Montana State University Bozeman Department of … ‐ Step 3 Elementary Education ‐ Assessment Matrix EDGS ‐ Step 2 General Science Broadfield ‐ Delivery Matrix EDGS ‐ Step

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Intro This sheet. The button on each sheet returns to this sheet.

TEP ‐ Step 1 Teacher Education Program ‐ Outcomes

ELED ‐ Step 2 Elementary Education ‐ Delivery Matrix

ELED ‐ Step 3 Elementary Education ‐ Assessment Matrix

EDGS ‐ Step 2 General Science Broadfield ‐ Delivery Matrix

EDGS ‐ Step 3 General Science Broadfield ‐ Assessment Matrix

EDSS ‐ Step 2 Social Studies Broadfield ‐ Delivery Matrix

EDSS ‐ Step 3 Social Studies Broadfield ‐ Assessment Matrix

TEBD ‐ Step 2 Technology Education Broadfield ‐ Delivery Matrix

TEBD ‐ Step 3 Technology Education Broadfield ‐ Assessment Matrix

Minors Step 2 Reading and Tech Ed Teaching Minors ‐ Delivery Matrix

Minors Step 3 Reading and Tech Ed Teaching Minors ‐ Assessment Matrix

TEP Step 4 ‐ Expectation Teacher Education Program ‐ Assessment Expectations

TEP Step 5 ‐ Schedule Teacher Education Program ‐ Assessment Schedule

TEP Step 6 ‐ Process Teacher Education Program ‐ Assessment Process

TEIT Step 1 Tech Ed Industrial Technology Option ‐ Outcomes

TEIT Step 2 Tech Ed Industrial Technology Option ‐ Delivery Matrix

TEIT Step 3 Tech Ed Industrial Technology Option ‐ Assessment Matrix

TEIT Step 4 ‐ Expectation Tech Ed Industrial Technology Option ‐ Assessment Expectations

TEIT Step 5 ‐ Schedule Tech Ed Industrial Technology Option ‐ Assessment Schedule

TEIT Step 6 ‐ Process Tech Ed Industrial Technology Option ‐ Assessment Process

FEPA Rubric TEP ‐ Field Experience Performance Assessment Rubric

TWS Rubric TEP ‐ Teacher Work Sample Rubric

TEP ‐ SA Rubrics 1 TEP ‐ Signature Assignments ‐ Rubrics

TEP ‐ SA Rubrics 2 TEP ‐ Signature Assignments ‐ Rubrics

TEIT Rubric 1 Tech Ed Industrial Technology Option Rubrics




All Department of Education majors and minors are part of the Teacher Education Program and are included

in the TEP assessment system, with the exception of the Tech Ed Industrial Technology Option (TEIT) which

has its own assessment plan.

Montana State University ‐ Bozeman

Department of Education

Program Assessment System Plan

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1 Content

Candidates understand the central concepts, tools of inquiry, and structures of the

disciplines and can create standards‐based learning experiences that make these

aspects of subjects or content knowledge meaningful for students.

2 Diversity

Candidates create learning environments that allow ALL students to be socially and

academically successful, by validating students’ cultural heritages, integrating their

life experiences, and promoting their overall development. Candidates demonstrate

knowledge, skills, and dispositions to address the instructional responsibilities

needed to integrate Indian Education for All across the curriculum in a culturally

responsive manner.

3 Pedagogy

Candidates understand and use a variety of instructional strategies to foster

students’ motivation for learning and encourage the development of students’

conceptual understandings and performance/work force skills. Candidates use

knowledge of effective communication techniques and make appropriate use of

educational technology to support planning, instruction, and student learning.

4 Assessment

Candidates understand and demonstrate use of formal and informal assessment

strategies and tools to direct planning of instruction for the continuous intellectual,

social and physical development of all learners. This ongoing practice includes pre‐,

formative and summative analysis of student learning, individually, in groups, and in

whole class settings. Candidates plan lessons and instructional sequences are based

upon knowledge of subject matter, standards, learning outcomes, students, and the

community.

5 Professionalism

Candidates demonstrate the ability to reflect on classroom decision‐making with

regard to content, diversity, pedagogy and assessment in order to improve teaching

and learning. Candidates are reflective practitioners that examine their own biases

and endeavor to provide equitable educational opportunities for students.

Candidates demonstrate an understanding that education happens in a context and

develop effective relationships with family and community members.

Program Learning Outcomes ‐ ELED, EDGS, EDSS and TEBD majors;

TRDG and TTCH minorsBack

I = Introductory

D = Developmental Content Diversity Pedagogy Assessment Professionalism

M = Mastery Cr 1 2 3 4 5

EDU 101 US Teaching & Learning 3 I I I

WRIT 101 W College Writing 3 I

EDU 222 IS Ed Psych and Child Development 3 I

Life Science: BIOB 100IN; BIOM 103IN; or approved elective 3 I

M 132 Number and Operations for K-8 Teachers 3 I

EDU 204 IA Creative Arts & Lifelong Learning 3 IHSTA 101 or 102 or HSTR101 or 102 IH American History I or II or Western Civilization I or II

4 I

GPHY121; GPHY 141; ANTY101 Human Cultures 3 I

Earth Science: GEO 101; GEO103; GPHY111; or approved elective 3-4 I

M 133Q Geometry and Geometric Measurement for K-8 Teachers 3 I

EDU 370 Integrating Technology into Education 2 I

TE 250 CS Technology & Society 3 IPhysical Science: PHSX 103IN; PHSX201IN; CHMY102; or approved elective

