january 2011

January 2011

CPS CTE Approach to Student Assessment

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CTE CAREER AND TECHNICAL EDUCATION

CPS CTE’s 3-Dimensional Approach to Student Assessment

EMPLOYABILITY

• Fundamentals• Character/ Work Ethic• Problem Solving• Interpersonal• Computer Literacy

TECHNICAL

• Occupation-specific skills

ACADEMIC

• Reading• Writing• Math• Science

Note: These skill categories are used by Association for Career and Technical Education to segment work-readiness skills.

• CPS / Chicago Workforce Investment Council (CWIC) Employability Assessment

• CPS CTE grades / unit assessments

• Industry certifications• National Occupational

Competency Testing Institute (NOCTI) student assessments

• CPS core grades• EPAS scores• WorkKeys scores

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CTE Cluster CTE Program Industry Available

Agriculture & Horticulture Food Science Food Handler Sanitation

Arts, A/V Technology & Communications

Broadcast Technology Final Cut Pro Level 1 Editing

Graphic Communications, Graphic Design Adobe Level 1 Photoshop

Business & Finance Accounting, Finance, Entrepreneurship None currently

Construction & Architecture

Architectural Drafting Autodesk AutoCAD

Cabinet Making, Carpentry, Electrical, Painting , Plumbing, Welding Occupational Safety & Health Administration (OSHA)

HVAC & Refrigeration Mechanic OSHA, HEAT and Refrigeration

Healthcare

Allied Health Bloodborne Pathogens, CNA, CPR, First Aid, Pharmacy Tech License

Medical & Health Careers Bloodborne Pathogens, CNA, CPR, First Aid, Pharmacy Tech License

Medical Assistant Bloodborne Pathogens, CPR, First Aid, RMA

Licensed Practical Nursing CPR, CNA, First Aid, LPN

Hospitality & Tourism Culinary Arts Food Handler Sanitation, ProStart

Human ServicesCosmetology Cosmetology State License

Early Childhood Education CPR, First Aid

Information Technology

Business Systems Networking A+, N+

Computer Programmer None

Information Processing Microsoft Certified Application Specialist (MCAS)

Law & Public SafetyLaw and Public Safety None Currently

Chicago Police & Firefighter Training Academy AED (Defibrillator), CPR, EMT, First Aid

Manufacturing

Electronics IPC, MSSC (Safety)

Equipment Technology Institute MSSC (Safety)

Machine TechnologyMSSC (Safety), NIMS (Job Planning, Bench Work & Layout; Manual Drill Press Operations; Manual Milling; Measurement, Materials & Safety)

Pre-Engineering None currently

Transportation

Auto Body Repair MAST (Steering and Suspension; Brakes; Engine Repair; Electrical)

Automotive Technology MAST, ASE, AC Delco (Steering &Suspension; Brakes; Engine Repair; Electrical)

Diesel None Currently

Logistics None Currently

Technical Assessment – Industry Certifications Available by Program

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Technical Assessment –Example: NOCTI Culinary Arts Pilot

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Group Avg- Duty (Pre-Test)- CPS Juniors Group Avg- Duty (Post-Test)- CPS Seniors National Avg- Duty (Post-Test)- Seniors

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CPS CTE needed an employability assessment that was…1. Based on an observed 3rd party rating of a student, much like a job interview rating (i.e., not a

paper-based assessment taken by a student)

2. Free or low-cost to administer, by one or by multiple parties in a grading period

3. Formative, i.e., included a rubric with stages of development through which students could progress over time, and could be administered multiple times over 3 years

4. Practical – i.e.,

• Focused on a core set of skills that could be quickly assessed so as not to over-burden teachers in implementation – some teachers have 100+ students to assess in 2 weeks

• Online – to facilitate quick turnaround time in data availability and analysis

• Available for immediate launch – to inform 2010-11 student work placements

5. Not industry-specific, i.e., applicable to all occupational areas

CWIC conducted research, found that no existing assessment met all criteria

CPS and CWIC created a customized assessment tool, focused on the core employability skills most commonly identified in our research

Employability Assessment – Why custom build for CPS CTE?

