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Legislative Guidance: Assessment Options February 2012 Music Assessment Options for Teacher Evaluation *Note* The assessment ideas and options provided below are the result of classroom practitioner suggestions and experiences. These options are not required or mandated by the Indiana Department of Education, rather created to serve as guidelines and list available resources for schools, administrators and teachers. Type of Assessment Music Assessment Options for Category National Exams (PARCC in 2014-2015) Advanced Placement Music Theory State Exam with Growth Model Data State Exam (State-Created or Off-the-Shelf) without Growth Model Data Indiana State Music Association Contests Indiana Music Educators Association Festivals District Off-the-Shelf Exam (NWEA, Scantron) Technology-Driven Measurements (ex. Smart Music) District-Created Exam Performance Measures Pre and Post Assessment to Measure Student Growth Singing/Playing Assessment Sight Reading Assessment Auditions for Groups Student Portfolios with Rubric Teacher Observation/Standards Checklist of Student Performance Audio Recording of Student Performance to Measure Growth School Concert with Evaluation Content Measures Student Portfolios with Rubric Written Exam/End of Course Assessment Formative or Summative Assessments Aligned to Content Standards Teacher Observation/Standards Checklist of Student Content Knowledge School/Department- Created Exam Performance Measures Pre and Post Assessment to Measure Student Growth Singing/Playing Assessment Sight Reading Assessment

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Legislative Guidance: Assessment Options February 2012

Music Assessment Options for Teacher Evaluation *Note* The assessment ideas and options provided below are the result of classroom practitioner suggestions and experiences. These options are not required or mandated by the Indiana Department of Education, rather created to serve as guidelines and list available resources for schools, administrators and teachers.

Type of Assessment Music Assessment Options for Category

National Exams (PARCC in 2014-2015)

Advanced Placement Music Theory

State Exam with Growth Model Data

State Exam (State-Created or Off-the-Shelf) without

Growth Model Data

Indiana State Music Association Contests

Indiana Music Educators Association Festivals

District Off-the-Shelf Exam (NWEA, Scantron) Technology-Driven Measurements (ex. Smart Music)

District-Created Exam

Performance Measures

Pre and Post Assessment to Measure Student Growth

Singing/Playing Assessment

Sight Reading Assessment

Auditions for Groups

Student Portfolios with Rubric

Teacher Observation/Standards Checklist of Student Performance

Audio Recording of Student Performance to Measure Growth

School Concert with Evaluation

Content Measures

Student Portfolios with Rubric

Written Exam/End of Course Assessment

Formative or Summative Assessments Aligned to Content Standards

Teacher Observation/Standards Checklist of Student Content Knowledge

School/Department-Created Exam

Performance Measures

Pre and Post Assessment to Measure Student Growth

Singing/Playing Assessment

Sight Reading Assessment

Legislative Guidance: Assessment Options February 2012

Auditions for Groups

Student Portfolios with Rubric

Teacher Observation/Standards Checklist of Student Performance

Audio Recording of Student Performance to Measure Growth

School Concert with Evaluation

Content Measures

Student Portfolios with Rubric

Written Exam/End of Course Assessment

Formative or Summative Assessments Aligned to Content Standards

Teacher Observation/Standards Checklist of Student Content Knowledge

Teacher-Created Exam

Performance Measures

Pre and Post Assessment to Measure Student Growth

Singing/Playing Assessment

Sight Reading Assessment

Auditions for Groups

Student Portfolios with Rubric

Teacher Observation/Standards Checklist of Student Performance

Audio Recording of Student Performance to Measure Growth

School Concert with Evaluation

Content Measures

Student Portfolios with Rubric

Written Exam/End of Course Assessment

Formative or Summative Assessments Aligned to Content Standards

Teacher Observation/Standards Checklist of Student Content Knowledge

Performance Measures - Assessments listed under performance measures are meant to be used

when determining student abilities when singing,

playing an instrument or other displays of

musicality.

Content Measures - Assessments listed under content measures are meant to be used when determining student application of content knowledge,

such as identification of music notes or detailing cultural aspects of music.