3-4 I

M 234 Higher Mathematics for K-8 Teachers 3 I

NASX 105, or 205, or 232 Native American Studies 3 I

EDU 331 Literature & Literacy for Children 3 I I

Approved STEM elective 3 I

PSCI 210 American Government 3 I

EDU 397 K-8 Health Enhancement 3 I

EDU 382 Assessment, Curriculum & Instruction 3 I I

HDCF 356 Exceptional Children 3 I

EDU 330 Emergent Literacy 3 I I

EDU 211 D Multicultural Education 3 I

EDU 438 Literacy Assessment, Diagnosis & Instruction 3 D D D D

EDU 397 K-8 Creative Arts Methods 3 D D I D

EDU 397 K-8 Science Methods 3 D I D

EDU 342 Managing the Learning Environment 2 I I I

EDU 395 Practicum: K-8 (After School Partnership) 3 D D D D D

EDU 397 K-8 Language Arts Methods 3 D D

EDU 397R K-8 Social Studies Methods 3 I

EDU 397 K-8 Math Methods 3 D I D

EDU 395 Practicum: K-8 (Classroom) 3 D D D D D

EDU 495 Student Teaching 12 M M M M M

Outcomes

Delivery ‐ Elementary EducationBack

SA = Signature Assignment

FEPA = Field Experience Performance Assessment Content Diversity Pedagogy Assessment Professionalism

TWS = Teacher Work Sample Cr 1 2 3 4 5

EDU 101 US Teaching & Learning 3

WRIT 101 W College Writing 3

EDU 222 IS Ed Psych and Child Development 3 SA

Life Science: BIOB 100IN; BIOM 103IN; or approved elective 3

M 132 Number and Operations for K-8 Teachers 3

EDU 204 IA Creative Arts & Lifelong Learning 3HSTA 101 or 102 or HSTR101 or 102 IH American History I or II or Western Civilization I or II

4

GPHY121; GPHY 141; ANTY101 Human Cultures 3

Earth Science: GEO 101; GEO103; GPHY111; or approved elective 3-4

M 133Q Geometry and Geometric Measurement for K-8 Teachers 3

EDU 370 Integrating Technology into Education 2 SA

TE 250 CS Technology & Society 3Physical Science: PHSX 103IN; PHSX201IN; CHMY102; or approved elective

3-4

M 234 Higher Mathematics for K-8 Teachers 3

NASX 105, or 205, or 232 Native American Studies 3

EDU 331 Literature & Literacy for Children 3

Approved STEM elective 3

PSCI 210 American Government 3

EDU 397 K-8 Health Enhancement 3 SA

EDU 382 Assessment, Curriculum & Instruction 3 SA SA

HDCF 356 Exceptional Children 3

EDU 330 Emergent Literacy 3 SA

EDU 211 D Multicultural Education 3 SA

EDU 438 Literacy Assessment, Diagnosis & Instruction 3

EDU 397 K-8 Creative Arts Methods 3 SA

EDU 397 K-8 Science Methods 3 SA

EDU 342 Managing the Learning Environment 2

EDU 395 Practicum: K-8 (After School Partnership) 3 FEPA FEPA FEPA SA/FEPA SA/FEPA

EDU 397 K-8 Language Arts Methods 3 SA

EDU 397R K-8 Social Studies Methods 3 SA

EDU 397 K-8 Math Methods 3 SA

EDU 395 Practicum: K-8 (Classroom) 3 FEPA FEPA FEPA SA/FEPA SA/FEPA

EDU 495 Student Teaching 12 FEPA/TWS FEPA/TWS FEPA/TWS FEPA/TWS FEPA/TWS

Praxis II

GS GS GS GS GS

Outcomes

Assessment ‐ Elementary Education

Praxis II Content Knowledge Exam

Graduate Survey

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I = Introductory



BIOB 170IN--Prin Biological Diversity 4 I

BIOB 160--Principles of Living Systems 4 I

CHMY 131--General Chemistry I 4 I

CHMY 132--General Chemistry II 4 I

EDU 202--Early Field Experience 1 I I I

WRIT 101W--College Writing I 3 I

FCS 101IS--Lifespan Human Dev or EDEC 160--Early Childhood through Adolescent Development

3 I

M 170--Survey of Calculus or M 181--Calculus & Anl Geom I 4 I

CHMY 215--Elements Organic Chem 5 I

EDU 223--Ed Psy & Adolescent Dev 3 I

EDU 370--Integrating Tech into Education 2 I

GEO 101IN--Intro to Physical Geol 4 I

GPHY 111CS--Intro to Physical Geog 4 I

PHSX 205--College Physics I 4 I

PHSX 207--College Physics II 4 I

HSTR 101IH--Western Civilization I or HSTR 102IH--Western Civilization II

4 I

BIOB 375--General Genetics 3 I

BIOE 370--General Ecology 3 I

BIOB 420--Evolution 3 I

EDU 382--Assessment, Curric, Instruction 2 I I

EDU 211D--Multicultural Education 3 D I

EDU 494--Seminar: Lab Safety 1 I I

ASTR 371--Solar System Astronomy 4 I

HDCF 356--Exceptional Needs (0-21) 3 I

BIOO 412--Animal Physiology or BIOO 433--Plant Physiology 3 I

ERTH 303--Weather and Climate or GEO 211--Earth History & Evolution

3 I

BIOM 103IN--Unseen Universe: Microbes or BIOM 360--General Microbiology

3 or 5 I

EDU 497--Methods: 5-12 Science 3 I I

RLST 217IH--Religion and Science or HSTR 417 431--Sci Tech Soc 1500-1800 or HSTR 419--Modern Science