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The following is a sampling of the key national work-readiness models and assessments researched in development of the CPS CTE Employability Assessment:

Existing models researched before deciding to develop customized assessment

Note: Additional detail on comparison of assessments provided in Appendix.

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1. Developed a spreadsheet to itemize the skills recommended by:• National Work Readiness Assessments and Skill Catalogues• Recommendations from National Association of Career and Technical Education• Recommendations from national and state workforce advocacy groups• Recommendations from national industry organizations• Recommendations from the Department of Labor• Recommendations from the Illinois State Board of Education• Recommendations from Illinois Department of Employment Security• Recommendations from Illinois Department of Commerce and Community Affairs

2. Aggregated the skills into core categories based on similarity or association (e.g., creativity and innovation are subsets of problem solving)

3. Identified the skill sets most often recommended and marked as essential by key industry reports

4. Synthesized definitions into rubric with three levels: below standard, meets standard, above standard

As we developed a customized tool, how were the ‘core skills’ determined?

Note: Additional detail on comparison of assessments provided in Appendix.

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CPS CTE Employability Assessment – Launched in Fall 2010

• CPS CTE Employability Assessment: Observed rating of students by teachers 2x/year (Q1 & Q3), tracked online, targeting 16 essential skills in 5 categories:

1. Fundamentals2. Work Ethic/ Character3. Problem Solving4. Interpersonal5. Computer Literacy

• Employers, Coaches, and Counselors (anyone with significant interaction with students) can also assess students using the same assessment

• Assessment roll-out supported by aligned curriculum for students and professional development for teachers (270+ teachers engaged)

• Focus groups conducted with CTE teachers to collect feedback and ensure buy-in prior to assessment launch; extremely positive feedback received

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CPS CTE Employability Assessment – Overview of Skills Assessed

FUNDAMENTAL YES OR NO

Appearance/Hygiene

Timeliness

Oratory/Speaking

WORK ETHIC / CHARACTER 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

Attitude

Accountability/Integrity

Self Control

Ambition/Initiative

PROBLEM SOLVING

Supervision

Procedure/Rule Following

Problem Solving Approach

Information Management

INTERPERSONAL

Verbal Communication

Active Listening

Feedback

Teamwork ≥2 people

COMPUTER

Computer Literacy

CWIC reviewed all major work-readiness and employability assessments to create a core set of 21 st Century Skills aligned to youth capability and entry-level employment requirements. The source data was derived from over 10,000 employer interviews.

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CPS CTE Employability Assessment – Detailed Rubric

FUNDAMENTAL YES or NO

Appearance Dresses according to the defined norms of the workplace or school activity. Categories are business casual, business (coat and tie), and business formal (suit). Understands that appropriate appearance impacts cultural fit at the workplace.

Timeliness Arrives on time and is rarely absent without cause. Understands the relationship between punctuality and how people perceive them.

Oratory/Speaking Uses appropriate language, volume, clarity and tone based on the norms of the environment. Uses friendly tone and smiles when conversing with others.

WORK ETHIC/ CHARACTER 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

Attitude

Is often negative and struggles to reorient negative outlook into a positive outlook. Does not understand or is not concerned with how attitude affects performance and group dynamics.

Is usually optimistic and can reorient negative outlook into a positive outlook. Understands how attitude affects performance and group dynamics.

Is optimistic and quickly reorients negative outlook into a positive outlook. Values how attitude affects performance and group dynamics and tries to positively influence conditions.

Accountability/Integrity

Rarely acknowledges responsibility for own actions and decisions. Does not complete assignments and is not concerned with quality of work. Has a generally low standard of performance.

Acknowledges responsibility for own actions and decisions. Completes assignments and is concerned with quality of work. Works towards a high standard of performance for self.

Assumes responsibility for actions and decisions. Completes assignments and is concerned with quality of own work and that of peers. Works towards a high standard of performance.

Self Control

Does not have control over emotional reactions. Responds to difficult individuals or situations with an agitated and defensive manner. Struggles to keep personal matters from interfering with performance.

For the most part, controls emotional reactions. Responds to difficult individuals or situations with a calm and non-defensive manner. Usually keeps personal matters from interfering with performance.