Legislative Guidance: Assessment Options February 2012

Areas for Consideration:

Actual instructional time music teacher has with students should inform type of assessment used.

Student attendance rate may/should be taken into account when measuring student growth and/or

achievement. Teachers and principals can set specific attendance requirements for students to be counted in

the teacher's measurement of student achievement and/or growth and attainment of their Student Learning

Objectives.

Primary Student Learning Objectives should encompass all Indiana Academic Standards for Music

specifically music content standards, not rest solely with student

performance measures.

Class size and/or total student assignment to one teacher should inform the type of assessment used. For example,

if an elementary teacher sees all 600 students in the building, it may be unreasonable to have the teacher

measure each student's growth individually.

In determining which assessment to implement from this chart, one should

keep in mind that as we move away from teacher-created exams we increase the confidence in the

assessment. However, some districts may not have the financial supports

available to send students to contests where fees apply or to purchase tools that measure student achievement or growth electronically. The assessment

utilized to construct the Student Learning Objective will depend on

many factors at the local level. The assessments listed in this chart are by

no means mandated by the Indiana Department of Education, only

organized based on the confidence of the assessments available to music

teachers.

If assessment measures are chosen requiring the evaluation of student performance, the trained music

educator would set and determine student growth and achievement. Administrators should talk with, review and evaluate student data, but ultimately the trained

music educator should make student growth and achievement determinations. For example, if a choir

teacher decides to write an Student Learning Objective measuring student growth from the start of the school year to the end performance at a school concert, the

teacher would determine the growth of the students not the administrator who is not a trained music educator.

Additional Support Not Listed in Above Matrix American String Teachers Association

Legislative Guidance: Assessment Options February 2012

PE Assessment Options for Teacher Evaluation

*Note* The assessment ideas and options provided below are the result of classroom practitioner suggestions and experiences. These options are not required or mandated by the Indiana Department of Education, rather

created to serve as guidelines and list available resources for schools, administrators and teachers.

Type of Assessment

PE Assessment Options for Category

Additional Notes

National Exams (PARCC in 2014-

2015)

State Exam with Growth Model Data

State Exam (State-Created or Off-the-

Shelf) without Growth Model Data

District Off-the-Shelf Exam (NWEA,

Scantron)

The President's Challenge Physical Fitness Test

Fitness Gram Student Fitness Assessment

Most appropriate in the high or middle school settings

System for Observing Fitness Instruction Time

(SOFIT)

Most appropriate, robust assessment measure of teacher effectiveness

Academic Learning Time - Physical Education (ALT-

PE)

Most appropriate, robust assessment measure of teacher effectiveness

Moderate to Vigorous Physical Activity (MVPA)

in Physical Education Academic Outcomes

Most appropriate, robust assessment measure of teacher effectiveness

District-Created Exam

Pre and Post Assessment to Measure Student

Growth

Student Portfolios with Rubric

Written Exam/End of Course Assessment

Teacher Observation/Standards

Checklist of Student Performance

Legislative Guidance: Assessment Options February 2012

Student Activity Timed by Teacher/Administrator to

Measure Actual Engagement in Activity by

Student

School/Department-Created Exam

Pre and Post Assessment to Measure Student

Growth

Student Portfolios with Rubric

Written Exam/End of Course Assessment

Teacher Observation/Standards

Checklist of Student Performance

Student Activity Timed by Teacher/Administrator to

Measure Actual Engagement in Activity by

Student

Teacher-Created Exam

Pre and Post Assessment to Measure Student

Growth

Student Portfolios with Rubric

Written Exam/End of Course Assessment

Teacher Observation/Standards

Checklist of Student Performance

Student Activity Timed by Teacher/Administrator to

Measure Actual Engagement in Activity by

Student

Legislative Guidance: Assessment Options February 2012

Areas for Consideration:

Actual instructional time PE teacher has with students

should inform type of assessment used.

When developing Student Learning Objectives, the academic or grade level (elementary, middle, high) of the teacher should inform the type

and administration of the assessment.