3 I

EDU 395--Practicum: 5-12 3 D D D D D

EDU 495--Student Teaching: 5-12 12 M M M M M

EDU 408--Professional Issues: 5-12 2 M

Outcomes

Delivery ‐ General Science BroadfieldBack




BIOB 170IN--Prin Biological Diversity 4

BIOB 160--Principles of Living Systems 4

CHMY 131--General Chemistry I 4

CHMY 132--General Chemistry II 4

EDU 202--Early Field Experience 1

WRIT 101W--College Writing I 3FCS 101IS--Lifespan Human Dev or EDEC 160--Early Childhood through Adolescent Development

3

M 170--Survey of Calculus or M 181--Calculus & Anl Geom I 4

CHMY 215--Elements Organic Chem 5

EDU 223--Ed Psy & Adolescent Dev 3 SA

EDU 370--Integrating Tech into Education 2 SA

GEO 101IN--Intro to Physical Geol 4

GPHY 111CS--Intro to Physical Geog 4

PHSX 205--College Physics I 4

PHSX 207--College Physics II 4HSTR 101IH--Western Civilization I or HSTR 102IH--Western Civilization II

4

BIOB 375--General Genetics 3

BIOE 370--General Ecology 3

BIOB 420--Evolution 3

EDU 382--Assessment, Curric, Instruction 2 SA SA

EDU 211D--Multicultural Education 3 SA

EDU 494--Seminar: Lab Safety 1

ASTR 371--Solar System Astronomy 4

HDCF 356--Exceptional Needs (0-21) 3

BIOO 412--Animal Physiology or BIOO 433--Plant Physiology 3ERTH 303--Weather and Climate or GEO 211--Earth History & Evolution

3BIOM 103IN--Unseen Universe: Microbes or BIOM 360--General Microbiology

3 or 5

EDU 497--Methods: 5-12 Science 3 SARLST 217IH--Religion and Science or HSTR 417 431--Sci Tech Soc 1500-1800 or HSTR 419--Modern Science

3

EDU 395--Practicum: 5-12 3 FEPA FEPA FEPA SA/FEPA SA/FEPA

EDU 495--Student Teaching: 5-12 12 FEPA/TWS FEPA/TWS FEPA/TWS FEPA/TWS FEPA/TWS

EDU 408--Professional Issues: 5-12 2

Praxis II

GS GS GS GS GS

Assessment ‐ General Science Broadfield

Outcomes


Graduate Survey

Back

I = Introductory





FCS 101IS --Lifespan Human Devlpmt or EDEC 160--Early Childhood through Adolescent Development

3 I

HSTR 101IH--Western Civilization I 4 I

HSTR 102IH--Western Civilization II Present 4 I

GPHY 141D--Geography of World Regions or GPHY 121D--Human Geography or ANTY 101D--Anth &Human Experience Exp

3 I

PSCI 210IS--Intro to American Government 3 I

HDHL 106--Drug Hlth Issues for Educ 1 I



HSTR 140D--Modern Asia 4 I

HSTA 101IH--American History I 4 I

HSTA 102IH--American History II 4 I

NASX 232D--Montana Indians: Cult, Hist, Current Issues 3 I

PSCI 214--Principles of Political Sci 3 I

PSCI 230--Intro to International Rel 3 I

EDU 370-- Integrating Tech into Education 2 I

EDU 382--Assessment, Curric, Instruction 2 I I

HDCF 356--Exceptional Needs (0-21) 3 I

NASX 405--Gender Issues in Nat Am Studies or NASX 304--Native American Beliefs & Phil or NASX 340--Native American Literature or NASX 430--Am Indian Educ

3 I

HSTA/HSTR elective (upper division 300-400)* 12 I

PSCI elective (upper division 300-400)** 9 I

EDU 497--Methods: 5-12 Social Studies 3 I

HSTA/HSTR elective (upper division 300-400)* 3 I

HSTA/HSTR or PSCI elective (upper division 300-400)** 6 I

PSCI elective (upper division 300-400)** 3 I




Outcomes

Delivery ‐ Social Studies BroadfieldBack





WRIT 101W--College Writing I 3

FCS 101IS --Lifespan Human Devlpmt or EDEC 160--Early Childhood through Adolescent Development

3

HSTR 101IH--Western Civilization I 4

HSTR 102IH--Western Civilization II Present 4

GPHY 141D--Geography of World Regions or GPHY 121D--Human Geography or ANTY 101D--Anth &Human Experience Exp

3

PSCI 210IS--Intro to American Government 3

HDHL 106--Drug Hlth Issues for Educ 1



HSTR 140D--Modern Asia 4

HSTA 101IH--American History I 4

HSTA 102IH--American History II 4

NASX 232D--Montana Indians: Cult ,Hist, Current Issues 3

PSCI 214--Principles of Political Sci 3

PSCI 230--Intro to International Rel 3

EDU 370-- Integrating Tech into Education 2 SA

EDU 382--Assessment, Curric, Instruction 2 SA SA

HDCF 356--Exceptional Needs (0-21) 3

NASX 405--Gender Issues in Nat Am Studies or NASX 304--Native American Beliefs & Phil or NASX 340--Native American Literature or NASX 430--Am Indian Educ

