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Understanding Technical Skill Assessments: Key Insights on Implementation and Standards

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This article explores technical skill assessments, their importance in evaluating student proficiencies in career and technical education (CTE), and their alignment with industry-recognized standards. It covers who is responsible for conducting these assessments, what frameworks are employed, when assessments should occur, and the rationale behind their implementation. The focus is on ensuring that assessments are used effectively to gauge student attainment and to facilitate transition into postsecondary education and careers, while emphasizing the need for performance-based evaluation methods.

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Understanding Technical Skill Assessments: Key Insights on Implementation and Standards

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  1. Technical Skill Assessments The Who, What, When, Why and How?

  2. Who? • Sec. 113 Accountability • Student attainment of career and technical skill proficiencies, including student achievement on technical assessments, that are aligned with industry-recognized standards, if available and appropriate • State requirements?

  3. What? RPOS FRAMEWORK TECHNICAL SKILLS ASSESSMENTS • National, state, and/or local assessments provide ongoing information on the extent to which students are attaining the necessary knowledge and skills for entry into and advancement in postsecondary education and careers in their chosen POS.  • Measure student attainment of technical skill proficiencies at multiple points during a POS. • Employ industry-approved technical skill assessments based on industry standards, where available and appropriate. • Employ State-developed and/or approved assessments, particularly where industry-approved assessments do not exist. • Result in the awarding of secondary credit, postsecondary credit, or a special designation on a student’s high school diploma. • Incorporate performance-based assessment items, to the greatest extent possible, where students must demonstrate the application of their knowledge and skills.

  4. When? Could be: • At the end of a course… • At the end of a section… • At the completion of postsecondary requirements within a course… • At the end of the program…

  5. Where? Where doesn’t really apply but I didn’t want to distract from the flow of the presentation…

  6. Why? • The total number of CTE concentrators for program year 2009-2010, was: 3,032,724  • The total number of CTE concentrators who were assessed for technical skills, for program year 2009-2010, was:  1,305,540 • What about the other 1,727,184 • Professional development

  7. HOW? • Use Career Cluster Standards (only set of nationally validated industry-based “broad” standards) • Developed and approved by the state with collaboration between secondary and postsecondary education and employers • Set the “bar” at the same level statewide

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