Class size and/or total student assignment to one teacher should inform the

type of assessment used. For example, if an elementary

teacher sees all 600 students in the building, it may be unreasonable to have the

teacher measure each student's growth individually.

Student attendance rate may/should be taken into account when measuring student growth and/or achievement. Teachers and principals can set specific attendance requirements for students to be counted in the teacher's measurement of student achievement and/or growth and attainment of their Student Learning Objectives.

Teachers and administrators may also want to set a Student Learning Objective taking into account the Literacy Standards for Technical Subjects/PE. These literacy standards can be measured through a variety of assessments and may want to be explicitly targeted in the Secondary Student Learning Objective, depending on the needs and focus of the school, district or individual teacher.

Legislative Guidance: Assessment Options February 2012

Visual Arts Assessment Options for Teacher Evaluation

*Note* The assessment ideas and options provided below are the result of classroom practitioner suggestions and experiences. These options are not required or mandated by the Indiana Department of Education, rather

created to serve as guidelines and list available resources for schools, administrators and teachers.

Type of Assessment Visual Art Assessment Options for Category Additional Notes

National Exams (PARCC in 2014-

2015)

Advanced Placement Art History

May be exclusionary measure of teacher effectiveness as

students must pay to take the assessment.

Advanced Placement Studio Art

May be exclusionary measure of teacher effectiveness as

students must pay to take the assessment.

International Baccalaureate (IB) Visual Arts

Scholastic Young Artists and Writers Awards

Individual student award, not all students are eligible for

this award. This may or may not be a strong measure of

teacher effectiveness, however it may measure strength of a Visual Art

Program. Funding is also involved in this award.

State Exam with Growth Model Data

State Exam (State-Created or Off-the-

Shelf) without Growth Model Data

District-Created Exam

Production Measures

Pre and Post Production Assessment to Measure Student Growth

Student Portfolio Creation with Rubric

Legislative Guidance: Assessment Options February 2012

Teacher Observation/Standards Checklist of Student Content Knowledge

May be most appropriate in an elementary setting. For

example, teacher may measure student mastery of

standards throughout the year and determine what standards students have

achieved at the end of the year.

Public or School-Sponsored Art Exhibition with Rubric

Content Measures

Written Exam/End of Course Assessment

Student Portfolio Creation with Rubric

Summative Assessments Aligned to Content Standards

Teacher Observation/Standards Checklist of Student Content Knowledge

May be most appropriate in an elementary setting. For

example, teacher may measure student mastery of

standards throughout the year and determine what standards students have

achieved at the end of the year.

School/Department-Created Exam

Production Measures

Pre and Post Production Assessment to Measure Student Growth

Student Portfolio Creation with Rubric

Teacher Observation/Standards Checklist of Student Content Knowledge

May be most appropriate in an elementary setting. For

example, teacher may measure student mastery of

standards throughout the year and determine what standards students have

achieved at the end of the year.

Legislative Guidance: Assessment Options February 2012

Public or School-Sponsored Art Exhibition with Rubric

Content Measures

Written Exam/End of Course Assessment

Student Portfolio Creation with Rubric

Summative Assessments Aligned to Content Standards

Teacher Observation/Standards Checklist of Student Content Knowledge

May be most appropriate in an elementary setting. For

example, teacher may measure student mastery of

standards throughout the year and determine what standards students have

achieved at the end of the year.

Teacher-Created Exam

Production Measures

Pre and Post Production Assessment to Measure Student Growth

Student Portfolio Creation with Rubric

Teacher Observation/Standards Checklist of Student Content Knowledge

May be most appropriate in an elementary setting. For

example, teacher may measure student mastery of

standards throughout the year and determine what standards have student

achieved at the end of the year.

Public or School-Sponsored Art Exhibition with Rubric

Content Measures

Written Exam/End of Course Assessment

Student Portfolio Creation with Rubric

Summative Assessments Aligned to Content Standards

Legislative Guidance: Assessment Options February 2012

Teacher Observation/Standards Checklist of Student Content Knowledge

May be most appropriate in an elementary setting. For

example, teacher may measure student mastery of

standards throughout the year and determine what standards students have

achieved at the end of the year.