Can suppress own reaction and remedy difficult individuals or situations with a calm and non-defensive manner. Keeps personal matters from interfering and maintains top performance.

Ambition/Initiative

Has difficulty setting and achieving short term goals. Rarely takes initiative and waits for others to give work. Is only motivated under excessive influence or threats. Has a low expectation for self.

Can set and achieve short and moderate term goals. Takes initiative and does not wait for others to give work. Is self motivated but needs encouragement at times. Sets moderate expectations for self.

Can set and achieve short and long term goals. Takes initiative and does not wait for others to give work. Is self motivated and can strive independently. Sets high expectations and strives to surpass them.

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CPS CTE Employability Assessment – Detailed Rubric (continued)

PROBLEM SOLVING 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

SupervisionNeeds constant supervision to complete tasks.

Needs moderate supervision to complete tasks.

Needs minimal supervision to complete tasks.

Procedure/Rule Following

Has difficulty following rules and procedures. Jumps into tasks without first reading the directions. Does not seek clarification when unclear. Does not see the relevance of procedures to performance.

Follows rules and procedures. Reads all directions before starting. Checks for clarification when unclear. Understands relevance of procedures to performance.

Follows rules and procedures. Reads all directions before starting. Can break down instructions and prioritize implementation. Checks for clarification when directions are unclear. Appreciates relevance of procedures to performance and contributes suggestions for new/better procedures.

Problem Solving Approach

Does not approach program solving with any process. Has difficulty constructing and executing a plan.

Uses a basic process for problem solving. (1) Understand the problem (2) Construct a plan to solve the problem (3) Execute the plan.

Uses an advanced process for problem solving. (1) Identify the problem (2) Understand the problem (3) Construct a plan to solve the problem (4) Execute the plan (5) Evaluate results

Information Management

Struggles to identify and acquire information needed to solve a problem. Has difficulty extracting and understanding information from charts and graphs. Has difficulty organizing information effectively.

Can identify and acquire information to solve a problem. Can extract and understand information from charts and graphs. Can organize information effectively.

Can identify, acquire, and analyze information across disciplines to solve a problem. Can extract and understand information from charts and graphs. Recognizes information most relevant to a situation. Can organize information effectively. Seeks opportunities to learn new information.

COMPUTER 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

Computer Literacy

Can operate a computer. Can connect to internet. Can use search engines. Can send/receive email. Has difficulty using word processing software.

Can operate a computer. Can connect to internet. Can use search engines. Can send/receive email. Can use word processing software.

Can operate a computer. Can connect to internet. Can use search engines. Can send/receive email. Can use word processing, presentation and spreadsheet software.

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CPS CTE Employability Assessment – Detailed Rubric (continued)

INTERPERSONAL 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

Verbal Communication

Does not effectively express his/her ideas in a clear and logical manner. Has difficulty building on information presented during a conversation. Usually responds with yes/no answers. Often uses communication destructively to gossip or cause harm.

Effectively expresses his/her ideas in a clear and logical manner. Can have a two-way conversation building on information obtained during the conversation. Uses communication constructively to promote goals not to gossip or cause harm.

Effectively promotes his/her ideas in a clear and logical manner. Supports his/her ideas with data and research versus personal opinion. Is a skilled conversationalist and can successfully engage others in brainstorming and conflict resolution. Uses communication constructively to promote goals not to gossip or cause harm.

Active Listening

Struggles to understand, interpret, and evaluate what he or she heard. Does not accurately recall information. Does not ask clarifying statements. Does not maintain eye contact. Does not use listening cues such as nodding and verifying statements.

Can understand what he or she heard. Can accurately recall information. Asks clarifying statements. Maintains eye contact. Uses listening cues such as nodding.

Can understand, interpret, and evaluate what he or she heard. Accurately recalls and summarizes information. Asks clarifying statements. Maintains eye contact. Uses listening cues such as nodding and verifying statements.

Feedback

Responds defensively to constructive criticism. Often deflects by providing excuses. Resists being redirected to appropriate behavior. Does not defer judgment.

Responds civilly to constructive criticism. Absorbs feedback as a learning tool. Can be redirected to appropriate behavior. Reflects on feedback and defers immediate judgment.