3

HSTA/HSTR elective (upper division 300-400)* 12

PSCI elective (upper division 300-400)** 9

EDU 497--Methods: 5-12 Social Studies 3 SA

HSTA/HSTR elective (upper division 300-400)* 3

HSTA/HSTR or PSCI elective (upper division 300-400)** 6

PSCI elective (upper division 300-400)** 3




Praxis II

GS GS GS GS GS

Assessment ‐ Social Studies Broadfield

Outcomes


Graduate Survey

Back

I = Introductory



CHMY 121IN--Intro to General Chemistry 4 I

COM 110US--Public Communication 3 I



FCS 101IS--Lifespan Human Devlpmt 3 I

TE 101--Intro to Technology Ed 1 I

EELE 101--Intro to Electrical Fundamentals 2 I

DDSN 114--2-D Comp Aided Draft 3 I

TE 207 --Materials and Processes 4 I


M 151Q--Precalculus 4 I


TE 250CS--Technology and Society 3 I I I I

PHSX 205--College Physics I 4 I

AGED 333--Construction Technology or ARCH 241--Build Const 3 I

EDU 382--Assessment, Curr, & Instruction 3 I I

TE 330--Alternative Power/Energy Technology 3 I

TE 331--Electronic & Video Communication 4 I I I

EDSP 306--Exceptional Learners 3 I

TE 410 --Comp Aid & Industrial Mach & Man 3 I I I

TE 353--Teaching Practices 1 D D D D D

TE 406--Curr & Facilities Plan 3 I I I I

TE 417--Manufacturing Technology 3 I I

EDU 497--Methods: AgEd & Tech Ed 3 D I I I I




Delivery ‐ Technology Education Broadfield Teaching Option

OutcomesBack




CHMY 121IN--Intro to General Chemistry 4

COM 110US--Public Communication 3



FCS 101IS--Lifespan Human Devlpmt 3

TE 101--Intro to Technology Ed 1

EELE 101--Intro to Electrical Fundamentals 2

DDSN 114--2-D Comp Aided Draft 3

TE 207 --Materials and Processes 4


M 151Q--Precalculus 4


TE 250CS--Technology and Society 3

PHSX 205--College Physics I 4

AGED 333--Construction Technology or ARCH 241--Build Const 3

EDU 382--Assessment, Curr, & Instruction 3 SA SA

TE 330--Alternative Power/Energy Technology 3

TE 331--Electronic & Video Communication 4 SA

EDSP 306--Exceptional Learners 3

TE 410 --Comp Aid & Industrial Mach & Man 3

TE 353--Teaching Practices 1

TE 406--Curr & Facilities Plan 3

TE 417--Manufacturing Technology 3

EDU 497--Methods: AgEd & Tech Ed 3 SA




Praxis II

GS GS GS GS GS

Assessment ‐ Technology Education Broadfield Teaching Option

Outcomes


Graduate Survey

Back

I = Introductory



EDU 432--Lit & Literacy for Yng Adults 3 I I

EDU 438--Literacy Assessment, Diagnosis & Instruction 3 D D D D

EDU 401--Intro Lit Leadership Ed 3 I I

EDU 498--Internship 2 M M D I

EDU 331--Literature & Literacy for Children 3 I

EDU 330--Emergent Literacy 4 I I

EDU 431--Teaching Reading 4-8 4 I

EDU 481 --Literacy Across the Curriculum 2 I D

I = Introductory



TE 207--Materials and Processes 4 I

AGED 333--Construction Technology OR ARCH241- Building Construction

3 I

TE 406--Curr & Facilities Plan 3 I I I

TE 101--Intro to Technology Ed 1 I

DDSN 114--2-D Comp Aided Draft 3 I

TE 330--Alternate Power/Energy Tech 3 I

TE 331--Electronic Communication Tech 4 I I I

TE 353--Teaching Practices 1 D D D D D

TE 417--Manufacturing Technology 3 I I

EDU 497--Ag. & Tech Ed. 3 I

Delivery ‐ Teaching Reading Minor

Outcomes

Delivery ‐ Teaching Technology Education Minor

Outcomes

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EDU 432--Lit & Literacy for Yng Adults 3

EDU 438--Literacy Assessment, Diagnosis & Instruction 3

EDU 401--Intro Lit Leadership Ed 3

EDU 498--Internship 2

EDU 331--Literature & Literacy for Children 3

EDU 330--Emergent Literacy 4 SA

EDU 431--Teaching Reading 4-8 4

EDU 481 --Literacy Across the Curriculum 2


Content Diversity Pedagogy Assessment Professionalism

Cr 1 2 3 4 5

TE 207--Materials and Processes 4

AGED 333--Construction Technology OR ARCH241- Building Construction

3

TE 406--Curr & Facilities Plan 3


DDSN 114--2-D Comp Aided Draft 3

TE 330--Alternate Power/Energy Tech 3

TE 331--Electronic Communication Tech 4 SA

TE 353--Teaching Practices 1

TE 417--Manufacturing Technology 3

EDU 497--Ag. & Tech Ed. 3 SA

In order to get a teaching minor at MSU, a student must also get a teaching major, so all of the assessments

in that major apply to the minors as well.

