1. January 26, 2011 Careers Conference, Madison, Wisconsin Robin Nickel, Ph.D. Associate Director, Worldwide Instructional Design System

3. How are standards documented in curriculum? How do we balance consistency vs. organic development?

4. Drivers

5. Secondary and postsecondary develop a process for measuring technical skills that lead to an industry-recognized or state- recognized credential or locally-developed credential develop valid and reliable assessments Carl Perkins IV Drivers

6. “Assessment of student learning is a participatory, iterative process that: Provides data/information you need on your students’ learning Engages you and others in analyzing and using this data/information to confirm and improve teaching and learning Produces evidence that students are learning the outcomes you intended.” From “Student Learning, Assessment and Accreditation: Criteria and Contexts”, presented at Making a Difference in Student Learning: Assessment as a Core Strategy, a workshop from the Higher Learning Commission, July 26-28, 2006. Drivers

7.  Comprehensive Standards  3.3.1 “institution identifies expected outcomes … assesses whether it achieves the outcomes; and provides evidence of improvement based on analysis of those results.”  3.4.1 “establish and evaluate program and learning outcomes” Drivers

8. Advantages of Standards They provide… Guidance in teaching skills and subject matter Tools to make sure learning is valid Guidelines for defining competence Pearlman, Kenneth. National Skills Standards Board

10. Challenges Staff development Public communication Reporting out (grading, records) Accountability ASCD Raising Achievement Through Standards

11. They vary widely in format and level/generality Must be interpreted and adapted so they can be taught and assessed May represent a mixture of instructional design components: goals, core abilities, competencies Challenges

12. How are standards documented in curriculum?

13. © 2011, States' Career Clusters Initiative.

17. Agree to use a common curriculum design framework

18. Common Framework Provide a general road map of all courses and programs Ensure skills are being addressed Simplify articulation Increase efficiency

23. List in Program Link to Program Outcomes

26. Link to courses Link to course competencies

32. How do we balance consistency vs. organic development?

33. Syllabi Learning Plans Assessment Tasks

38. Syllabi Learning Plans Assessment Tasks

41. Syllabi Learning Plans Assessment Tasks

54. Ensure a systematic, consistent implementation of skill standards Connect teaching and learning to the intended results Implement targeted performance assessment

55. Robin Nickel, Ph.D. Associate Director, Worldwide Instructional Design System nickelr@wids.org