Exploring differences and relationships between online formative and summative assessments in Mississippi career and technical education

PurposeThis study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit from taking multiple formative assessments in an online format prior to completing their summative exams. Most CTE students in the state of Mississippi are required to take an end-of-course exam cataloged as the Mississippi Career and Planning Assessment System (MS-CPAS). Previously, MS-CPAS test score results did not impact school-wide accountability scores, but in recent years, some of the guidelines were changed so that these summative test scores now play a vital role in school accountability and rankings.Design/methodology/approachThis study examines both formative and summative online exam scores for more than 13,000 students who have taken an MS-CPAS assessment in the 2018 and 2019 school years.FindingsThe results of this study revealed that there were significant differences in summative exam scores for students who took two online formative practice tests when compared to groups of students who did not take any formative practice tests. This study also illustrated a positive correlation between those students' final online practice test scores and their summative exam scores.Originality/valueThese results would prove very beneficial to both CTE teachers and directors in helping them understand the benefits of introducing formative practice tests into their programs to boost student understanding.

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E-Learning Spaces

Handbook of Research on E-Learning Applications for Career and Technical Education ◽

10.4018/978-1-60566-739-3.ch004 ◽

2009 ◽

pp. 47-58 ◽

Cited By ~ 3

Author(s):

Lesley Farmer

Keyword(s):

Career And Technical Education ◽

Technical Education ◽

The State ◽

Learning Spaces ◽

Career And Technical ◽

Current Trends ◽

E Learning

This chapter analyzes the state of learning spaces as they impact career and technical education. Relevant theories and models about physical learning spaces transfer to e-learning spaces. Critical features for planning e-learning spaces are detailed, and current trends in designing e-learning spaces are noted.

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Secondary, Career, and Technical Education: Spring Meeting for the State Directors of Vocational and Technical Education

PsycEXTRA Dataset ◽

10.1037/e370782004-008 ◽

2004 ◽

Author(s):

Keyword(s):

Career And Technical Education ◽

Technical Education ◽

The State ◽

Career And Technical ◽

Spring Meeting ◽

Vocational And Technical Education ◽

State Directors

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The effects of knowledge management capabilities on perceived school effectiveness in career and technical education

Journal of Knowledge Management ◽

10.1108/jkm-12-2015-0515 ◽

2016 ◽

Vol 20 (6) ◽

pp. 1373-1392 ◽

Cited By ~ 7

Author(s):

Wen-Ling Shih ◽

Chun-Yen Tsai

Keyword(s):

Knowledge Management ◽

Career And Technical Education ◽

Structural Equation ◽

School Effectiveness ◽

Technical Education ◽

Equation Modeling ◽

Content Type ◽

Career And Technical ◽

Management Capabilities ◽

The Impact

Purpose This study aims to investigate the impact that knowledge management (KM) capabilities have on school effectiveness in career and technical education (CTE) in Taiwan. Design/methodology/approach The study adopted a survey research. A total of 439 valid samples were obtained and subsequently verified with structural equation modeling. Findings The results indicated that KM capabilities consist of two main dimensions, namely, the KM enabler capabilities and the KM process capabilities. The former includes structures, cultures and information technology support, whereas the latter includes acquisitions, storage, sharing and applications. In terms of the relationships among the dimensions of the model structure, the KM enabler capabilities managed to effectively predict the KM process capabilities, and the KM process capabilities managed to effectively predict the perceived school effectiveness. Research limitations/implications Based on the results, improvement of the KM enabler capabilities and process capabilities of higher education institutions of CTE is recommended so that their school effectiveness may be improved. Because the participants were not randomly selected, the generalizability of the results should be further examined. Practical implications This study encourages practitioners to focus their KM practices on KM enabler capabilities and the KM process capabilities. Originality/value The current study provided an insight into and further understanding of the model regarding the relationships among the KM enabler capabilities, the KM process capabilities and the school effectiveness.

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Improving employment outcomes of career and technical education students

Higher Education Skills and Work-based Learning ◽

10.1108/heswbl-01-2018-0003 ◽

2018 ◽

Vol 8 (4) ◽

pp. 469-483 ◽

Cited By ~ 3

Author(s):

Sitalakshmi Venkatraman ◽

Tony de Souza-Daw ◽

Samuel Kaspi

Keyword(s):

Career And Technical Education ◽

Industry 4.0 ◽

Technical Education ◽

Tertiary Education ◽

Flexible Structures ◽

Employment Outcomes ◽

Practical Implementation ◽

Implementation Plan ◽

Content Type ◽

Career And Technical

Purpose In this rapidly changing world, we are experiencing the fourth industrial revolution, known as “Industry 4.0,” that requires education systems to redesign qualifications in order to meet the needs of an individual and the workplace of the digitized economy. The purpose of this paper is to provide an overview of the relatively new approaches being explored mainly in the UK and Australia within the higher education (HE) sector and to propose a framework with selected career training pathways for the tertiary education system within the Australian context. The implementation plan postulated from the reports of recent studies conducted in England’s apprenticeship system is intended as a guideline for facilitating a sustainable career and technical education (CTE) with three pillars of innovation, integration and collaboration in order to improve employment outcomes required for the digitized economy in Australia. Design/methodology/approach This study adopts a descriptive, pragmatic research methodology to review and analyze education methods found in contemporary degree and vocation programs, particularly the degree apprenticeships adopted in England. This approach is used to explore, explain and develop a framework for student-centric apprenticeship options in CTE with graduate outcomes in the re-designed HE programs to successfully meet the needs of Industry 4.0 workplaces in Australia. Findings A student-centric framework is designed for HE programs with a proposal to include practical variations in apprenticeships to embrace flexible structures and industry responsiveness. The paper develops tactical plans and implementation flowcharts for the proposed framework with four CTE pathways, such as degree apprenticeships, start-up focus degrees, tailored studies and multiple majors that are designed for tertiary education programs to meet the dynamically changing employment needs of industry. Originality/value This proposal is a relatively new approach to improve employment outcomes of students undergoing degrees and vocational education with a focus on apprenticeship in four different forms. The strength of this pragmatic approach is in providing an insight into “what works” through a set of flexible, sustainable and practical implementation plan for the proposed CTE pathway framework in order to meet the future need of re-skilling and training for the digital economy.

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