Assessment ‐ Teaching Reading Minor

Outcomes

Assessment ‐ Teaching Technology Education Minor

Outcomes

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SAOn each of the Signature Assignments, we expect 80% or our students to reach

"Meets Expectations" (Basic) or higher.

FEPA ‐ PracticumOn each item of the Field Experience Performance Assessment, we expect 80%

of our Practicum candidates to reach "Meets Expectations" or higher.

FEPA ‐ Student TeachingOn each item of the Field Experience Performance Assessment, we expect 95%

of our Student Teaching candidates to reach "Meets Expectations" or higher.

TWSOn each section of the Teacher Work Sample, we expect 95% of our Student

Teaching candidates to reach "Meets Expectations" or higher.

Praxis II

The state of Montana has not established itself as a ‘testing state’ in the legal

sense defined by the Educational Testing Service. Mandating the use of a

standardized content exam has been politically untenable, so the Montana

colleges of education agreed on the use of multiple measures that include the

Praxis II exam. “Minimum scores” were established by the Montana Council of

Deans of Education in a tripartite metric that also includes subject matter GPA

and recommendation by the cooperating teacher for student teaching. We

currently use the PRAXIS II minimum scores determined by Montana’s Office of

Public Instruction in recommendation for licensure.

Graduate Survey

On each of the five objectives, we expect at least 80% of our graduates’ survey

responses to indicate that our graduates felt they were prepared at the “Basic”

level or higher. Not all candidates respond to the survey.

Employer Survey

On each of the five objectives, we expect at least 80% of our employers’ survey

responses to indicate that they felt our graduates were prepared at the “Basic”

level or higher. Implementation of the Employer Survey has been problematic.

Programmatic Expectations ‐ ELED, EDGS, EDSS and TEBD majors;

TRDG and TTCH minors

Failure of our candidates to meet any of these expectations

would be interpreted as indicating an area in need of improvement.

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Assessment Schedule ‐ ELED, EDGS, EDSS and TEBD majors;

TRDG and TTCH minors

Schedule for Assessing Each Outcome

While we understand the university expects a three or four year cycle for each assessment, our

Teacher Education Program's national accrediting organization, the Council for the Accreditation of

Educator Preparation (CAEP), expects annual reporting and review, so we study and report on this

assessment data each year.

Schedule for Reviewing Assessment Plan Elements

We are writing a pre‐accreditation report for CAEP in fall 2014, and for the state of Montana in spring

2015, in anticipation of a joint CAEP/Montana accreditation. We will not be making significant changes

to our established assessment system between the writing of those reports and the time of those

visits, November 1‐4, 2015. The results of those visits may be a factor in determining our schedule for

reviewing our assessment plan. Assuming all goes well, the suggested review of each element every

three years, doing outcomes one year, rubrics the next, and the matrix and schedule the year after,

could be adopted.

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1 Data is collected each semester from faculty in identified courses by the Teacher Education Program's

Assessment Coordinator and housed in the Program Assessment System database.

2 Annually an assessment data team consisting of faculty aided by graduate student assistants requests

both raw data for all students in the identified courses and aggregated statistics by program from the

Assessment Coordinator for that year's analysis. The data team my chose to modify or refine their

requests as needed each year.

3 The data team analyzes data for validity and reliability. Areas where established performance thresholds

have not been met are highlighted.

4 The team provides reports for each of the programs in the Department of Education, as well as other

licensure areas in the Teacher Education Program housed in other departments.

5 Faculty in each program review the assessment results and make decisions, in coordination with other

faculty and administration, on how to respond.

If performance thresholds have not been met, possible responses include but are not limited to:

˃ Gather additional data next year to verify or refute the result.

> Identify and modify some aspect of the curriculum to fix the problem.

> Modify the acceptable performance threshold if it is found to have been inappropriate.

> Select or create a better assignment to assess the outcome.

Faculty may choose to respond to assessment results even if the acceptable performance threshold has

been met.

6 A summary of the year's assessment activities and faculty decisions will be reported to the Provost's

Office in our Department's Annual Assessment Activities report.

Annual Assessment Process ‐ TEPBack

1 Concepts

Students understand are able to discuss and demonstrate broad technology

concepts related to the areas of manufacturing, construction, power and energy, and

communication.

2 Ethics

Students recognize there are substantial interrelated ethical issues between

technological advancements in industry and society, and as such are able to

demonstrate their ability to engage in knowledgeable conscious decision making

activities for future industrial practices through the research, analysis, and

evaluation of historical events and industrial practices.

3 Specifics

Students understand and can identify the advantages and disadvantages of various

major materials and processes as they are employed in a multitude of current

industry practices, as well as demonstrate the safe implementation and use of tools,

equipment, and other resources specific to their industrial career focus.

4 Application

Students engage in an internship program where they are able to apply their gained

technological knowledge and skills in the industrial workforce while enhancing their

understanding of and need for exemplifying professional ethics and good business

practices in the field.

