Wisconsin Administrative Code
Department of Public Instruction
Chapter PI 34 - Educator Licenses
Subchapter IV - Program Support
Section PI 34.021 - Assessment system
Universal Citation: WI Admin Code § PI 34.021
Current through February 24, 2025
An educator preparation program's conceptual framework shall contain a system to assess the knowledge, skills, and dispositions of students based on the standards under subch. II. The assessments shall meet all of the following requirements:
(1) Be measured using each of the following categories:
(a)
Communication skills.
(b) Human
relations and professional dispositions.
(c) Content knowledge for subject area
programs. The content knowledge shall be assessed by the student meeting one of
the following requirements:
1. Having a
cumulative grade point average of not less than 3.0 on a 4.0 scale for courses
in the subject area or position.
2.
Having a passing score on a standardized test approved by the state
superintendent.
3. Completing a
content-based portfolio designed by the educator preparation program.
(d) Pedagogical
knowledge.
(e) Performance in
clinical program.
(f) Reading. For
candidates for special education licensure, the assessment of reading shall be
demonstrated by the student meeting one of the following requirements:
1. Earning a passing score on the examination
required under s.
118.19(14) (a), Stats.
2. Completing a course of study under s.
118.19(14) (b), Stats., that includes the following:
a. Instruction in the teaching of phonemic
awareness, phonics, vocabulary, reading comprehension, and fluency.
b. Feedback and coaching from an expert of
reading instruction. In this subd. 2. b., "expert of reading instruction" means
an individual employed by a school district or an approved program with a
master's degree or higher in reading, literacy, curriculum and instruction with
a concentration in literacy, or special education with a concentration in
literacy, or an individual who holds a reading specialist license under s.
PI 34.070.
c.
A portfolio of work that demonstrates competence in phonemic awareness,
phonics, vocabulary, reading comprehension, and
fluency.
(2) Be developmental, multiple, measurable over time, and grounded in research based on best practices in education.
(3) Identify levels of proficiency or other benchmarks that demonstrate student success.
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