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Arizona CTE Assessment SystemHelen Bootsma, Director, Development and Innovations Group, Career and
Technical Education Division, Arizona Department of Education, helen.bootsma@azed.gov
Designed to meet end-of-program requirements: Federal Perkins technical skill
attainment State legislation re: Joint
Technical Education Districts
Partnerships
Arizona Department of Education Career and Technical Education
Arizona State University Workforce Education Development Office
Vocational Technical Education Consortium of States
Tech Fluency E-SESS Corporate Education Consulting
Assessment Implementation
Spring 2008 -13 programs
Fall 2008 - 21 programs
Spring 2009 – 30 programs
Fall 2009 - 48 programs
Vision
Current industry-validated standards No cost to students Online delivery Documentation of skill attainment Valued by all stakeholders
Valued by Stakeholders
Stakeholders Committee representing users of the system provide input
Valid and reliable approach Arizona had used competency
checklists for Perkins III requirement Online assessment system has
implications for curriculum and instruction
How to Drive Instruction Using the CTE Online Assessment System
Retrieving Assessment Results
Using Results to Improve Student Achievement
Kathy Prather, CTE Director, Tucson Unified School District, kathy.prather@tusd1.org
Cathie Raymond, CTE Director, Marana Unified School District, c.raymond@maranausd.org
Introduction
Assessment process will provide a skills assessment system that documents CTE program skill attainment.
Using assessment results, instructors can improve program instruction resulting in improved student achievement.
Passing the program assessments, provide CTE students with industry-validated certificates to authenticate their technical skill.
Retrieving Assessment Results
Reports provide immediate feedback on assessment results.
Types of reports include: StudentClassProgram
Individual Student Report
This report provides performance of individual students on standards/measurement criteria. Students can print results IMMEDIATELY.
Making the ConnectionAmong Assessment, Data, and Instruction--
Using Results to Improve Student Achievement
Data
Instruction
Assessment
Making the Connection…
During assessment window, CTE central staff helps in all facets of assessments: scheduling, student registration, test administration and proctoring.
Acknowledging individual teacher and site support.
Providing “busy instructors” with report instructions.
Assessment Connection--Next step
To provide additional information, program data was refined into spreadsheet information that was more “user-friendly”. Reports were prepared to include district and site data by program.
Assessment and Instruction—Building the Bridge
Districts take the lead providing support to instructors to begin using the data.
Collaborative, team curriculum development with PCJTED and selected programs Including curriculum mapping Formulating Unit Plans/Daily lessons Providing a systematic approach
Instructional Tools include:
Galileo online--Pre-assessment vocabulary Access to online vocabulary and lessons. SAMPLE:http://
attachments.wetpaintserv.us/YMJiPPXwP20MQU%24NQOMC1g%3D%3D30869
WIKI-Curriculum Sharing
WIKI-Curriculum SHARING
Over 50 days old, the wetpaint site develops. http://pcjtedice.wetpaint.com/?mail=1201
Widening the FOCUS--Beyond Assessments
Instructors need to continue to enhance curriculum and evaluation to most accurately measure student performance. What other measurements provide instructional measurements, authentic assessments?
.
Authentic Assessment Authentic Assessment Defined:
Authentic Assessment measures students’ abilities in real-world contexts. Rote learning and typical true/false or multiple choice tests are not examples of Authentic Assessment. True Authentic Assessment focuses on the student’s ability to analyze information and integrate what they have learned into the creation of a finished product. In the course of Authentic Assessment, students show the ability to work collaboratively with other students in the classroom or online environments and to demonstrate their written and oral skills. The learning process is just as important as the finished product.
Authentic Assessment: Allows students to develop their own responses rather than select from predetermined
options Requires students to engage in higher level thinking Uses samples of student work that is found in portfolios that has been collected over an
extended time period Uses a Rubric that clearly states the criteria students will need for the completion of
their completion. Students are given the rubric ahead of the assignment of the assessment.
Has a closer relationship to what has been taught and learned in the classroom Teaches students to evaluate their own work and the work of other students through the
use of a rubric For more information about Authentic Assessment, visit the following Web site Authentic
Assessment Toolbox http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm
Beyond assessments
Continue to develop instructional experiences incorporating the critical skills needed to meet the daily challenges of the 21st century.
In Closing
Other questions need to be addressed by instructional leaders that may be deeper than test scores. The broad spectrum of evidence includes school climate issues, attendance and their influence on student achievement
(Preble and Taylor. Ed. Leadership, Jan 09.)
References Educational Leadership, www.ascd.org,
December 2008/January 2009 Dynamic Interventions Systems, John R.
Bergan, Ph.D., http://www.ati-online.com/galileoK12/K12Research.html
Authentic Assessment- Jon Mueller, http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm
Partnership for 21st Century Skills, http://www.21stcenturyskills.org/
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