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applying the PODS framework
{assessments in context}
Joselito C. Lualhati, Ph.D.Principal and Director
Workforce Analysis, Strategy and Solutions
GSX
John FischerConsultant
Division of Lifelong Learning
Vermont Department of Education
critical
[Perkins Act of 2006]
career and technical educationpreparing students
higher levels of education
world of work
expresses Congress’ belief
foris
for the
or
that
[calls for leveraging of]
input
standards
throughput
learning incontext
output
assessments
to ensure that students attain knowledge and skills they need to
excel
[expands use of assessments]
temper expectations
use of existing assessments
may result in unexpected consequences
{if they even exist …}
but
we may want to
because
[expressed fear]
assessment
learning in context
standards
[to meet expectations …]
standards
assessment(s)
learning in context
[today’s exchange …]
explain challenges {Vermont’s}examine approach {use of PODS}explore lessons-learned {exposed needs}list next steps {critical to success}
[explain challenges]
not all existing programs are created equal
need to fulfill multiple expectations
no existing assessments
industry’s explicit view of assessments
[examine approach - PODS]
expedite shaping of an assessment system
explicitly links multiple standards
addresses industry’s expressed concerns
affords VT “standardized flexibility”
[examine approach - PODS]
1st – see the “whole”
use tasks or response sets listed in technical standards to describe process associated with target occupation, then useprocess map to put response sets in context (see Handout 1)
why?
allows for efficient integration of multiple KSA sources using process steps as backbone
allows for identification of KSAs that cut across response sets vs. those relevant only to a group of response sets
[examine approach - PODS]
2nd – fill the “hole”
put together credentialing map that identifies KSAs relevant to process steps and KSAs relevant to each group of response sets (see Handout 2)
why?
allows for one-stop and comprehensive view of assessment possibilities
serves as touchstone for figuring out possible assessment tools
defines what assessments should try to cover
[examine approach - PODS]
3rd – plan, design, and develop assessments
4th – pilot, evaluate, and adjust assessments
5th – implement assessment program
what?
scenariositem bank technical assessment
profilerubrics
[explore lessons-learned]
minimum acceptable capabilities
PODS potential to synchronize pathways
predefined ceilings …
integration challenges
balancing CTE’s dual goals
[list next steps]
adjust (and develop) assessments
integrating meta-standards into program
professional development
complementary “challenge”
professional development
