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Criterion Referenced Assessment: Delineating Curricular Related Performance Skills Necessary for the Development of a Table of Test Specifications

Authors:

David L. MacQuarrie ,

Brooks Applegate,

Warren Lacefield

Abstract

This study focused on defining and delineating core skills and tasks needed for successful CTE student educational growth and success through a curriculum and assessment alignment process. The context for this project lies within Automotive Service Technology (AST), which must additionally meet the National Institute of Automotive Service Excellence (ASE) program certification standards. Unfortunately, two skill areas are not clearly defined or assessed by ASE: Basic Vehicle Interval Maintenance Skills and Basic Vehicle Repair Skills, which combine to form the Automotive Service Technology Foundational Skills (ASTFS). A qualitative analysis of emergent systems patterns was used to construct a table of specifications for ASTFS, which can facilitate curriculum development and assessment. Specifically, this process defined and delineated prerequisite technical skills and their associated ability domains of knowledge, concepts, and skills so they could be taught, learned, and assessed.
How to Cite: MacQuarrie, D.L., Applegate, B. and Lacefield, W., 2009. Criterion Referenced Assessment: Delineating Curricular Related Performance Skills Necessary for the Development of a Table of Test Specifications. Journal of Career and Technical Education, 24(2). DOI: http://doi.org/10.21061/jcte.v24i2.718
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Published on 01 Dec 2009.

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