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Assessment: Using Data for Program and Candidate Improvement

In addition to assessments that we design and implement to assess our students, we are required to report program data to several other agencies including the United States Department of Education (required under the Title II Higher Education Act) and the American Association of Colleges for Teacher Education (the Professional Education Data System, also known as PEDS), and the national accrediting agency for educator preparation programs, the Council for Accreditation of Educator Preparation, or CAEP. We also report student learning assessment to the central administration at the University of Wyoming.This page provides information on several aspects of assessment data that we regularly collect and use for program and candidate improvement, along with samples of recent data for each. 

Professional Behaviors and Dispositions Assessment

Professional Dispositions are professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development. The College of Education developed a an assessment tool, called the Professional Behavior and Dispositions Assessment, to evaluate the professional dispositions of teacher education candidates based on their observable behaviors in educational settings. If students do not score at the proficient level they can be put on an improvement plan to help them address the specific areas that require improvement. Students who do not successfully complete their improvement plans will be counseled out of the program. The Professional Behaviors and Dispositions Assessment is one way in which the College of Education ensures that  students who are placed in schools for residency placements during the final semester of their program are prepared to participate professionally in a school environment.

For recent data from the Professional Behaviors and Dispositions Assessment, see this report.

Common Assessments

Common Assessments are assessments that are embedded in required courses across all three phases and all content areas in teacher education programs. Common Assessments are used to collect student performance data and are aligned with both program-specific and institutional standards. To proceed in the program, candidates must show mastery of required skills and content knowledge. The data we gather through Common Assessments are reviewed by faculty and used for program improvement and curriculum revision. 

For recent data from Common Assessments, see this report.


In 2011 the College of Education opted to join the TPAC (Teacher Performance Assessment Consortium), which is a national student teacher assessment project. In the interests of keeping current with the national trend of evaluating teacher candidate competency and readiness, the College of Education selected and implemented the edTPA as a capstone assessment for all Secondary and Elementary teacher education students.

edTPA™, formerly the Teacher Performance Assessment, was designed by teachers and teacher educators to support candidate learning and provide data that support preparation program growth and renewal. Aligned with Common Core State Standards and InTASC Standards, edTPA assesses teaching behaviors that focus on student learning. edTPA can be integrated with other teacher candidate assessments such as clinical evaluations, GPA, and content knowledge examinations to inform program completion decisions or as a metric for licensure. edTPA is a summative capstone assessment to evaluate readiness to teach. It is also a source of evidence for program review, teacher licensure and/or state and national accreditation. 

For recent data from the edTPA, see this report.


Praxis II® Subject Assessments measure knowledge of specific subjects that K–12 educators will teach, as well as general and subject-specific teaching skills and knowledge. Individuals entering the teaching profession take the Praxis II tests as part of the teacher licensing and certification process required by many states, including Wyoming. The Professional Teaching Standards Board (PTSB) of Wyoming requires that students in the Elementary Education and Social Studies Education take and pass subject-specific Praxis tests to be eligible for licensure. 

For Praxis pass rate data, see these reports for Single Assessment Pass Rate 2012-2013, 2013-2014 and 2014-2015 and Summary Pass Rate 2012-2013, 2013-2014 and 2014-2015.

Data Summit

In addition to gathering and submitting data from these assessments where required, we view these assessments as valuable resources. We look to these assessments for information about how effectively we are functioning and how we can improve. Annually, College of Education teacher education program faculty meet to review and discuss data from the assessments above, looking for ways to use these data to inform our thinking about our courses, programs, and policies.

Contact Us

Teacher Preparation and Advising Office

Dept. 3374

1000 E. University Ave.

Laramie, WY 82071

Phone: (307) 766-2230

Fax: (307) 766-2018


1000 E. University Ave. Laramie, WY 82071
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