B.S. in Science Education Assessment in the Major Report By Dr. Kevin Mason, Program Director
2008 Submitted October 1, 2009
Table of Contents
Introduction ..............................................................................................................................................................................................................2 PRAXIS I: Pre-Professional Skills Test .................................................................................................................................................................2 PRAXIS II: Content Test Summary ........................................................................................................................................................................3 Benchmark Interview Ratings..................................................................................................................................................................................4 Reflections ...............................................................................................................................................................................................................7 Pre-Student Teaching Performance .........................................................................................................................................................................8 Student Teaching Performance Ratings ...................................................................................................................................................................9 Educational Benchmarking Inventory (EBI) ...........................................................................................................................................................9 Alumni Follow-up Survey .......................................................................................................................................................................................9 Communicating Assessment Data with Constituencies...........................................................................................................................................9 Utilization of Assessment Data to Improve Courses and the Program ....................................................................................................................9 Science Education AIM Report 2008 Page 1 Introduction The BS in Science Education officially began in the fall of 2009. Prior to the BS in Science Education, the
science education program existed as a concentration within the BS in Applied Science program. The
Wisconsin Department of Public Instruction (DPI) approved the broadfield science certification at UW-Stout in
2004. The first course in science education was taught in the spring of 2006. The University of WisconsinStout School of Education (SOE) has gathered assessment data from fall semester 2003 through December
2008. 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 the PRAXIS I: PreProfessional Skills Test, PRAXIS II: Content Test, Student Artifact Reflections, Candidate Dispositions, PreStudent Teaching and Student Teacher Performances, Benchmark Interviews, and the Educational
Benchmarking Inventory (EBI). This report also describes how assessment data is used to set programmatic
goals, improve the program, program curriculum, and delivery of courses.
PRAXIS I: Pre­Professional 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. The table below highlights the pass rates across test sections (Math, Reading, and Writing). It should
be noted that 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. The sample size of science
education students who took the PPST between 2006 and 2008 is six students. Nonetheless, the data shows that
100% of science education students have passed the math, reading, and writing portions of the PPST exam.
This compares favorably with the data collected on school of education students.
PPST Attempts and Pass Rates
Teacher
Education
Program
APSCI
PPST
Test
Math
Reading
Writing
Math
SOE UG
TOTALS
2006
# test
attempts
1
1
1
2006
# (and %)
passed
1 = 100%
1 = 100%
1 = 100%
204
Reading
280
Writing
296
148 =
72.5%
145 =
51.8%
161 =
54.4%
2007
# test
attempts
4
4
3
226
243
257
2007
# (and %)
passed
4
4
3
191 =
84.5%
184 =
75.7%
200 =
77.8%
2008
# test
attempts
1
1
2
130
150
138
2008
# (and %)
passed
1 (100%)
1 (100%)
2 (100%)
102 =
78.5%
119 =
79.3%
104 =
75.4%
Science Education AIM Report 2008 Page 2 PRAXIS II: Content Test Summary Science education students are required to pass the Praxis II General Science Exam prior to student teaching.
The number of examinees in the table below is equivalent to the number of attempts at the exam, which is equal
to six attempts. The sample size of science education students who took the PRAXIS II General Science Exam
in 2007 and 2008 is three students. One student attempted and failed the exam in 2007. The same student
failed the exam three times in 2008 before eventually passing the exam in 2009. The other two students passed
the exam on their first attempts in 2008. It should be noted 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.
Science Education
Praxis Test Code – 10435
Science Education – from Datatel
2004*
Number of Examinees:
Highest Observed Score:
Lowest Observed Score
WI Score Need to Pass:
Number with WI Passing Score
Percent with WI Passing Score
2004 2005 2006 2007 2008 1
147
147
153
0/1
0%
2
173
142
154
1/2
50%
* - scores from no-fault year – “grandfathered in” as passing
Science Education AIM Report 2008 Page 3 Benchmark Interview Ratings Benchmark interview means are reported by benchmark level (I, II, and III) or each interview question.
