowledge of subject matter, students,
the community and curriculum goals?
5.25
5.10
5.60
5.10
6.20
5.75
4.75
5.35
To what degree were you prepared to use formal and informal assessment strategies to evaluate
student progress?
4.43
4.90
5.05
5.20
6.00
6.00
4.80
5.14
To what degree were you prepared to reflect on teaching and evaluate the effects of choices and
actions on pupils, parents and others?
5.12
5.30
6.06
5.10
5.70
6.29
5.00
5.60
To what degree were you prepared to foster relationships with colleges, families and the community to
support student learning and well-being?
5.00
4.90
5.70
5.10
4.90
6.25
4.30
5.16
*We updated our questions for the 2009-2010 school year therefore trend data is not available
Marketing and Business Education AIM Report 2009
Page 17
Alumni Follow-up Survey
Program students (One year Follow-up, 2008 and 5 year follow-up, 2004) appear to attribute some of their present competency to the general
education curriculum.
Unfortunately the response rate from the 2 and 5 year employer follow-up study (2004/2008) has a response n of 1 and 0 respectively. All
response items were rated at 5/5, the highest rating for the one respondent.
Table 11. Employer Response Rate
Value
2004
2008
Marketing & Business Educ.
Response Response
n=1
n=0
Graduate responses from the 5 year employer follow-up study (2004) had a response n of 13 and 2008 had a response n of 7. The following are
findings across the two follow-up cohorts. While the general education components are valued it is interesting to note that the more recent
graduates attribute greater value to the general education outcomes with the exception of literature (see Table 2).
Table 12. Graduate Value Attribution to General Education (2004/2008)
Table 13 illustrates MBE program students across the 2 and 5 year follow-up study cohorts maintain that the UW-Stout experiences are perceived
to be value added. The lack of significant differences in mean response ratings suggests that the general, technical, and professional courses and
Marketing and Business Education AIM Report 2009
Page 18
experiences are valued. The two consistent lower ratings are Making Decisions Ethically and Maintaining a Sense of Mental Well-being. It does
suggest that more explicit curriculum response across these attributes (see Table 13). The MBE program in concert with the EDUC and GenEd
courses can be leveraged to positively impact this.
Table 13. UW-Stout Attribution to Personal Development (2004/2008)
Table 14 highlights that course availability is an increased concern with 2008 graduates (see table 14). This may be in reaction to the 2003
program revision that places a greater emphasis on a lock-step sequence to degree completion. This is also reflective of 98 percent of program
graduates pursuing both the ME and BE licensures, requiring 143 credits at a minimum to degree completion.
Table 14. UW-Stout Process and Procedure Value Attribution (2004/2008)
Marketing and Business Education AIM Report 2009
Page 19
Table 15 supports that the overwhelming majority of program graduates attribute their university success to the program. There are slight
differences in the high and very high attributions.
Table 15. UW-Stout MBE Program overall effectiveness of your program/major (2004/2008)
Findings indicate that program graduates are attributing high value on all of the capstone experiences with the exception of an insignificant
difference to attribute 1. It is interesting that financial management is rated differently between the tow cohort populations (see Table 16). With
the exception of a more pronounced study that loosely relates to this from a Business curriculum perspective within the MBE 411 course there
have been no changes made to the program.
Table 16. UW-Stout Senior Year Experience (2004/2008)
Table 17 indicates that program graduates see themselves well prepared to tackle the job responsibilities they are hired for (see Table 17). The
overwhelming responses indicate better and much better preparation as compared to others hired to do the same work. This is encouraging. It
must be noted that program students are employed across a wide rage of occupations, about 40 percent outside of the teaching job genre. This
supports the program argument that graduates can expect to compete effectively across a wide range of marketing and business careers beyond
those emphasizing teaching.
Marketing and Business Education AIM Report 2009
Page 20
Table 17. UW-Stout MBE Preparation compared to other hires (2004/2008)
Additional Program Comments and Descriptions
Figure 1 highlights student enrollment in the program. While the Marketing and Business Education program has relatively stable enrollment it is
continually addressing recruitment and retention opportunities. The program has the capacity to serve 100 to 120 students. Recent supply and
demand trends suggest that the program would benefit from additional students that are retained through to licensure.
Figure 1. 2010 Enrollment
MARKETING & BUSINESS
ED
2007
75
2008
85
2009
80
2010
73
The program does attract and graduate a minority student population it has an opportunity and a responsibility to serve an increasingly diverse
population (see Figure 11a).
Pre-Benchmark I and Benchmark I Observations
The MBE program continues to attract “marketing and business passionate” individuals that see the program as a viable option to attain their
career objective. These students seek a flexible career pathway that prepares them to becoming marketing and business educators and
business/marketing professionals. Some MBE program students, not quite ready to accept the additional work of a teacher education preparation
program (in accordance to PI34 requirements operationalized through the UW-Stout teacher education Bench-mark system), are opting into other
UW-Stout non-teaching majors to meet their career goals.
