Business & Marketing Education 0708 APR Page 1 of 7
Business & Marketing Education – Initial Preparation
Annual Program Report
Academic Year 2007-08
October 13, 2009
1. Continuous Assessment Results
a. Admission Data
Table 1 provides the average admission test scores and average admission GPAs of Business and
Marketing Education candidates approved by the Professional Education Council (PEC) for
admission into initial teacher preparation programs during the 2007-08 academic year. Before
the Office of Teacher Services submits their names for review and approval by the PEC,
candidates must meet minimum requirements established by the state and/or the WKU
Professional Education Unit.
Table 1 Approved Business & Marketing Education Candidate Test Score Averages
ACT
Major Code
131303-Business Education
N Mean
7
23
PPSTMath
PPSTRead PPSTWrite
N
N
1
1
Mean
180
Mean
178
N
1
Mean
174
Admission
GPA
N Mean
9
3.39
b. Course Based Assessment Data
Table 2 provides the percentage of candidates scoring at each level of proficiency on critical
performances in the specific Business and Marketing Education course, SEC 473, for the 200708 academic year. Proficiency levels are based on a scale of 1 – Standard Not Met, 2 – Standard
Partially Met, 3 – At Standard, and 4 – Above Standard.
Table 2 CP Proficiency Level Percentages
COURSE
SEC-473
1
0%
2
0%
3
10%
4
90%
Table 3 indicates the level of Business and Marketing Education candidate proficiency across
critical performances related to the Kentucky Teacher Standards. Candidates receiving an
overall rating of 3 or 4 on a CP are considered to have demonstrated proficiency on the standards
associated with the CP. Compared to the unit-wide results, Business and Marketing Education
candidates are typically performing somewhat below the average.
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Table 3 Percent of Business and Marketing Education Candidates Scoring Proficient on CPs
by Kentucky Teacher Standards
Kentucky Teacher Standards
Program
10
1
2
3
4
5
6
7
8
9
Business Ed.
86% 87% 94%
85%
86%
83%
91%
96%
88% 100%
98%
Unit-Wide
91% 92% 95%
92%
94%
91%
95%
98%
92%
Table 4 indicates the number of Business and Marketing Education candidates who have scored
2 or lower (below proficiency) on critical performances during the 2007-08 academic year.
Table 4 Business and Marketing Education Candidates (N = 22) Scoring
Below Proficient on CPs during 2007-08
WKU ID
800061943
800121245
800132602
800161693
800239634
800245725
800259271
800267179
800294823
800435407
800485881
800501076
800114085
800316128
800377499
800054263
Grand Total
1
2
1
1
2
Grand Total
1
1
1
1
1
1
1
1
1
1
1
1
2
2
1
3
20
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
4
22
c. Clinical Experiences Data
The Business and Marketing Education program has identified the following courses and
experiences to evaluate candidate dispositions: EDU 250, SEC 473, and EDU 490(?). The
program has identified the following courses and experiences where candidates report the
diversity of their field experiences: EDU 250 and SEC 473(?). SEC 352(?) has been designated
as the experience where candidates must work in settings at or above the average 11% diversity
of the schools in the 31 counties that represent our service area.
Table 5 reports how 2007-08 Business and Marketing Education program candidates performed
on dispositions as they entered and progressed through their program (N = 10) and during their
student teaching experience (N = 9). Students are considered “proficient” who average at 3 or
higher on each disposition category.
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Table 5 Business and Marketing Education Proficiency Rates on Unit-Wide Dispositions
WKU Professional Education Dispositions
Period
Values
Values Personal Values
Values
Values
Learning
Integrity
Diversity Collaboration Professionalism
Prior to Student Teaching
100%
100%
100%
100%
100%
During Student Teaching
100%
100%
100%
100%
100%
Over the 2007-08 academic year, 15 candidates reported demographic information on 23 field
placements with an average of 21% diversity (based on National Center for Education Statistics).
This diversity percentage continues to be well above the average 11% diversity of the schools in
the 31 counties that represent our service area. Table 6 reveals the percentages of field
experiences with various characteristics. Note that candidates could choose all the
characteristics that applied for any given experience.