Benchmark I Interview Results Calender Year 2008 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 Science Education AIM Report 2008 Response Unsatisfactory SCIED SP08 FA08 N=4 N=1 0 0% 0 0% Satisfactory Unsatisfactory Satisfactory Unsatisfactory Satisfactory Unsatisfactory Satisfactory 4 0 4 0 4 0 4 Unsatisfactory 0 Satisfactory 4 100% 1 100% 96 100% 37 100%
Unsatisfactory 0 Satisfactory Unsatisfactory Satisfactory 4 100% 1 100% 96 100% 37 100%
0 0% 0 0% 0 0% 0
0%
4 100% 1 100% 96 100% 37 100%
100%
0%
100%
0%
100%
0%
100%
SOE UNIT SP08 FA08 N=96 N=37 0 0% 0
0%
1 0 1 0 1 0 1 100% 0% 100% 0% 100% 0% 100% 96 0 96 0 96 0 96 100%
0%
100%
0%
100%
0%
100%
37
0
37
0
37
0
37
100%
0%
100%
0%
100%
0%
100%
0% 0 0% 0 0%
0
0%
0% 0 0% 0 0%
0
0%
Page 4 Benchmark II Interview Results Calender Year 2008 Question Response Unsatisfactory Describe your Philosophy of Education and how Emerging it has evolved Basic n/a Unsatisfactory Emerging Describe what it means to be a "Reflective Practitioner" Basic n/a Unsatisfactory Describe the WI Teacher Standard and Domain Emerging you feel most competent in Basic n/a Unsatisfactory Describe the WI Teacher Standard and Domain Emerging you have experienced the greatest growth Basic n/a 0
1
0
0
0
0
1
0
0
0
1
0
0
1
0
0
SCIED SP08 FA08 N=1 N=2 0% 0
0% 100% 0
0% 0% 2 100% 0% 0
0% 0% 0
0% 0% 0
0% 100% 2 100% 0% 0
0% 0% 0
0% 0% 0
0% 100% 2 100% 0% 0
0% 0% 0
0% 100% 0
0% 0% 2 100% 0% 0
0% SOE UNIT SP08 FA08 N=71 N=76 1 1% 1 1%
25 35% 28 37%
44 62% 47 62%
1 1% 0 0%
0 0% 1 1%
23 32% 22 29%
47 66% 53 70%
1 1% 0 0%
0 0% 1 1%
21 30% 17 22%
49 69% 58 76%
1 1% 0 0%
0 0% 0 0%
24 34% 23 30%
45 63% 52 68%
2 3% 1 1%
Reviewers choose 2 of the following; discuss portfolio evidence that: demonstrates your content knowledge demonstrates your knowledge of how children grow and learn 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 Science Education AIM Report 2008 Unsatisfactory Emerging Basic n/a Unsatisfactory Emerging Basic n/a Unsatisfactory Emerging Basic n/a Unsatisfactory Emerging Basic n/a Unsatisfactory Emerging Basic 0
1
0
0
0
0
0
1
0
0
0
1
0
0
0
1
0
1
0
n/a 0
0%
100%
0%
0%
0%
0%
0%
100%
0%
0%
0%
100%
0%
0%
0%
100%
0%
100%
0%
0
0
2
0
0
0
2
0
0
0
2
0
0
0
0
2
0
0
2
0% 0
0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 100% 0% 0% 100% 0 7 25 39 3 6 6 56 3 12 18 38 3 10 5 53 3 14 18 0%
10%
35%
55%
4%
8%
8%
79%
4%
17%
25%
54%
4%
14%
7%
75%
4%
20%
25%
0
9
25
42
0
5
10
61
0
15
27
34
0
4
6
66
0
13
21
0%
12%
33%
55%
0%
7%
13%
80%
0%
20%
36%
45%
0%
5%
8%
87%
0%
17%
28%
0% 36 51% 42 55%
Page 5 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
0
1
0
0
0
1
0
0
0
0%
0%
0%
100%
0%
0%
0%
100%
0%
0%
0%
0
0
0
2
0
0
0
2
0
0
0
n/a 1
100% 2
0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0 3 9 59 0 13 16 42 0 11 18 0%
4%
13%
83%
0%
18%
23%
59%
0%
15%
25%
0
3
9
64
0
12
18
46
0
12
24
0%
4%
12%
84%
0%
16%
24%
61%
0%
16%
32%
100% 42 59% 40 53%
As of 2008, we did not have any SCIED completers, therefore we have no Benchmark III data.
Science Education AIM Report 2008 Page 6 Disposition of Teaching Summary at Benchmarks I, II and III
Dispositions are a teacher licensure requirement dealing with the affective domain of teacher competencies. In
the 2008-2009 school year, the disposition ratings were replaced with a new reporting system to identify
students of concern in the area of dispositions, professionalism, and ethics. The samples size of one in 2005
and three in 2006 make interpreting the data over time more difficult. The sample size of 10 in 2007 provides
greater insights into the dispositions of the science education students at that time. The 2007 data shows that
science education students rate well in the categories of continuous learning, positive climate, reflective,
thoughtful and responsive listener. The same data shows needs for improvement in attendance and
preparedness.
Disposition Category
Attendance
Preparedness
Continuous Learning
Positive Climate
Reflective
Thoughtful &
Responsive Listener
Cooperative /
Collaborative
Respectful
Level
BM I
BM II
BM III
BM I
BM II
BM III
BM I
BM II
BM III
BM I
BM II
BM III
BM I
BM II
BM III
BM I
BM II
BM III
BM I
BM II
BM III
BM I
BM II
BM III
Mean (N)
2005
3.00 (1)
2.00 (1)
2.00 (1)
2.00 (1)
2.00 (1)
2.00 (1)
2.00 (1)
2.00 (1)
-
Mean (N)
2006
3.67 (3)
2.33 (3)
3.00 (3)
2.67 (3)
2.33 (3)
2.67 (3)
3.00 (3)
2.67 (3)
-
Mean (N)
2007
2.70 (10)
3.00 (10)
3.50 (10)
3.40 (10)
3.50 (10)
3.50 (10)
3.30 (10)
3.30 (10)
-
Reflections The School of Education collects data on candidates’ ability to reflect as a key component of its conceptual
framework. Because the Science Education program is new, we do not have spring 2008 data on candidate
reflections. In fall 2008, the unit ceased use of a reflection rubric for rating candidate reflections. Instead,
candidates are asked to reflect throughout their professional education coursework and as part of the benchmark
interview process.