To assure healthy enrollments, the MBE program needs to recruit a significant number of freshmen and transfer students (ideally 50 students per
year). The following strategies have been set in motion to accomplish this end. The program is therefore promoting teaching marketing and
business education through secondary and post-secondary level business and marketing educators in WI and MN schools about the need for
teachers.
Benchmark II and III Anecdotal Remarks
Marketing and Business Education AIM Report 2009
Page 21
Students encountered within the courses supporting this stage of MBE preparation continue to be passionate about their impending teaching
career. Portfolio artifacts support technical and pedagogy preparedness achieved through the program’s courses and affiliated professional
experiences. Program faculty is pushing students to select general education artifacts that support their ability to make curricular connections
between technical and academic knowledge learning integration. This is critical as career and technical education programs must increasingly
prove their value added within the required and tested academic curriculum
Program Improvement Progress since the Prior AIM Report
1. In an effort to increase student awareness in the area of understanding and coping with the political nature of becoming a public school
teacher the program has incorporated a wider range of guest experts within the MBE 355 Seminar course. Gust experts include a local
union representative, a principal, a coordinator of career and technical education, two teachers currently teaching within schools. The EBI
survey still reports this as an improvement opportunity but does indicate positive movement.
2. Investigate opportunities to improve MBE students’ school law and educational policy knowledge and skills. It was perceived that the
MBE 355 seminar course could also push on this attribute. However this remains a challenge. A discussion needs to be convened across
SOE programs to understand how a more concentrated effort can push this finding in a positive direction. This is reported as a challenge
across all of the SOE teacher education program graduates.
3. Investigate opportunities to improve MBE students’ core economics, money management, and business environment knowledge and
skills. Program faculty has just concluded a study of all technical content courses, their objectives and their consistency with supporting
the Praxis II and the National Business and Marketing standards. Program and course revisions will be launched for the Fall 2011
semester that are aimed at fixing this ongoing finding.
4. Plan ways to improve utilization of career services within MBE Program courses. Program faculty has developed overt opportunities and
expectations of students to intersect with career services. Specific courses are MBE 311 (Resume review) and MBE 401 (resume review
and expectation of being registered with career services prior to beginning student teaching. There appears to be little positive movement
on this goal to date.
Other Efforts
The MBE program continues to work on student retention and recruitment efforts. At present the program enrollments have declined slightly to
73 students (According to 2nd week enrollment reporting (September 2010). The actual count resides between 80 to 85 program students (there
are 5 undeclared program students that the PD is aware of and 5 additional certification students) that the program is serving.
Program faculty continued to promote the MBE program through
1. Faculty presentations at CVTC, NTC & WITC technical colleges.
2. Graduate assistant (Holly Asher) doing high school-level marketing and business program presentations (4 currently scheduled).
Marketing and Business Education AIM Report 2009
Page 22
3. Program faculty direct communication campaign asking inviting Business and Marketing teachers to offer the names of individuals that
they feel will make great teachers though a “Progression Planning, replace Yourself” program.
4. Program student teachers are also part of the recruitment process. All student teachers are armed with promotional materials and
resources that become part of the classrooms that they teach in which provides the UW-Stout MBE program identity.
5. Program director presentation to the UW-Stout Business Administration program introductory course student population about the
teaching option through this program.
6. The program director also continues to contact students that have moved from their declared programs to undeclared (via email
communication). In addition, program faculty work with University Recruitment personnel on ways to better convey the MBE program to
prospective student populations.
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 across program
vested publics including technical content instructors. Action plans resulting in desired change will become the artifacts resulting from work
group meetings. Each MBE faculty member charged to lead an area of improvement.
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.
Improvement Goals for 2010/11
1. Continue to build student awareness in the area of understanding and coping with the political nature of becoming a public school teacher.
This effort has been in place since the 2007 academic year and continues to be an opportunity to improve.
2. Implement program curriculum changes for Fall 2011 that will facilitate student Praxis II exam component scores to be positively
impacted in the following areas: US Economic Systems, Money Management, Business and its Environment/General Business Knowledge,
and Promotions
3. Continue increased utilization of career services within MBE Program courses.
4. Continue to refine curriculum, the program course sequence, and advisement processes based on the researched findings of this
assessment report.
In conclusion, it is likely that small survey populations are impacting assessment data in a heightened way. It is therefore important to attend to
ongoing program improvement in a manner that pays attention to program details impacting the overall student learning and real or perceived
student experiences.
Marketing and Business Education AIM Report 2009
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