1. applying the PODS framework {assessments in context} Joselito C. Lualhati, Ph.D. Principal and Director Workforce Analysis, Strategy and Solutions GSX jlualhati@gskillsxchange.com John Fischer Consultant Division of Lifelong Learning Vermont Department of Education john.fischer@state.vt.us

2. critical [Perkins Act of 2006] career and technical education preparing students higher levels of education world of work expresses Congress’ belief foris for the or that

3. [calls for leveraging of] input standards throughput learning in context output assessments to ensure that students attain knowledge and skills they need to excel

4. [expands use of assessments] temper expectations use of existing assessments may result in unexpected consequences {if they even exist …} but we may want to because

5. [expressed fear] assessment learning in context standards

6. [to meet expectations …] standards assessment(s) learning in context

7. [today’s exchange …] explain challenges {Vermont’s} examine approach {use of PODS} explore lessons-learned {exposed needs} list next steps {critical to success}

8. [explain challenges] not all existing programs are created equal need to fulfill multiple expectations no existing assessments industry’s explicit view of assessments

9. [examine approach - PODS] expedite shaping of an assessment system explicitly links multiple standards addresses industry’s expressed concerns affords VT “standardized flexibility”

10. [examine approach - PODS] 1 st – see the “whole” use tasks or response sets listed in technical standards to describe process associated with target occupation, then use process map to put response sets in context (see Handout 1) why? allows for efficient integration of multiple KSA sources using process steps as backbone allows for identification of KSAs that cut across response sets vs. those relevant only to a group of response sets

11. [examine approach - PODS] 2 nd – fill the “hole” put together credentialing map that identifies KSAs relevant to process steps and KSAs relevant to each group of response sets (see Handout 2) why? allows for one-stop and comprehensive view of assessment possibilities serves as touchstone for figuring out possible assessment tools defines what assessments should try to cover

12. [examine approach - PODS] 3 rd – plan, design, and develop assessments 4 th – pilot, evaluate, and adjust assessments 5 th – implement assessment program what? scenarios item banktechnical assessment profile rubrics

13. [explore lessons-learned] minimum acceptable capabilities PODS potential to synchronize pathways predefined ceilings … integration challenges balancing CTE’s dual goals

14. [list next steps] adjust (and develop) assessments integrating meta-standards into program professional development complementary “challenge” professional development