Program Learning Outcomes

Technology Education Industrial Technology OptionBack

I = Introductory

D = Developmental Concepts Ethics Specifics Application

M = Mastery Cr 1 2 3 4

M 151Q--Precalculus 4 I



TE 101--Intro to Technology Ed 1 I I

EELE 101--Intro to Electrical Fundamentals 2 I

DDSN 114 --2-D Comp Aided Drafting 3 I D

CHMY 121IN --Intro to Gen Chemistry 4 I

EGEN 105--Intro to Engineering 2

EGEN 125--Tech, Innovation & Society3

M 165Q--Calculus for Technology I or STAT 216Q--Intro to Statistics

3I

TE 207--Materials & Processes4

I D D D

TE 250CS--Technology & Society3

D D

AGED 333--Construction Technology or ARCH 241--Build Const

3I D

PHSX 205 --College Physics I4

TE 330--Alternative Power/Energy Technology3

I D D D

TE 331--Electronic & Video Communication 4

I D D D

TE 410--Comp Aid & Industrial Mach & Manfc. 4

I D D

ENGR 301R --Multidisc Engineering Design3

TE 417--Manufacturing Technology3

I D D M

TE 498--Internship12

D D M

Delivery ‐ Technology Education Industrial Technology Option

OutcomesBack

Concepts Ethics Specifics Application

Cr 1 2 3 4

M 151Q--Precalculus 4




EELE 101--Intro to Electrical Fundamentals 2

DDSN 114 --2-D Comp Aided Drafting 3

CHMY 121IN --Intro to Gen Chemistry 4

EGEN 105--Intro to Engineering 2

EGEN 125--Tech, Innovation & Society3

M 165Q--Calculus for Technology I or STAT 216Q--Intro to Statistics

3

TE 207--Materials & Processes4

TE 250CS--Technology & Society3

X

AGED 333--Construction Technology or ARCH 241--Build Const

3

PHSX 205 --College Physics I4

TE 330--Alternative Power/Energy Technology3

TE 331--Electronic & Video Communication 4

X

TE 410--Comp Aid & Industrial Mach & Manfc. 4

X

ENGR 301R --Multidisc Engineering Design3

TE 417--Manufacturing Technology3

X

TE 498--Internship12

X

Assessment ‐ Technology Education Industrial Technology Option

OutcomesBack

TE 331 ‐ Electronic PortfolioWe expect students to achieve a minimum overall score of 85% on the scoring

rubric.

TE250 ‐ Medical Technology

Debates

Students participate in debates addressing specific issues related to medical

technologies and society. Students are expected to achieve an 80% or higher in

all criteria on the scoring rubric.

TE410 ‐ Plum Bob

Students must read & understand a design layout in order to complete an

accurate markup of material stock, and fabrication/machining of a plumb bob.

Students are expected to score 80% or higher in all areas of the rubric prior to

being approved to move on a final machining project.

TE498 ‐ Internship

Students in the Internship are expected to achieve an overall score of 80% or

higher from their Cooperator and On‐Campus Supervisor for the Final

Evaluation. Demonstrated growth in eleven specific characteristics is expected

to occur over the course of the Internship as indicated on the Final evaluation

form. Students are expected to achiever a minimum of 75% on each of these

individual characteristics.

Programmatic Expectations

Technology Education Industrial Technology Option

Failure of our candidates to meet any of these expectations

would be interpreted as indicating an area in need of improvement.

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Assessment Schedule

Technology Education Industrial Technology Option

Schedule for Assessing Each Outcome

We understand the university expects a three or four year cycle for each assessment, however it is

important that our program content strives to meet current industry practices. Therefore faculty

review assessment data each year in order to make modifications to the curriculum which reflect

current industry practices.

Schedule for Reviewing Assessment Plan Elements

Due to a change in Technology Education faculty during the last two years, review of program

outcomes/assessments has not been conducted as it has been historically. This academic year a new

tenure track faculty member has been hired and as such, a review of program assessments will once

again take place annually.

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1 At the end of each semester Technology Education faculty come together to review the final grades

assigned in each of the courses.

2 Courses in which students did not attain the minimum scores are identified.

3 A review of the student(s) progress in the course takes place and areas of weakness are noted.

4 If in fact multiple students did not meet the minimum expectations of a course and demonstrated similar

areas of weakness in a course, those areas are flagged as needing modification/improvement prior to the

next offering of the course.

5 When course design takes place for the next offering of the course(s) curricular changes are implemented

in areas such as, but not limited to, course reading materials, demonstrations, activities, projects, mid‐

term & final course assessments. These changes are based on a review of current practice both in the

classroom and industry, as well as previous course evaluations.

6 Upon completion of the revised course, faculty first evaluate student performance in the previously

identified areas of weakness to ensure the modifications to the course resulted in an increase in

student(s) achievement.

Annual Assessment Process

Technology Education Industrial Technology OptionBack

Not Scored Below Expectations Meets Expectations Exceeds ExpectationsValue = NS Value = 1 Value = 2 Value = 3

[Recorded as 0, but excluded from calculations]

Performance below expected level or expected but absent

Performance observed at expected level

Performance exceeds criteria defined by indicators of expected behaviors

C1

C2

C3

C4

D1

D2

D3

D4

D5

P1

P2

P3

P4

P5

P6

P7

A1

A2

A3

A4

R1

R2

R3

R4

R5

R6

R7

Reflects and identifies areas for future professional growth

Reflects on personal biases

Reflects on the lesson's connection to students' personal, social and cultural experiences

Provides students with descriptive feedback

Assessment strategies are aligned with students' developmental needs

Reflects on content to improve teaching and student learning

Reflects on pedagogy to improve teaching and student learning

Reflects on assessments to improve teaching and student learning

The instruction demonstrates an awareness of students' developmental needs

Incorporates Indian Education for All into instruction

Connects content to students' personal, family and/or community experiences

Uses a variety of assessment strategies that are appropriate for the learning outcomes being evaluated