Science Education AIM Report 2008 Page 7 Pre­Student Teaching Performance Student teachers are rated by their cooperating teachers and/or course instructors during pre-student teaching
experiences in the program.
There were four science education students who completed a pre-student teaching experience in 2008. The data
below shows the pre-student teaching performance evaluations for these four students. The performance
evaluation is arranged by the four domains of the Danielson Framework. The data shows that the four science
education students who completed the pre-student teaching experience were strong in all four domains. While
there were some responses of not applicable (NA), the pre-student teachers received scores of two on all items
measured on the evaluation instrument.
SCIED
Frequencies
Domain I: Planning and Preparation
NA
1
2
1.
Shows knowledge of content and pedagogy
0
0
4
2.
Shows knowledge of student characteristics
0
0
4
3.
Shows some understanding of instructional objectives
0
0
4
4.
Shows some understanding of assessing student learning.
4
0
0
NA
0
2
1
0
0
2
4
2
Domain II: The Classroom Environment
1.
2.
Displays respect and rapport
Notices sensitivity to learning, cultural and racial differences in pupils
3.
Aware of classroom procedures
0
0
4
4
Shows understanding of behavior management
2
0
2
5.
Initiates interaction with students
0
0
4
Domain III: Instruction
NA
1
2
1.
Exhibits appropriate oral language usage
0
0
4
2.
Exhibits appropriate written language usage
0
0
4
3.
Exhibits appropriate voice projection
1
0
3
4.
Recognizes the importance of student involvement
0
0
4
5.
Provides appropriate feedback to student
0
0
4
6.
Displays a sense of flexibility and responsiveness
7.
Assists in classroom activities
0
1
NA
0
0
0
0
0
0
0
0
NA
0
0
1
0
0
0
0
0
0
0
0
1
4
3
2
4
4
4
4
4
4
4
4
2
Domain IV: Professional Responsibilities
1.
2.
3.
4.
5.
6.
7.
8.
Demonstrates potential to grow & develop professionally
Shows active interest & willingness to participate in classroom activities
Has poise & confidence
Indicates sense of responsibility and dependability.
Exhibits good judgment, self-control & tact
Shows interest in students
Presents a professional appearance
Displays a positive attitude
Select Wisconsin Teacher Standards
Science Education AIM Report 2008 Page 8 1.
Knows the subjects they are teaching
2.
3.
6.
7.
Knows how children grow
Understands that children learn differently
Communicates well
Plans instruction based on knowledge of subject matter, students and curriculum goals
0
2
1
0
4
0
0
0
0
0
4
2
3
4
0
8.
Knows how to test for student progress
4
0
0
Student Teaching Performance Ratings Student teachers are rated by their cooperating teachers during the student teaching capstone experience in the
program.
The Science Education program does not have data from student teacher performances. (Kevin, did you have
any from 2008?)
Educational Benchmarking Inventory (EBI) Science education students complete the EBI (Scale= 1-7 with 1= not at all, 4= moderately and 7= extremely) at the
conclusion of their student teaching experience. The Science Education program does not yet have data from
EBI surveys of exiting student teachers.
Alumni Follow­up Survey The Science Education program does not yet have data from alumni follow-up studies conducted by the BPA
office.
Communicating Assessment Data with Constituencies Data will be communicated to content and core professional education 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 members of the
science education advisory board, which includes science content faculty, school of education faculty, and local
K-12 teachers. Action plans resulting in desired change will become the artifacts resulting from work group
meetings.
Utilization of Assessment Data to Improve Courses and the Program Although the data available on the performance of science education students has been limited by the size and
age of the science education program, there are several key areas that are being addressed and improved. First,
it was determined that one out of three students had difficulty passing the PRAXIS II General Science Exam.
Preparation materials for the PRAXIS II General Science Exam have been purchased and are now available in
the Library Learning Center. In addition, the science courses in the curriculum of the science education
program will be reviewed by the advisory board to determine if these courses are meeting the needs of the
science education students. Second, the professionalism of science and technology education students has been
discussed by faculty in the discipline area work group (DAWG). The science and technology education faculty
have decided to address professionalism in the introductory course (STMED 160) during the freshmen year.
Students will be required to attend and participate in professional organizations and events, in addition to the
regular coursework.
Science Education AIM Report 2008 Page 9