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Assessment Criteria

When reviewing the standards, each standard is evaluated based on the performance evidence reviewed and is judged at target, acceptable, or unacceptable based on the following ITEA/CTTE/NCATE rubrics:

For Subject Matter Standards 1-5, target, acceptable, or unacceptable judgments are defined as:

Target: Technology teacher education candidates have in-depth knowledge of the subject matter that they plan to teach as described in the standard and they demonstrate their knowledge through inquiry, critical analysis, and evaluation of the subject matter.

Acceptable:Technology teacher education candidates know the subject matter that they plan to teach and can explain important principles and concepts delineated in the standard.

Unacceptable:Technology teacher education candidates have inadequate knowledge of the subject matter that they plan to teach and are unable to provide examples of important principles or concepts identified as part of the standard.

For Effective Teaching Standards 6-10, target, acceptable, or unacceptable judgments are defined as:

Target:Technology teacher education candidates demonstrate a thorough understanding of effective teaching content identified in the standards in a way that allows them to provide multiple explanations and effective teaching decisions to maximize student learning of the subject matter standard.

Acceptable: Technology teacher education candidates have a broad knowledge of effective teaching content as identified in the standard that can incorporate the subject matter content in a way that helps them develop quality-learning experiences for all students.

Unacceptable: Technology teacher education candidates do not understand the relationship of content and effective teaching identified in the standard in a way that helps them develop learning experiences that integrates all the areas of technological subject matter.

The ETE department uses the Praxis exam, student teaching experience, placement data, employers surveys, and exit interviews to determine if the assessment criteria are being met.  All of these assessment measures are explained in the following:

Assessment Measurements

• Praxis Exam: The Technology Education test is designed for prospective teachers of technology education in the middle through senior high school level. This test is moving towards alignment with the national standards for Technology Education (Standards for Technological Literacy). The 120 multiple-choice questions cover topics in technology education including knowledge of information and communication, construction, manufacturing, and energy/power/transportation technologies, and the impact of these areas on individuals, the environment, and society. In addition to these content areas the test includes questions on pedagogical and professional studies in technology education. Questions focus on the prospective teacher’s understanding and application of important learned principles to the teaching of technology education. Currently the state of Utah is collecting data to determine the passing score.  At this time the national mean (650) is being used to indicate a passing score.  This number will be adjusted down, as with other states that have gone through this process, to determine Utah’s passing score.

• Placement: The ETE department maintains information on the placement of graduates. Categories of placement include: (a) graduate school (engineering education, Technology Education and (b) employment by industry or other business or institution).
• Employer Survey: Every three years the department head interviews selected employers of our graduates. The interview is designed to match the program learning objectives.
• Exit Student Survey (Graduating Seniors): Within two weeks of graduation, each graduate is interviewed by the ETE Department Head. Remarks and comments are noted on an "EXIT INTERVIEW SHEET," below.

Additional assessment measures provide information on the direction of the B.S. programs toward their stated objectives.

Process to implement the Assessment Results:
The general process to implement the assessment results is determined by a faculty committee. A committee is formed for both the ETE program. Faculty takes action on the recommendations. A summary of the changes that have taken place as a result of the process is given below.
In general, the recommendation could range from:

• adding a new course to the curriculum. Adding a new course requires following the university policy and involves approval at the department and college levels as well as approval from the University Educational Policy Committee and ultimately the Provost's Office.
• deleting course from the curriculum.
• adding a component to a specific class or set of classes.
• significantly improving the quality and quantity of equipment (including computers) in a specific laboratory.