Production Measures - Assessments listed under production measures are meant to be used to

determine student abilities when engaging in artistic creation and application.

Content Measures - Assessments listed under content measures are meant to be used to determine student application of content

knowledge, such as identification of artistic movements or detailing color schemes and

creation.

Areas for Consideration:

Actual instructional time visual art

teacher has with students should inform type of

assessment used.

Student attendance rate may/should be taken into account when measuring student growth and/or achievement. Teachers and principals can set specific

attendance requirements for students to be counted in the teacher's measurement of student achievement and/or growth and attainment of their

Student Learning Objectives.

Primary Student Learning Objective should encompass

all Indiana Academic

Standards for Visual Art specifically

visual art content standards, not rest solely with student

production measures.

Class size and/or total student assignment to one teacher should inform the type of assessment used. For example, if an elementary teacher sees all 600 students

in the building, it may be unreasonable to have the teacher measure each student's growth individually.

Legislative Guidance: Assessment Options February 2012

Agriculture Education Assessment Options for Teacher Evaluation

*Note* The assessment ideas and options provided below are the result of classroom practitioner suggestions and experiences. These options are not required or mandated by the Indiana Department of Education, rather

created to serve as guidelines and list available resources for schools, administrators and teachers.

Type of Assessment CTE Assessment Options for

Category Additional Notes

National Exams (PARCC in 2014-2015)

National FFA Career Development Events

These can be utilized by the teacher for every student.

Indiana Nursery and Landscape Association

Accredited Horticulturalist and Landscape Industry Certification

Youth Farm Safety Education Safety Certifications

American Association for Laboratory Animal Science

Animal Science Certifications

American Association of Family and Consumer Sciences

Food Science Certifications

National Agriscience Fair

These can be utilized by the teacher for every student.

4-H Career Development Events

These can be utilized by the teacher for every student.

National FFA Agriculture Proficiency Awards

These can be utilized by the teacher for every student.

State Exam with Growth Model Data

State Exam (State-Created or Off-the-

Shelf) without Growth Model Data

District Off-the-Shelf Exam (NWEA,

Scantron)

District-Created Exam

Pre and Post Assessment to Measure Student Growth

Student Portfolios with Rubric

Written Exam/End of Course Assessment

Teacher Observation/Standards Checklist of Student

Performance

Legislative Guidance: Assessment Options February 2012

Student Laboratory Activity Evaluated by

Teacher/Administrator/Field Expert to Measure Actual Skills

Attainment in Activity by Student

School/Department-Created Exam

Pre and Post Assessment to Measure Student Growth

Student Portfolios with Rubric

Written Exam/End of Course Assessment

Teacher Observation/Standards Checklist of Student

Performance

Student Laboratory Activity Evaluated by

Teacher/Administrator/Field Expert to Measure Actual Skills

Attainment in Activity by Student

Teacher-Created Exam

ALS: Animals Purdue Dual Credit End of Course Assessment

Dual Credit Agreement Required

ALS: Plants and Soils Purdue Dual Credit End of Course

Assessment

Dual Credit Agreement Required

ALS: Foods Purdue Dual Credit End of Course Assessment

Dual Credit Agreement Required

Agribusiness Management Ivy Tech Dual Credit End of Course

Assessment

Dual Credit Agreement Required

Horticulture Science Ivy Tech Dual Credit End of Course

Assessment

Dual Credit Agreement Required

Natural Resources Ivy Tech Dual Credit End of Course Assessment

Dual Credit Agreement Required

Agribusiness Management Vincennes Dual Credit End of

Course Assessment

Dual Credit Agreement Required

Horticulture Science Vincennes Dual Credit End of Course

Assessment

Dual Credit Agreement Required

Legislative Guidance: Assessment Options February 2012

Pre and Post Assessment to Measure Student Growth

Student Portfolios with Rubric

Written Exam/End of Course Assessment

Teacher Observation/Standards Checklist of Student

Performance

Student Laboratory Activity Evaluated by

Teacher/Administrator/Field Expert to Measure Actual Skills

Attainment in Activity by Student

Areas for Consideration

Agriculture Educators teach a wide variety of courses.

