AGRISCIENCE CURRICULUM REVIEW Ginnie Bushong A ED 615 Investigations and Studies in Applied Research

CHAPTER I

Introduction House Bill 2700 – JTED House Bill 2700 – JTED CTE Standards – Cluster System CTE Standards – Cluster System Agriscience Standards – Cluster / Science Agriscience Standards – Cluster / Science AATA Curriculum Committee AATA Curriculum Committee Phase 1 – Standards 10.0 through 25.0 Phase 1 – Standards 10.0 through 25.0 Phase 2 – Options B, C, and F Phase 2 – Options B, C, and F

Need JTEDs require CTE Programs to prepare students for careers using the new cluster standards and validated assessments by July of The Arizona Agriscience Curriculum has provided agricultural teachers with the necessary resources to implement the new cluster standards into their curriculum. Nonetheless, no reliable assessment exists to measure student achievement of the standards.

Purpose The purpose of this study is to determine the reliability of the Arizona Agricultural Teachers’ Association Agriscience Curriculum Assessments. Reliability is defined as the instruments ability to produce similar results when administered to a number of different high school students. The reliability or internal consistency of the assessment will be represented as an alpha coefficient. The dependant variable is the alpha coefficient while the independent variables include type of question, clarity of question, and the questions relation to the Agriscience Curriculum. The dependant variable’s relationship to the independent variables will be examined using statistical software.

Objectives 1. Divide each assessment in constructs, by related measurement criteria. 2. Determine the alpha value for each question. 3. Recommend necessary assessment changes to the AATA Curriculum Committee.

Limitations 1. Only standards 10.0 through 25.0 are represented. Additional research will have to be formulated to address assessment of standards and 26.0 and above. 2. As in most studies, standard error of measurement is an expected limitation. Standard error of measurement is the difference between observed and true score.

Assumptions 1. Agricultural Teachers used the Arizona Agriscience Curriculum to teach the standards. 2. The assessments are a true measurement of the curriculum and standards. 3. The students will read each question on the assessment entirely. 4. The variety of the testing environment and assessment administrator has not affect on the student answers.

Definitions of Terms Agricultural Education Agricultural Education Arizona Agricultural Teacher’s Association (AATA) Arizona Agricultural Teacher’s Association (AATA) Arizona Agriscience Standards Arizona Agriscience Standards Arizona Agriscience Framework Arizona Agriscience Framework Arizona Agriscience Curriculum Arizona Agriscience Curriculum Career and Technical Education (CTE) Career and Technical Education (CTE) Chronbach Alpha Chronbach Alpha House Bill 2700 House Bill 2700 Joint Technical Education District Joint Technical Education District

CHAPTER II

CTE Education Legislation No Child Left Behind Perkins Act House Bill 2700 Public  Parents  Industry CTE Standards Arizona Agriscience Standards AATA Agriscience Curriculum AATA Agriscience Assessments Conceptual Framework CTE Education

Literature Review Academic Standards & Accountability Academic Standards & Accountability 48% States set higher standards 48% States set higher standards 34% Developed high stakes testing 34% Developed high stakes testing Over 24% Standardized test for graduation Over 24% Standardized test for graduation (Lynch, 2000) (Lynch, 2000)

Literature Review CTE Response CTE Response Over 50% used basic/advanced academic standards Over 50% used basic/advanced academic standards Almost 75% Work/skill attainment and placement Almost 75% Work/skill attainment and placement Types of measurement techniques Types of measurement techniques 1. State developed 2. Local selected/developed 3. Nationally recognized 4. Other (Belcher, McCaslin, & Headley, 2006) (Belcher, McCaslin, & Headley, 2006)

Significance This study will benefit the Agricultural Education Profession by providing a reliable assessment to measure student achievement of the Arizona Agriscience Standards. Future research will follow the developed methodology in order to determine reliability of standards 26.0 and above. In addition, it will benefit Career and Technical Education nationwide because they will be able to follow the direction of the Arizona Agricultural Teachers’ Association in developing curriculum and assessments based on the state competencies.

CHAPTER III

Operational Framework Selection of TopicSelection of Committee Review of Literature Creation of Research Objectives Obtain Program Review List Recruitment Letters Reminder Obtain Assessments Prepare & Mail Assessment Packets Collect DataAnalyze DataReport Findings

Subject Target Target Agriscience Program Review Participants Agriscience Program Review Participants Requirements Requirements Teaching a Standard between 10.0 and 25.0 during the School Year Teaching a Standard between 10.0 and 25.0 during the School Year Procedure Procedure Recruitment Letter Recruitment Letter Recruitment Letter Recruitment Letter Post Card Post Card Post Card Post Card Reminder Reminder

Instrument Assessment Documents Assessment Documents Validity – Writing & Review Team Validity – Writing & Review Team Reliability – Chronbach Alpha Reliability – Chronbach Alpha Conditions Conditions Various High School Agricultural Classrooms Various High School Agricultural Classrooms Instructions Instructions Assessment Packet Cover Letter Assessment Packet Cover Letter Assessment Packet Cover Letter Assessment Packet Cover Letter

Questions / Comments

References Arizona Department of Education. (2005). Arizona Career and Technical Education Framework. Phoenix: Arizona Department of Education. Arizona Department of Education. (2005). Arizona Career and Technical Education Framework. Phoenix: Arizona Department of Education. Arizona House Bill (2006). Arizona House Bill (2006). Belcher, G., McCaslin, N. L., & Headley, W. S. (2006). Implications of performance measures and standards for evaluation and assessment in agricultural education. Journal of Agricultural Education, 37(4), 1-7. Belcher, G., McCaslin, N. L., & Headley, W. S. (2006). Implications of performance measures and standards for evaluation and assessment in agricultural education. Journal of Agricultural Education, 37(4), 1-7. Bush, G. W. (2001). No child left behind. Bush, G. W. (2001). No child left behind. Chronbach, L J. (2004). My current thoughts on coefficient alpha and successor procedures. Educational and Psychological Measurement, 64(3), Chronbach, L J. (2004). My current thoughts on coefficient alpha and successor procedures. Educational and Psychological Measurement, 64(3),

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