An analysis of assessment and evaluation of technology education teachers in Wisconsin

Abstract

The problem that this research addressed was the shortage of information regarding how technology education teachers within the State of Wisconsin are assessing grades 6 – 12 students. To gather information on contemporary assessment procedures a cross sectional survey was developed and administered to 85 teachers. Each of these teachers had, or was working towards DPI subject code 220, and was currently employed within a WI school district. Significant findings from this research include that technology education teachers do frequently reference academic standards while creating lessons plans and assessment instruments. Over half of all assessments administered by the sample group over the past year were performance based. Common methods of measuring student psychomotor performance included the use of checklists and rating scales. One-third of all assessments were written tests, while oral examinations were only rarely used. The sample group utilized a high proportion of objective test questions, but rarely used portfolios as an assessment strategy. Authentic assessments strategies were well represented by the sample group.