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Chair Academy Perkins Iv Sandy
 

Chair Academy Perkins Iv Sandy

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This is the powerpoint from the presentation I gave at the Chair Academy in Nashville on Technical Skill Attainment in Wisconsin

This is the powerpoint from the presentation I gave at the Chair Academy in Nashville on Technical Skill Attainment in Wisconsin

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Chair Academy Perkins Iv Sandy Chair Academy Perkins Iv Sandy Presentation Transcript

  • Perkins IV Assessment of Technical Skill Attainment Wisconsin Technical College System Sandy Schmit WTCS Foundation – WIDS Judy Neill
    • Overview of the Wisconsin Technical College System
    • What does Carl Perkins 2006 (Perkins IV) require?
    • How does curriculum fit in?
    • How is WTCS using performance assessment?
    • What will WTCS require for 3 rd Party Assessments?
    • How can WIDS help?
    Overview
  • The Wisconsin Technical College System (WTCS)
      • 16 Technical Colleges
      • 349 unduplicated Career and Technical Education Programs
      • 1179 Duplicated Career and Technical Education Programs
      • 390,272 enrolled students in 2008, 69,632 full time equivalent
      • 23,617 Degrees granted in 2008
    WTCS
  • How do you know when your students “get it”?
  • Assessment?
  • Summative Assessment?
  • Carl Perkins IV?
  • What does Carl Perkins 2006 (Perkins IV) require?
      • “ Student attainment of challenging career and technical skill proficiencies, including student achievement on technical assessments that are aligned with industry-recognized standards, if available and appropriate.” (U.S. Department of Education, 2006).
    The Law
      • Focuses on industry aligned skill sets.
      • Students know they are acquiring skills that have value & portability.
      • Increases odds that students will be successful in their employment.
      • Ensures that WTCS is educating students to meet the needs of employers.
    Big Picture Perspective
    • Increased accountability to improve teaching and learning
    • Accreditation (NCA, AQIP, industry)
    • Carl D. Perkins IV legislation and funding
    Drivers to Process
    • Students
      • Feedback about skills needed on the job
      • Added value for education
    •   Colleges
      • Improvement of teaching and learning
      • Supports overall mission
    •   Employers
      • Assurance that WTCS graduates have attained technical skills needed on the job
    Benefits
  • Carl D. Perkins 2006
    • Newly revised Career and Technical Education (CTE) Law
    • Key Concept - Demonstrate that program graduates have attained the knowledge and skills that are industry validated career and technical skills
      • Preparation for postsecondary education and employment
      • Preparation not only to get a ‘job,’ but ‘academic and technical preparation’
      • Increased emphasis on achievement of a degree, certificate or credential
    Perkins IV Areas of  Emphasis
  • Increased Accountability
    • New accountability provisions are a reminder that:
      • Funds are not an entitlement
      • Use of funds is flexible & responsive to the accountability data
      • Separate secondary and postsecondary measures
      • Performance levels at state and local levels
      • Negotiations and redirection of funds
    Increased Accountability
    • Indirect Measures
    • Data that support inferences about the quality of teaching and learning and give insight into why achievement is high or low:
      • Enrollment
      • Retention rates
      • Course completion
      • Student/graduate/employer satisfaction surveys
      • Placement statistics
    • Direct Measures
    • Data that provide evidence that students have achieved the intended outcomes:
      • Performance assessments with rubrics
      • Portfolios
      • Artifacts
      • Performances
      • Outcome referenced tests
    Increased Accountability for Direct Measurement of Learning
      • Denominator: number of CTE concentrators who took technical courses during the three year reporting period
    Prior accountability required only indirect measurement:
      • Numerator: Number of CTE concentrators who passed 80% of the technical courses they attempted during the three year reporting period
    Measure = Increased Accountability for Direct Measurement of Learning
      • Denominator: Number of CTE concentrators who took technical skill assessments during the reporting year
    New OVAE Guidance for Perkins IV Measurement requires direct measures of skill attainment:
      • Numerator: Number of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards , if available and appropriate, during the reporting year
    Measure = Increased Accountability for Direct Measurement of Learning
    • Department of Education goal is to have end of program outcomes assessments that are:
      • Direct measures of outcomes
      • Independent
      • 3rd-Party