Table 6 Percentages of Field Experience by Category Types
Context
Mainstreamed Class
57%
Resource Room
13%
Collaboration
23%
Pullout Program
4%
Tutorial/Enrichment
5%
Working With Students With Special Needs
Physical
Disability
9%
African American
91%
Learning
Disability
57%
Mental Disability
EBD
Gifted
ELL
4%
43%
39%
26%
Working with Diverse Students
Native American
Latino/Hispanic
Asian American
9%
52%
48%
Other
39%
Overall, in 61% of their field experiences Business and Marketing Education candidates reported
working with at least one student with special needs and in 91% of their field experiences
candidates reported working with at least one student from a diverse ethnic group.
d. Culminating Assessment Data
As Component 4 of the WKU Professional Education Unit Continuous Assessment Plan (CAP)
strategy, all initial preparation candidates complete a culminating assessment of professional and
pedagogical knowledge and skills, the Teacher Work Sample (TWS). This assessment is also
used to demonstrate candidates’ ability impact P-12 student learning. In particular, candidate
performance on Assessment Planning and Analysis of Student Learning have been identified as
key indicators of candidates’ ability related to student learning.
Although in spring 2008 the Professional Education Council agreed that candidates who score a
holistic score of at least “2 – Developing” are able to exit the program, for program evaluation
purposes our goal is that at least 80% of program candidates will achieve “3 – Proficient” or
higher. Table 7 represents proficiency rate for the 12 Business and Marketing Education
candidates.
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Table 7 Initial Preparation TWS Proficiency Rates
Program Type
Business & Marketing Ed.
Unit-Wide
2007-08 Rate
58%
86%
Because faculty also score TWS at the indicator level, we are able to use their scores to ascertain
candidate success in meeting each component of the TWS. For program evaluation purposes,
candidates are considered successful who average at least 2.5 on a three point scale (1 – Not Met,
2 – Partially Met, and 3 – Met) on indicators aligned to a standard. Chart 1 depicts the
percentage of Business and Marketing Education candidates who averaged at least 2.5 on the
indicators for each TWS Factor: CF – Contextual Factors, LG – Learning Goals, AP –
Assessment Plan, DFI – Design for Instruction, IDM – Instructional Decision Making, ASL –
Analysis of Student Learning, and RSE – Reflection and Self-Evaluation.
Chart 1 Percentage of Business & Marketing Ed Candidates “Passing” Each TWS Factor
100%
90%
80%
70%
TOTAL
60%
BMED
50%
40%
30%
20%
CF
LG
AP
DFI
IDM ASL RSE
Below are these scores as they relate to Kentucky Teacher Standards (Chart 2 and Table 8).
Chart 2 Percentage of Business & Marketing Ed Candidates “Passing” Each Teacher Standard
100%
90%
80%
70%
TOTAL
60%
BMED
50%
40%
30%
20%
KTS1 KTS2 KTS4 KTS5 KTS6 KTS7 KTS9
Table 8 Percentage of Business & Marketing Ed Candidates “Passing” Each Teacher Standard
BMED
Unit-Wide
KTS1
92%
90%
KTS2
67%
87%
KTS4
83%
88%
KTS5
75%
74%
KTS6
83%
79%
KTS7
92%
77%
KTS9
58%
75%
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Additionally, all candidates are assessed during their student teaching experience using the
Student Teaching Evaluation form. Table 9 reports the percentages of 2007-08 Business and
Marketing Education student teachers successful on each standard. For program evaluation
purposes, candidates are considered successful who average at least 2.5 on a three point scale (1
– Not Met, 2 – Partially Met, and 3 – Met) on indicators aligned to a standard.
Table 9 Business and Marketing Education Proficiency Rates by Kentucky Teacher Standards
Kentucky Teacher Standards
Program
10
1
2
3
4
5
6
7
8
9
Business M. Ed.