Proactively seeks feedback and responds positively to constructive criticism. Absorbs feedback and seeks new ways to perfect behavior or performance. Easily redirected to appropriate behavior. Reflects on feedback and defers immediate judgment.


Does not work well in a team situation. Does not share responsibility for team deliverables. Deflects workload onto other team members. Often seeks to reduce level of quality. Is critical of other team members. Disrespects other team members’ input. Is unwilling to compromise to achieve overall team success.

Works with other team members to accomplish shared goals. Shares responsibility for team deliverables and accomplishes an equal portion of the workload. Respects and values other team members’ input. Willing to compromise to achieve overall team success.

Works with other team members to accomplish shared goals and often takes on team leadership position. Shares responsibility for team deliverables and accomplishes an equal portion of the workload. Provides team members with constructive guidance, encouraging others to do high quality work. Respects and values other team members’ input. Supports negotiated compromise to achieve team success.

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CPS CTE Employability Assessment – Free, Online, Focused (5 mins./student rating)

CPS Career and Technical Education Beta Version 1.0

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APPENDIX

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Appendix – CPS CTE offering curriculumaligned with Employability Assessment

Existing ‘Transitions’ Soft Skills Curriculum

• Developed several years ago by external vendor, aligned with ‘SCANS’ employability standards

• Available to all CTE teachers online

• Periodic trainings conducted for teachers on this content

Incorporating Lessons into Standard CTE

Curriculum

• Lessons being built into new, standardized CTE curriculum

• Pulling from CTE teachers, Transitions, and other existing content

New Professional Leadership/ College & Career Development

Workshops

• Monthly, year-long employability and job prep program

• Initial focus on CTE students, but much of content can eventually serve all students

• 2-3 sessions in winter/spring 2011 pilot launch; 6-8 sessions per year starting in 2011-12 school year

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Appendix – New Professional Leadership Workshops

1. Your Roadmap – Goal Setting, Resumes and College Applications

2. Your Elevator Speech – Interviews with Employers and College Admissions

3. Shadowing (Part I) – Preparation for Job Shadowing and College Visits

4. Shadowing (Part II) – Reflecting on your Job Shadow and College Visit

5. Managing Your Offers – Internships, Jobs, other Opportunities

6. Making the Most of Your Experience – Internships, Jobs, Summer Programs, College Prep Experiences, Enrichment Program

Multi-part series to increase student’s college and career development and navigation skills. Example topics (content in development):

Note: Workshop content is being developed by Kasey Mueller, contractor and 23 year HR / Corporate Training professional also with experience working with youth. Content is being aligned with What’s Next Illinois and iterated/vetted with CPS OCCP staff.

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Appendix – Comparison of Employability Assessments

Background

Analysis

1 Alignment to 16 Core Employability Skills2 Cost must be reasonable, sustainable, and feasible in large numbers

Alignment to 16 Core Readiness Skills

3

Comparison Chart of the Leading Employability and Pre-Employment Assessment Packages

CPS CTE is committed to preparing students for both college and career. Being prepared at CPS CTE translates to meeting standards in technical, academic and employability skills. In the summer of 2010, CTE analyzed the current marketplace of employability assessments to identify an assessment tool that met the unique needs of CPS CTE. Analysis demonstrated that no such tool existed and CTE proceeded to develop a custom assessment. CPS CTE's partner on this project was the Chicago Workforce Investment Council. This new Cognitive/Social Employability Assessment is based on evidence-based research. The studies and assessment used to inform this assessment collectively interviewed over 10,000 employers.

This file provides comparative data on major employability assessment products. The criteria was developed through meetings and focus groups with CPS CTE managers and teachers. It is important to note that this file compares only market product assessments that can be readily implemented versus sets of recommendations. The new CPS CTE Cognitive/Social Employability Assessment (CSEA) is included. There is a separate CTE report focused on skill recommendations.

Top Three Criteria Areas

Formative- Ongoing assessments, reviews, and observations in a classroom that are used to improve instructional methods and student feedback throughout the teaching and learning process.

Note: Most assessments if applied more than once can be used formatively. If an assessment can only be used once to cost than it ceases to be formative.