National 4-H Career Development Events can be utilized within the classroom as a student assessment even if the student is not an 4-

H member or has any interest in competing in the organized event.

Each course contains different assessments to be used when

writing Student Learning Objectives.

Proficiency awards show the relevancy of agriculture education in real world applications.

National FFA Career Development Events can be utilized within the

classroom as a student assessment even if the student is

not an FFA member or has any interest in competing in the

organized event.

National FFA Agriscience Fair students must conduct a scientific research project pertaining to the agriculture and food science

industries, and present their findings to a panel of judges with a display and report. Students do not have to be a FFA member to

utilize this assessment.

Dual Credit Assessments Dual Credit End of Course Assessments are assessments developed by postsecondary faculty for dual credit courses. These are typically created by postsecondary instructors.

Legislative Guidance: Assessment Options February 2012

Engineering and Technology Education Assessment Options for Teacher Evaluation

*Note* The assessment ideas and options provided below are the result of classroom practitioner suggestions and experiences. These options are not required or mandated by the Indiana Department of Education, rather

created to serve as guidelines and list available resources for schools, administrators and teachers.

Type of Assessment CTE Assessment Options for

Category Additional Notes

National Exams (PARCC in 2014-2015)

Project Lead the Way End-of-Course Assessments

There is an End of Course Assessment for each course in

Engineering and Biomedical that is currently monitored by

NWEA.

State Exam with Growth Model Data

State Exam (State-Created or Off-the-Shelf) without Growth Model Data

District Off-the-Shelf Exam (NWEA, Scantron)

District-Created Exam

Pre and Post Assessment to Measure Student Growth

Student Portfolios with Rubric

Written Exam/End of Course Assessment

Teacher Observation/Standards Checklist of Student Performance

Student Activity Timed by Teacher/Administrator to Measure Actual Engagement in Activity by

Student

School/Department-Created Exam

Pre and Post Assessment to Measure Student Growth

Student Portfolios with Rubric

Legislative Guidance: Assessment Options February 2012

Written Exam/End of Course Assessment

Teacher Observation/Standards Checklist of Student Performance

Student Activity Timed by Teacher/Administrator to Measure Actual Engagement in Activity by

Student

Teacher-Created Exam

Pre and Post Assessment to Measure Student Growth

Student Portfolios with Rubric

Written Exam/End of Course Assessment

Teacher Observation/Standards Checklist of Student Performance

Student Activity Timed by Teacher/Administrator to Measure Actual Engagement in Activity by

Student

Legislative Guidance: Assessment Options February 2012

Trade and Industrial Career Assessment Options for Teacher Evaluation *Note* The assessment ideas and options provided below are the result of classroom practitioner suggestions and

experiences. These options are not required or mandated by the Indiana Department of Education, rather created to serve as guidelines and list available resources for schools, administrators and teachers.

Type of Assessment CTE Assessment Options for Category Additional Notes

National Exams (PARCC in 2014-2015)

AWS Sense Exam

AWS SENSE is an entry level welding certification students can

earn created by the American Welding Society.

NA3SA

NA3SA is an entry level automotive certification test

created by ASE, SkillsUSA, and AYES. It can cover Automotive Services, Automotive Collision

Repair, and Diesel.

Electronics Technicians Association International (ETAI) Certifications

Electronics Technicians Association International (ETAI) provides Electronic Technician

certifications.

Electronics Systems Professional Alliance (ESPA) Certification

Electronics Systems Professional Alliance (ESPA) provides

Electronic Technician Certifications.

Home Builders Institute Basic Carpentry Exam

The Home Builders Institute (HBI) offers three construction

certifications. Home Builders Institute HVAC Exam

Builders Institute Basic Wiring Exam

State Exam with Growth Model Data

State Exam (State-Created or Off-the-Shelf) without

Growth Model Data Firefighter I and II State Certification

These are state certifications. The Firefighter certifications are through the Department of

Homeland Security.

