Designed to meet end-of-program requirements: Federal Perkins technical skill attainment

1. 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

2. 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

3. Assessment Implementation • Spring 2008 -13 programs • Fall 2008 - 21 programs • Spring 2009 – 30 programs • Fall 2009 - 48 programs

4. Vision • Current industry-validated standards • No cost to students • Online delivery • Documentation of skill attainment • Valued by all stakeholders

5. 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

6. 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

7. 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.

8. Retrieving Assessment Results • Reports provide immediate feedback on assessment results. • Types of reports include: • Student • Class • Program

9. The Assessment Site

10. Individual Student Report • This report provides performance of individual students on standards/measurement criteria. Students can print results IMMEDIATELY.

11. Example of Individual Summary Total Percent Correct

12. From the ESSESS site Report summary, criteria can be selected to be included the report.

13. Instructor feedback by program/site • Example of site results

14. Report by site/district • Example of district program results

15. Making the ConnectionAmong Assessment, Data, and Instruction-- Using Results to Improve Student Achievement

16. 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.

17. 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.

19. Sample

24. 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

25. 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

27. WIKI-Curriculum SHARING • Over 50 days old, the wetpaint site develops. http://pcjtedice.wetpaint.com/?mail=1201

28. 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? .

29. 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

30. Beyond assessments • Continue to develop instructional experiences incorporating the critical skills needed to meet the daily challenges of the 21st century.

31. 21st Century skills and Program Standards Crosswalk

32. 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.)

33. 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/