90% 100% 90%
90%
90% 100% 70% 100% 100% 90%
Unit-Wide
97% 94% 96%
93%
92%
94%
91%
95%
99%
92%
e. Exit and Follow Up Data
Table 10 delineates the Educational Testing Services reports of the pass rates on the Business
and Marketing Education Praxis II content exams of candidates (N=5) who completed the
program in the 2006-07 academic year (the most recent year with complete data). The last
column allows for pass rate comparison of our candidates to our 2005-06 results.
Table 10 Pass Rates on Content Tests for Initial Teacher Preparation
Program/Type of Assessment
Overall Academic Content Area Exam Statistics:
BUSINESS EDUCATION
Code
Number
100
Candidate N
(2006-07)
392
5
WKU Pass Rate
(2006-07)
92%
100%
WKU Pass Rate
(2005-06)
97%
100%
Below are the results of the electronic WKU Teacher Survey sent to Business and Marketing
Education student teachers, of which 152 responded. Survey items requested the respondent’s
perception of WKU preparation on each of the Kentucky Teacher Standards using a scale of 1
“Poor” 2 “Fair” 3 “Good” and 4 “Excellent.” Standards with average scores of 3 or better across
items were considered to demonstrate acceptable program quality. Table 11 reports Business
and Marketing Education student teacher results.
Table 11 Average Scores on Teacher Standards Questions for BMED Candidates
Kentucky Teacher Standards
Program
1
2
3
4
5
6
7
8
9
Business M. Ed.
Unit-Wide
3.42
3.42
3.41
3.39
3.46
3.54
3.35
3.33
3.30
3.22
3.50
3.34
3.26
3.29
3.23
3.15
3.47
3.36
10
2.91
3.01
Respondents were also able to provide explanation if they answered “poor” for any item. Table
12 presents Business and Marketing Education respondent comments.
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Table 12 Business and Marketing Education Respondent Comments
more instructional and assessment strategies for the classroom
During the course of my student teaching I had no idea what to do for a leadership activity. I felt that I was not prepared to handle such a giant task.
My methods course did not cover any instructional strategies. Instead, we covered KTIP Lesson Plan forms and the Teacher Work Sample. It would have
been nice to learn some methods for teaching in methods class.
2. Summarize the above results by Kentucky Teacher (Initial Programs) OR Program Standards
(Advanced Programs) AND other key Conceptual Framework values. Be sure to describe
what the results tell you about your candidates’ progress toward/proficiency on each
standard/CF value.
Overall, from the data collected pertaining to student performance on the KY Teacher
Standards, the students in the B&M Ed undergraduate initial preparation program are
performing well. Graduates from our program are qualified and eligible for certification for
teaching students in business and/or marketing classes. According to Table 3 listed earlier in
this document, all B&M Ed candidates scored in a range of 83% to 100% on the CPs by
Kentucky Teacher Standards.
3. Summarize your efforts to report and disseminate your results (Unit/College-wide meetings,
department/program level meetings, written reports, presentations, etc.).
The program coordinator reviewed culminating data on October 13, 2009. The results of the
report and review were posted to the CEBS web site on October 15, 2009.
4. Summarize key discussions and/or decisions made based on assessment results:
a. Describe any assessment or data collection changes you have made/will make based on
your assessment results.
At present, faculty discuss quality, currency and effectiveness of the academic and field
experience components of the program. Also, information gathered from surveys
administered to new graduates, the employers of recent graduates, and field experience
mentors are used to evaluate effectiveness of the academic and field experience
education. In addition, student evaluations courses are used for evaluation purposes.
b. Describe any program curriculum or experience changes you have made/will make based
on your assessment results.
Based on current student feedback, national standards, and feedback from current
practicing business and/or marketing teachers the following changes have been made:
1. BE 485 Office Employee Training has been removed from the program
2. BE 210 Computer Applications for Business Educators has been added to the
program
3. BE 310 Advanced Computer Applications for Business Educators has been added
to the program
4. BE 410 Digital Media for Business Educators has been added to the program
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c. Describe any decisions about group/individual student progress you have made/will make
based on your assessment results.
When students have needed special attention they had conferences with faculty to
develop skills dealing with cognitive issues and behavior management.