Uses assessment strategies to monitor student progress to modify teaching and learning strategies

Demonstrates understanding of the central concepts and structures of the discipline

Creates experiences that allow students' to develop their own understanding

Implements learning experiences aligned with content standards

Creates learning experiences that are purposeful, appropriate and relevant to learners

Fosters a learning environment that supports/encourages social and academic success for all students

Professionalism

Field Experience Performance Assessment (FEPA)Scoring Rubric

Adapts instruction to accommodate for diversity in a culturally responsive manner

Differentiates instructional strategies to encourage the development of conceptual understanding

Incorporates student motivation for learning

Incorporates higher order thinking or problem solving skills when teaching

Content

Diversity

Pedagogy

Assessment

Incorporates teaching strategies to strengthen students' 21 st century skills

Employs effective communication techniques to enhance the development of student understanding

Integrates media and learning technologies to support instruction and student learning

Uses a variety of classroom management techniques to promote a positive learning environment

Reflects on diversity to improve teaching and student learning

Back

N/A Indicators not Observed 1= Below Expectations 2= Meet Expectations 3= Exceeds Expectations

[Counts as 0, since everything is required.]

Fails to meet expected level of performance in content, presentation, and/or professional writing.

Demonstrates appropriate level of performance in content, presentation, and/or professional writing.

Surpasses expected level of performance in content, presentation, and/or professional writing.

Community Context

School Context

Classroom Context

Student Characteristics

Conclusion

Unit Planning and Assessment

Lesson Planning Alignment

Conclusion

Lesson Plans

Whole‐class Data Analysis

Individual or Subgroup Data Analysis

Conclusion

Unit Product Assessment and Reflection

Personal Performance Assessment and

Reflection

Personal Goals and Action Plans

The candidate writes lesson plans which connect to all concepts and align with TWS Sections One and Two to support

the learning of all students. Lesson plans need to include all required elements and are attached in Appendix A of the

TWS. The candidate collects and presents the pre‐, formative, and summative learning achievement data for the

whole class and one subgroup or one case study and presents specific data to analyze and reflect on the work

completed in in this section.

SECTION THREE:

Instructional Planning and

Student Achievement

SECTION FOUR:

Self‐Assessment and

Reflection

The candidate uses specific data and reflective skills to a) analyze the effectiveness (strengths and weaknesses) of the

learning sequence of the TWS; b) analyze the effectiveness (strengths and weaknesses) of his or her personal

performance in all areas of instruction, c) develop personal and specific professional goals as well as action plans to

achieve these goals.

Teacher Work Sample (TWS)

Scoring Rubric

The candidate provides evidence of understanding community, school, classroom, and student contextual factors.

The candidate has selected factors affecting student learning and instruction, including evidence of how to use those

factors in instructional decision‐making. The candidate presents specific data to analyze and reflect on the work done

in Section One.

SECTION ONE:

Contextual Factors

The candidate selects appropriate content standards and supports them with carefully planned unit goals and

assessments. Lesson planning aligns with content standards and lesson sequence planning. The lesson sequence,

lesson objectives, and lesson assessments support content standards, the unit goals and assessments. The candidate

presents specific data to analyze and reflect on the work done in Section Two.

SECTION TWO:

Aligned Unit and Lesson

Planning

Back

Current courses: EDU 397/497 (Various sections indicate various methods courses.)

The 0 to 3 scale on this assignment is used as a guide in converting the other signature assignments to the same scale.Back

Current courses: EDU 222IS/223IS

Current course: EDU 395


Current course: EDU 211D

Back




Instructor Name: ____________________________________________Student Name: ____________________________________________

Category 5 4 3 1 SCORE X 2

Portfolio Navigation

All links work in the portfolio. 90% of the links work in the portfolio.

80-89% of the links work in the portfolio.

70-79% of the links work in the portfolio.

Organization

Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Attractiveness

Makes excellent use of font, color, graphics, effects, etc. to enhance to presentation.

Makes good use of font, color, graphics, effects, etc. to enhance presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Grammar and spelling

There are no misspelled words on the web page or pages. Correct grammar is used throughout website.

There are few misspelled words on the web page or pages. Correct grammar is used throughout website.

There are less than 10 misspelled words on the web page or pages. Correct grammar is used throughout website.

There are several misspelled words on the web page or pages. Correct grammar is used throughout website.

Content Contains: resume, course descriptions of major, writing samples, digital movies, and other representative artifacts.

Contains 90% of artifacts required.



Design Considerations

Web page design does not detract from content. Pages are short with little or no scrolling required to view page. Page format is consistent.

Few web page design elements detract from content.

Half of page design detracts from content.

Most of page design detracts from content.

0 TOTAL

TE 331 - Portfolio Rubric

COMMENTS:

Back

Category 5 4 3 1Topic Introduction

Introduction is well organized, identifies the specific medical technology, and the factors influencing the position of the group/student.

Introduction is organized, identifies the medical technology and current position of the group/student.

Introduction identifies the medical technology and offers some insight into the possible position of the group/student.

Introduction is fragmented and does not really introduce the topic or the group/student position.

Initial Response to Moderator Questions

Group/Student responses to questions are direct; prepared; address all aspects of the question using supporting research and specific citations from that research. Answers support the position of the group/student and infer weakness in the opposing sides position as answer heavily influence the audiences position on the topic.