      • Employer validated
        • By 2015 most WTCS assessments should be external or approved assessments.
    Increased Accountability for Direct Measurement of Learning
    • WTCS TSA Assessments
    • External TSA Assessment
      • (ex. NCLEX, Barber/Cosmetology, etc.)
    • Indirect Assessments
    Wisconsin Standards for Assessment - WTCS Increased Accountability for Direct Measurement of Learning
    • WTCS Assessment Standards
        • WTCS approved assessment that objectively measures student attainment of industry recognized skills upon graduation.
          • May be developed and/or implemented by the state system.
          • May be developed and/or implemented locally according to system guidelines and with industry (advisory committee) approval.
          • Must be valid and reliable.
    • External Assessment Standards
    • Indirect Assessment Standards
    Wisconsin Standards for Assessment - WTCS Increased Accountability for Direct Measurement of Learning
    • WTCS Assessment Standards
    • External Assessment Standards (ex. NCLEX, ASE, Barber/Cosmetology)
      • External, third-party assessment that objectively measures student attainment of industry recognized skills upon graduation.
    • Indirect Assessment Standards
    Wisconsin Standards for Assessment - WTCS Increased Accountability for Direct Measurement of Learning
    • WTCS Assessment Standards
    • External Assessment Standards
    • Indirect Assessment Standards
      • Non-assessment related indicators such as indirect measures.
          • GPA and/or Course Completion
          • Program Completion – Graduation
        • Teacher-developed exams that do not meet WTCS standard (not WTCS approved)
    Wisconsin Standards for Assessment - WTCS Increased Accountability for Direct Measurement of Learning
  • WTCS will move toward a balance of WTCS TSA Assessments and External TSA Assessments New Accountability for Direct Measurement of Learning WTCS Assessment External Assessment Indirect 2012-2013
  • How does curriculum fit in?
    • Plan
    • Establish outcomes
    • Build assessments
    • Design learning
    • DO
    • Deliver
    • Assess
    • Document
    • CHECK
    • Analyze assessment data
    • Propose improvements
    • ACT
    • Adjust design
    • Adjust delivery
    • Adjust assessment
    Assessment Process and Curriculum Curriculum
  • WIDS Model
    • What do they need to be able to achieve?
    • Who are the learners?
    • How will we know and show when they’ve achieved it?
    • How will they get there?
    3 of 4 components answer assessment questions WHO WHAT HOW
  • Program Outcomes
    • Measurable, observable, and field-specific skills – major outcomes
      • Number 5-7 per program (guideline not rule)
    • Originate from:
      • Current DACUMs
      • Accrediting Agencies
      • National (or other) Skill Standards
      • Advisory Committees
    • Threaded through courses
    • Performance verified with summative assessment of skill performance
  • Integrating Outcomes Linked Competencies (performance assessments) Exit Learning Outcomes Program Outcomes (summative assessment) Core Abilities (summative assessment) Gen Ed Outcomes (summative assessment) Job Task Analysis (DACUM) External Standards (Research-based) Linked Competencies (performance assessments) Linked Competencies (performance assessments) Formative assessment of program outcome Summative assessment of learning outcomes External Program-Level Course-Level Drives Learning Design Assesses Learning Results
  • External Program-Level Course-Level Dental Hygiene Example Graduates are competent in applying ethical, legal and regulatory concepts to the provision and/or support of oral health care services. Incorporate into dental hygiene practice professional laws, regulations and policies established by the licensing state and regulatory agencies Respond to a request to perform a task that is not legally permitted to be delegated to a dental hygienist . ADA Dental Hygiene Education Standard Dental Hygiene Program Outcome Dental Hygiene Competency Drives Learning Design Assesses Learning Results Formative assessment of program outcome Summative assessment of Learning outcomes
  • Summative/Formative Assessment
  • Sound Assessment
    • Valid
      • Outcomes based on standards (industry)
      • Measures intended outcomes
      • Measures application and critical thinking
    • Reliable
      • Performance assessment based on consistent rubrics, scoring guides, and rating scales
      • Consistent process - each learner is assessed in same way as other learners
    • Fair
      • Valid
      • Reliable
      • Learners informed of expectations up front!
      • Feedback to learners
  • Standards for WTCS Approved TSA Assessments
  • WTCS will move toward a balance of WTCS TSA Assessments and External TSA Assessments WTCS Assessment External Assessment Indirect 2012-2013 New Accountability for Direct Measurement of Learning
          • is valid and reliable;
