applying the PODS framework {assessments in conte x t}

applying the PODS framework {assessments in context} John Fischer Consultant Division of Lifelong Learning Vermont Department of Education john.fischer@state.vt.us Joselito C. Lualhati, Ph.D. Principal and Director Workforce Analysis, Strategy and Solutions GSX jlualhati@gskillsxchange.com

that is for for the or expresses Congress’ belief [Perkins Act of 2006] career and technical education preparing students critical world of work higher levels of education

standards learning incontext assessments input throughput output [calls for leveraging of] to ensure that students attain knowledge and skills they need to excel

but we may want to because temper expectations [expands use of assessments] use of existing assessments {if they even exist …} may result in unexpected consequences

standards [expressed fear] assessment learning in context

standards [to meet expectations …] learning in context assessment(s)

explain challenges {Vermont’s} [today’s exchange …] examine approach {use of PODS} explore lessons-learned {exposed needs} list next steps {critical to success}

not all existing programs are created equal [explain challenges] need to fulfill multiple expectations no existing assessments industry’s explicit view of assessments

expedite shaping of an assessment system [examine approach - PODS] explicitly links multiple standards addresses industry’s expressed concerns affords VT “standardized flexibility”

1st – see the “whole” use tasks or response sets listed in technical standards to describe process associated with target occupation, then use process map to put response sets in context (see Handout 1) [examine approach - PODS] 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

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) [examine approach - PODS] 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

3rd – plan, design, and develop assessments what? scenarios item bank technical assessment profile rubrics [examine approach - PODS] 4th – pilot, evaluate, and adjust assessments 5th – implement assessment program

minimum acceptable capabilities [explore lessons-learned] PODS potential to synchronize pathways predefined ceilings … integration challenges balancing CTE’s dual goals

adjust (and develop) assessments [list next steps] integrating meta-standards into program professional development complementary “challenge” professional development

applying the PODS framework {assessments in conte x t}