Group/Student responses to questions address all aspects of the question using supporting research and specific citations from that research. Answers support the position of the group/student and infer weakness in the opposing sides position.

Group/Student responses to questions address some aspects of the question using source citations. Answers offer little support for the position of the group/student.

Group/Student responses to questions address some aspects of the question using no source citations. Answers appear to be somewhat off topic and based on opinion not research.

Rebuttal to Opponents Question Response

Group/Student rebuttals address specific issues presented by the opposing side; includes multiple citations and specific examples; supports the pro or con side of the argument. Information is based on research and fact, no opinions. Group/student rebuttals includes identified ethical issues which influence pro/con stance.

Group/Student rebuttals address specific issues presented by the opposing side; includes citations and specific examples; supports the pro or con side of the argument. Information is based on research and fact, no opinions. Group/student rebuttals identify possible ethical issues.

Group/Student rebuttals address issues presented by the opposing side with broad responses; may include citations or examples. Information is based on some research and some voiced opinions. Group/student rebuttals do not identify possible ethical issues.

Group/Student rebuttals do not address specific issues presented by the opposing side; do not include citations or examples. Little information is based on research; mostly opinions are expressed. Group/student rebuttals do not identify possible ethical issues

page 1 of 2

TE 250 - Medical Technology Debate RubricBack

Category 5 4 3 1Societal / Ethical issues

Group/Student cite numerous (more than 3) specific examples, both positive and negative, of societal / ethical issues related to the medical technology and offer suggestions to address these. Group/student presents specific numerous historical examples to inform audience and strengthen argument.

Group/Student cite specific examples (1 or 2), both positive and negative, of societal / ethical issues related to the medical technology and offer some suggestions to address these. Group/student presents an historical example to inform audience and influence argument.

Group/Student cite broad example, either positive or negative, of societal / ethical issues related to the medical technology but offer few/no suggestions to address these. Group/student presents historical example which neither informs audience and or influences argument.

Group/Student cite no examples of societal / ethical issues related to the medical technology. Group/student presents no historical example.

Time Limits Group/Student stayed within all specified structured time limits for the debate and the over time limit.

Group/Student stayed within most specified structured time limits for the debate phases and within the overall established time limit.

Group/Student went over or under all specified time limits for the debate phases but stayed within the overall established time limit.

Group/Student went over or under all specified time limits for the debate phases including the overall established debate time limit.

Source Citation Group/Student cited a minimum of three sources during each phase of the debate; all citations are from peer reviewed articles/journals and verified medical resources.

Group/Student cited the minimum of three sources for most phases of the debate; most citations are from peer reviewed articles/journals.

Group/Student cited three sources during the whole debate; few citations are from peer reviewed articles/journals.

Group/Student cited fewer than three sources for the entire debate; none from peer reviewed articles/journals

Group Presentation

Group/Student keeps presentation and arguments focused on the actual chosen medical technology throughout the presentation. All members of the group are actively engaged in the debate research & process.

Group/Student keeps the presentation and arguments focused on the actual chosen medical technology the majority of time. Most members of the group are actively engaged in the debate research & process.

Group/Student occasionally wander from the actual chosen medical technology but are able to get back on task. It is apparent that only a few members of the group were actively engaged in the debate research & process.

Group/Student appear to struggle keeping presentation and arguments focused on the actual chosen medical technology. Group seems fragmented and unprepared with their research and presentation of information.

TOTAL

page 2 of 2

COMMENTS:

TE 250 - Medical Technology Debate Rubric (page 2 of 2)

CATEGORY 5 3 1 X 2

Material Choice Student presented documented

evidence of researching various

materials type.

Student presented some

evidence of researching materials

types.

Student presented little to no

evidence of researching various

materials types.

Material Use Student was able to describe the

physical, mechanical, and chemical

properties of the researched

materials as they related to

manufacturing and specified use of

a plumb bob.

Student addressed some of the

physical, mechanical, and

chemical properties of the

researched materials as they

related to manufacturing and

specified use of a plumb bob.

Student noted only one or two

physical, mechanical, and

chemical properties of materials

and made minimal connection to

the manufacturing and specified

use of a plumb bob.

Dimensions:

Taper

Object meets exact dimensions set

in engineering drawing.

Object is within allowable

tolerances: +/‐ .003".

Object is outside tolerances.

Dimensions:

Holes






Dimensions:

Shoulder &

Shank Length






Finish Object was polished and sealed.

Very few major scratches can be

detected.

Object was only partly polished

and sealed. There were several

scratches marring the finish.

Object was not sealed and there

were several scratches marring

the finish.

Safety Student modeled all established

rules of safety in the lab area and in

using tools/equipment.

Student employed some of the

established rules of safety in the

lab area but needed to be

reminded of several specific rules

regarding tools use.

Student employed minimal

established rules of safety in the

lab area and in using

tools/equipment, and required

constant supervision.

Time on task Student used allotted lab time to

complete project by deadline.

Student did not use allotted lab

time to complete project in a

timely manner.

Student was late in completing

project.

Total Points:

TE 410 ‐ Plumb Bob ProjectBack

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TE 498 - Internship RubricBack

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TE 498 - Internship Rubric

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Documents

Montana State University Bozeman Department of … ‐ Step 3 Elementary Education ‐ Assessment Matrix EDGS ‐ Step 2 General Science Broadfield ‐ Delivery Matrix EDGS ‐ Step