          • meets WTCS standards/guidelines;
          • is approved by industry (advisory committee);
          • is developed and/or implemented collaboratively by the WTCS colleges; or
          • developed and/or implemented locally according to system guidelines and with industry (advisory committee) approval.
    WTCS Assessment Standards
        • WTCS approved assessment objectively measures student attainment of industry recognized skills upon graduation and:
  • Available in your handout packet
  • WTCS Standards for 3 rd -Party External Assessments
  • 3 rd Party TSA
    • Also referred to as:
      • External
      • Direct Method
      • Credential
      • License
    • Generally controls entrance into an occupation
      • Validity / Reliability
      • Alignment to Standards
      • Availability of data
      • Value to the Student
      • Development / Administrative Costs
      • Pooling / Sharing Resources
    Considerations for selecting 3 rd Party External Assessments
    • Can we obtain the results/data?
    • Are cost and administration feasible?
    • Does it add value or control entry to the student/occupation?
    • Is it valid, reliable, reputable, recognized?
    • Is it summative, cumulative or a partial measurement of skills?
    Considerations for selecting 3 rd Party External Assessments
    • Does the assessment align with program outcomes?
    • Does the assessment measure what needs to be measured?
    • Does the data help improve and strengthen our programs?
    Considerations for selecting 3 rd Party External Assessments
  • WTCS 3 rd Party Assessments Currently in Place
    • Occupations regulated by the Department of Regulation and Licensing
      • Barber/Cosmetology
      • Funeral Director
      • LPN
      • Registered Nurse
      • Dental Hygienist
      • Massage Therapist
      • Occupational Therapy Assistant
      • Physical Therapy Assistant
      • Respiratory Care Practitioner
      • Veterinary Technician
      • Wisconsin Registered Interior Designer
  • Guidelines for Selecting 3 rd Party Assessments
    • This is a guiding document to assist districts in determining direct technical skill assessment appropriateness.
    • Districts will work with the state office staff in the determination.
    • Keep in mind this is for a small number of programs.
  • Guidelines for Selecting 3 rd Party Assessments
    • Concerns:
    • Only measures part of the program outcomes-”All Code-No Application”
    • Does not indicate job performance
    • Does it help employers?
    • Focused only on technical skills, what about academic skills and soft skills?
    Guidelines for Selecting 3 rd Party Assessments
  • 3 rd Party Assessment - Example
    • Automotive Service Excellence (ASE)
      • Long-standing credential of automotive technicians
      • A series of 8 certification areas/assessments
      • Would it work for Perkins?
    • Logistics Professional
      • CPL/DL-International Society of Logistics
      • CPIM/CSCP-Association for Operations Management
      • PLS/CTL/DLP conferred by the American Society of Transportation & Logistics
    3 rd Party Assessment - Example
    • Federal Aviation Administration (FAA) Airframe and Powerplant Mechanic Certificate
    • Administered by the FAA
      • Written, practical and oral examination
      • Required for entry
    3 rd Party Assessment - Example
  • How Can WIDS Help?
  • The Learning & Assessment Design Technology Tool Kit TracDat Blackboard iWebfolio eFolio Questionmark People Soft Banner Datatel
      • Create/maintain Program Outcome Summaries for all new and existing programs.
      • Develop/maintain Course Outcome Summaries for all courses.
      • Design Performance Assessment Tasks for course level (formative) and summative assessments.
      • Use WIDS Analyzer to build Learning Outcome Matrices that document how outcomes are linked with programs and courses.
      • Present WIDS documentation as a central feature in accreditation.
    How can WIDS help? WIDS Model and Software Tools:
      • Facilitate collaborative development of:
        • DACUM or Industry Review Focus Groups
        • Program Outcomes
        • Program Outcome Summaries
        • Summative Performance Assessments
      • Produce
        • Industry Approval Reports
        • Analyzer Reports
        • Updated WIDS files and reports
    How can WIDS help? WIDS Team
    • How do we communicate WTCS long-standing commitment to industry input and standards?
    • How do we ensure that we use quality assessments? (That we don’t regress to testing regurgitation of information?)
    • How do we ensure that we actually are doing what our model and assessment plans imply?
    • How do we collect and report data?
    Challenges
  • Current Projects
      • Automotive Technology/Technician
        • NATEF end of program evaluation
      • Accounting
        • WIDS
      • Early Childhood
        • WIDS
      • Criminal Justice
        • WIDS
      • Welding
        • WIDS
    Current Projects