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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
Technical Skill AssessmentsOverarching Issues

Common Concerns

Intended State Approaches

Critical Definitions

Data Quality Institute

Savannah, Georgia

May 19, 2007

overarching issues topics
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
technical skill assessment study group
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
experts invited to address technical skill attainment study group
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 ?
questions asked of states
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
alternative to guidance
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
issues of importance top tier
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

issues of importance second tier
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
technical skill attainment a framework
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

who needs to be measured
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)

what is to be measured
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)

when should measurement occur
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)

how can measurement be accomplished
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

dqi past and present
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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