Assessment methods used by technology education teachers in southeastern Wisconsin high schools

Abstract

This descriptive research study provides data about traditional and alternative assessment practices among high school technology education teachers in Southeastern Wisconsin. Traditional and alternative forms of assessment strategies and data about the subject's assessment effectiveness are provided. Among traditional assessment methods, multiple choice, matching, and completion or fill in the blank are used most by this population in that respective order. True and false are not used much and essay questions are used even less. Of alternative methods, observation techniques, performance assessments, and student self assessments are used the most in that order. The subjects responded to using portfolios sometimes only 27% of the time. Almost 55% of the subjects thought their assessments are useful, but almost 33% thought they were only somewhat useful. Data may be used to suggest recommendations to help technology education teachers use assessment methods more effectively to increase learning. Universities may use the data to advise and council students preparing to become technology education teachers.