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Technical Skill Assessments Overarching Issues

Technical Skill Assessments Overarching Issues . Common Concerns Intended State Approaches Critical Definitions Data Quality Institute Savannah, Georgia May 19, 2007 . Overarching Issues: Topics. Don Hilber, DTI

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Technical Skill Assessments Overarching Issues

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  1. Technical Skill AssessmentsOverarching Issues Common Concerns Intended State Approaches Critical Definitions Data Quality Institute Savannah, Georgia May 19, 2007

  2. Overarching Issues: Topics • Don Hilber, DTI • Technical Skills Assessment Study Group: advice for DQI agenda / associated research • Results of Questions for States: issues of greatest importance; stage of development; intentions in transition plan & beyond • Framework for approaching tech skills indicators • Bob Sheets, U of IL • Recap recommendations from 2005-2006 DQI • Perkins IV realities – what still applies and what does not • Facilitated discussion; Q & A

  3. Technical Skill Assessment Study Group • Spun off of Next Steps Working Group • 25 states, OVAE, associations and consultants – about 50 get notices • Accountability / data experts and curriculum / assessment expert; some administrators • Eleven calls starting Jan 10, 2007 • Invited private companies to address group and take questions • Informed DQI; desired other research = knowledge of others, (deferred) inventory

  4. Study Group: Most Active States

  5. Experts Invited to Address Technical Skill Attainment Study Group • NOCTI (Foster +) • ACT (Klemme +) • VTECS (McCage, Hattaway) • XPAND Corp (Osman, Butler) • OSU (Mahlman +) • ABG / Skills USA (McClelland +) • Others Post-DQI ?

  6. Questions Asked of States • Level of Experience with Technical Skill Assessments – Secondary and Postsecondary • Details from Experienced States • Importance of 16 Issues • Intentions as to: Methods, Types of Skills, When Assessment Will Occur • Numerator / Denominator in Transition Plan – if Different than Guidance

  7. Experience Among States

  8. Alternative to Guidance • 23 of 35 States (65%) Following Guidance on Technical Skill Attainment for Both Secondary and Postsecondary • Secondary Exceptions = 7 States • 2 completion and 2 GPA (permanent or interim?) • 3 specific changes – year or numerator • Postsecondary Exceptions = 9 States • 2 completion and 1 GPA (permanent or interim?) • 2 waiting for data from colleges • 3 specific changes to student definitions, year or numerator

  9. Issues of Importance – Top Tier • Definition of Technical Skill • Determining Phase-in / Interim Reporting • Defining / Specifying Validity and Reliability • Data Collection and Reporting • End of Course / End of Program Assessments • Development / Administrative Costs • Value of Assessment to Student • Student Definitions (Concentrator) • Suitability of Assessment to Perkins • Alignment to Standards All of these 60%+ Critical or Very Important

  10. Issues of Importance – Second Tier • Distinguishing Among Foundational, Generic or Occupational-Specific Skills (may have confused w/ “Definition of Technical Skill”) • Ability of and Devices for States to Collaborate and Pool Resources • Dealing with Local v State Development or Selection of Assessments • Developing a Seamless System for Secondary and Postsecondary • Relationship Among Perkins Indicators • Clarifying Clusters, Pathways and Programs of Study

  11. Technical Skill Attainment:A Framework • WHO needs to be measured? • WHAT is to be measured? • WHEN should measurement occur? • HOW can measurement be accomplished? In general order of most uniformity to most flexibility

  12. WHO Needs to be Measured? • Student Definitions: • Concentrator • Numerator / Denominator (also WHEN) Presented: Day One (OVAE) Discussed: Day One (Definitions) and Overarching Issues (Tech Skill Attainment Measure)

  13. WHAT is to be Measured? • Definition of Technical Skill • Relationship of Technical Skill Attainment to Other Perkins Indicators: Academic, Completion • Distinguishing Among Foundational, Generic and Occupational Skills • Clarifying Clusters, Pathways and Programs of Study Presented: Day One (OVAE) and Two Discussed: Breakouts One (S & PS) and Two (Similar States)

  14. WHEN Should Measurement Occur? • Data Collection and Reporting • Determining the Phase-In Period and Interim Reporting • End of Course versus End of Program • Developing a Seamless System for Secondary and Postsecondary (also HOW) Presented: Day Two - Panels Discussed: Breakouts One (S & PS) and Two (Similar States)

  15. HOW Can Measurement be Accomplished? • Defining Validity / Reliability • Alignment to Standards • Suitability to Perkins • Value to the Student • Local v State Development / Selection • Development / Administrative Costs • Pooling / Sharing Resources Presented: Day Two - Panels Discussed: Breakouts One and Two

  16. DQI: Past and Present • Quick Review of 05-06 Data Quality Institute • Perkins IV Impact on: • Student Definition = Concentrator • Secondary Technical Skill Attainment Numerator and Denominator • Postsecondary Technical Skill Attainment Numerator and Denominator • Clarification on Overarching Issues • Student Definitions (Recap of Day One) • Phase-In Period and Interim Reporting: How? • Definition of Technical Skill • Versus Academic Skill and Completion (Secondary) • Versus Credential, Certificate or Degree (Postsecondary)

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