A set of 16 core employability skills was derived from research found in 20 national studies and 11 leading assessments on employability. A comprehensive list of skills was cataloged from each study or assessment. Analysis of this skills catalog produced consistencies that could be groups into core essential skills. There is a separate CTE report focused on specific skill selection.

COMPUTERComputer Literacy

PROBLEM SOLVINGSupervision

Procedure/Rule FollowingProblem Solving ApproachInformation Management

WORK ETHIC/ CHARACTER Attitude

Accountability/IntegritySelf Control

Ambition/Initiative

INTERPERSONAL Verbal Communication

Active ListeningFeedback


16 Core Employability SkillsFUNDAMENTAL

AppearanceTimeliness

Oratory/Speaking

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Evaluation Criteria

Free

Only 1 Evaluation required Online

100% Aligned to

16 Core Skills

Occupation Non-

Specific Formative ObservedCurriculum Available

Reporting Tools

Takes less than 20 minutes to assess

per StudentCTE CSEA: Cognitive/Social Employability Assessment ü ü ü ü ü ü ü ü ü ü

The A Game ü ü ü ü ü

ACT WorkKeys Fundamentals /Soft Skills* ü ü ü Berke Group Employment Personality Assessment* ü ü ü ü College and Work Readiness Assessment Council for Aid to Education ü ü ü ü

Criteria Corp. Employment Test Portfolio 1 ü ü ü ü Equipped for the Future: Individual Curriculum Exercises and Tests ü ü ü

IHD Corporation Scorecard Assessment* ü ü ü ü ü

Learning Resources Inc WRS* 2 ü ü ü ü National Work Readiness Credential3 National Work Readiness Council ü ü ü ü ü

NOCTI Workplace Readiness ü ü ü ü

Skills USA Employability Assessment ü ü ü ü ü

* Connotes Assessment Tool focused primarily on employers versus workforce development and educational markets.

Appendix – Comparison of Employability Assessments

Note: Additional detail on comparison of assessments and skill recommendations is available.

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Appendix – Determination of Employability ‘Core Skills’

Employability Skills Alignment Chart

Mapping skills across Research Reports; National Organizations; and Leading Employability and Pre-Employment Assessment Packages

BackgroundCPS CTE is committed to preparing students for both college and career. Being prepared at CPS CTE translates to meeting standards in technical, academic and employability skills. In the summer of 2010, CTE analyzed the current marketplace of employability assessments to identify an assessment tool that met the unique needs of CPS CTE. Analysis demonstrated that no such tool existed and CTE proceeded to develop a custom assessment. CPS CTE's partner on this project was the Chicago Workforce Investment Council. This new cognitive/social Employability Assessment is based on evidence-based research. The studies and assessment used to inform this assessment collectively interviewed over 10,000 employers.

Skills AnalysisThis file documents skills alignment between the CPS CTE cognitive/social Employability Assessment (CSEA) and all of the national standards and assessment products. CWIC cataloged the skill recommendations from each report, organization and assessment. Analysis of this skills catalog produced consistencies that could be groups into core essential skills. CWIC identified 16 skills across 5 categories.

Note: The following terms are used interchangeably: Workforce readiness skills, workplace success skills, soft skills, employability skills, interpersonal skills, workplace behaviors, behavioral competencies, social skills, career readiness skills and behavioral effectiveness skills. Skills and competencies are also used as synonyms.

Chart 1: Sources used to determine CPS CTE Employability ‘Core Skills’, and overall alignment between CPS and each source researchedThis chart demonstrates the percentage of match between CPS CTE and each readiness report or tool. CPS CTE category includes the cognitive/social Employability Assessment as well as other assessments or curriculum provided by CPS and CTE including WorkKeys, ACT, PSAE, and NOCTI Technical Assessments.

Chart 2: CPS CTE skill-by-skill alignment with each source researchedThis chart demonstrates the match between the 16 core skills of the CPS CTE cognitive/social Employability Assessment and each readiness report or tool.

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Appendix – Sources Used to Determine ‘Core Skills’

Research Sources for CPS CTE Cognitive Social Employability Assessment (CSEA) Report or Organization

RecommendationAssessment Product or

Package

CPS Alignment (includes Employability Assessment

complemented by other CTE and CPS Assessments)

ACT Workkeys Soft Skills and Fundamentals Assessment x 100%Association for Career and Technical Education x 100%Berke Personality Assessment x 73%The A Game Work Ethic Assessment x 100%"Are They Really Ready to Work" Report - Conference Board, Corporate voices for Working Families, Partnership for 21st Century Skills, and Society for Human Resources x 100%CASAS Workforce Skills Certification System (WSCS): Uses Learning Resources Inc Assessment to measure soft skills x 100%Criteria Corp Assessment Catalogue: Criteria Personality Inventory (CPI); Criteria Cognitive Aptitude Test (CCAT); Employee Personality Profile (EPP); Criteria Basic Skills Test (CBST) x 100%

CWRA - College and Work Readiness Assessment - Council for Aid to Education x 100%Equipped for the Future Curriculum x 100%IHD Corporation Achiever Assessment* x TBD"The Ill Prepared Workforce" Report - Conference Board, Corporate voices for Working Families, Partnership for 21st Century Skills, and Society for Human Resources x 100%Illinois Consortium for 21st Century Learning Skills: Based on the 21st Century Skills Partnership x 100%Illinois Learning Standards - ISBE x 95%Illinois workNet x 100%Junior Achievement x 100%Learning Resources Inc (LRI) x 100%

National Work Readiness Council CWRC National Work Readiness Credential x 100%NOCTI x 98%O Net x 94%Partnership for 21st Century Skills x 100%Secretary's Commission on Achieving Necessary Skills (SCANS) Skills x 100%Skills USA x 72%

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Appendix – ‘Core Skills’ Alignment with Sources Researched

21st Century Work Readiness for Youth Act

Workkeys Soft Skills ACTE

Berke Personaity

AsssessmentThe A Game

Illinois Learning

Standards

"Are They Really Ready to Work" Report

CASAS Certification

(WSCS)Criteria Corp (4 assessments)

CWRA Assessment

Equipped for the Future

"Ill Prepared Workforce"

Report

FUNDAMENTAL

Appearance/Hygiene x x

Timeliness x x x x

Oratory/Speaking x x x x x x x

WORK ETHIC/ CHARACTER

Attitude x x x x x x

Accountability/Integrity x x x x x x x x x

Self Control x x x x x x

Ambition/Initiative x x x x x x x x

PROBLEM SOLVING

Supervision x x x

Procedure/Rule Following x x x x x x x x x x

Problem Solving Approach x x x x x x x x x x

Information Management x x x x x x x

INTERPERSONAL

Verbal Communication x x x x x x x x x

Active Listening x x x x x x

Feedback x x x x x

Teamwork ≥2 people x x x x x x x

COMPUTER

Computer Literacy x x x x

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Appendix – ‘Core Skills’ Alignment with Sources Researched

21st Century Work Readiness for Youth

Illinois Consortium

ISBE IL Learning

StandardsIllinois

workNetJunior

Achievement

Learning Resources Inc (LRI)

CWRC National

Work Readiness Credential

NOCTI Job Ready

Assessment

Dept of Labor O-

Net

Partnership for 21st

Century Skills

Secretary's Commission on

Achieving Necessary Skills

(SCANS) Skills USA

FUNDAMENTAL

Appearance/Hygiene x

Timeliness x x x

Oratory/Speaking x x x x x x x x

WORK ETHIC/ CHARACTER

Attitude x x x x

Accountability/Integrity x x x x x x x x x

Self Control x x x x

Ambition/Initiative x x x x x x x x x x

PROBLEM SOLVING

Supervision x x x x x

Procedure/Rule Following x x x x x x x

Problem Solving Approach x x x x x x x x x x x

Information Management x x x x x x x x x

INTERPERSONAL

Verbal Communication x x x x x x x x x x x

Active Listening x x x x x x x x x

Feedback x x x x x

Teamwork ≥2 people x x x x x x x x x x x

COMPUTER

Computer Literacy x x x x x x

january 2011

Documents

cte career

cps cte approach

grading standards3cps

paperbased assessment

technical education0

nocti culinary arts

segment workreadiness

job interview rating