Legislative Guidance: Assessment Options February 2012

State Cosmetology Certification

The Cosmetology Certification is through the Indiana Professional

Licensing Agency (Board of Barbers and Cosmetology).

District Off-the-Shelf Exam (NWEA, Scantron)

District-Created Exam

School/Department-Created Exam

Teacher-Created Exam

Construction Technology End of Course Assessment

HVAC Dual Credit End of Course Assessment

Construction Electricity Dual Credit End of Course Assessment

Architectural Drafting Dual Credit End of Course Assessment

Advanced Manufacturing Dual Credit End of Course Assessment

Electronics and Computer Technology Dual Credit End of Course Assessment

Precision Machine Technology Dual Credit End of Course Assessment

Welding Technology Dual Credit End of Course Assessment

Criminal Justice Dual Credit End of Course Assessment

Dual Credit Assessments Dual Credit End of Course Assessments are assessments developed by postsecondary faculty for dual credit courses. These are typically created by postsecondary instructors at Ivy Tech and Vincennes University. Each identified exam has both an Ivy Tech and Vincennes exam, with the exception of Aviation Maintenance which is only offered at Vincennes.

Legislative Guidance: Assessment Options February 2012

Business, Marketing and IT Assessment Options for Teacher Evaluation *Note* The assessment ideas and options provided below are the result of classroom practitioner suggestions and experiences. These options are not required or mandated by the Indiana Department of Education, rather created to serve as guidelines and list available resources for schools, administrators and teachers.

Type of Assessment CTE Assessment Options for Category Additional

Notes

National Exams (PARCC in 2014-2015)

A Plus Certification

Adobe Certified Expert (ACE)

ASK Institute Certifications

Certified Internet Web Professional (CIW)

Certified Novel Administrator (CNA)

Cisco CCENT Certification

Cisco CCNA Certification

Cisco Network Design Certification

Cisco Network Support Certification

Cisco Router Fundamentals Certification

Apple Final Cut Pro Certification

Apple Final Cut Studio Certification

IC3 Certification

Microsoft Office Specialist Certifications

Oracle Certified Professional

Quickbooks Certification

Server Plus Certification

AP Computer Science

State Exam with Growth Model Data

State Exam (State-Created or Off-the-Shelf) without Growth Model Data

District Off-the-Shelf Exam (NWEA, Scantron)

District-Created Exam

School/Department-Created Exam

Teacher-Created Exam Dual Credit End of Course Assessments

Legislative Guidance: Assessment Options February 2012

Dual Credit Assessments Dual Credit End of Course Assessments are assessments developed by postsecondary faculty for dual credit courses. These are typically created by postsecondary instructors at Ivy Tech and Vincennes University. Each identified exam has both an Ivy Tech and Vincennes exam.

Legislative Guidance: Assessment Options February 2012

Family and Consumer Science Assessment Options for Teacher Evaluation

*Note* The assessment ideas and options provided below are the result of classroom practitioner suggestions and experiences. These options are not required or mandated by the Indiana Department of Education, rather

created to serve as guidelines and list available resources for schools, administrators and teachers.

Type of Assessment CTE Assessment Options for Category Additional Notes

National Exams (PARCC in 2014-

2015)

Broad Field Family and Consumer Sciences, AAFCS

AAFCS Exams are categorized as Pre-Professional

Assessment and Certification (Pre-PAC)

Culinary Arts, AAFCS

Early Childhood Education, AAFCS

Education Fundamentals, AAFCS

Family and Community Services, AAFCS

Fashion, Textiles and Apparel, AAFCS

Food Science Fundamentals, AAFCS

Housing and Furnishings, AAFCS

Interior Design Fundamentals, AAFCS

Nutrition, Food and Wellness, AAFCS

Personal and Family Finance, AAFCS

ProStart Culinary Arts National Exam Level I and Level II

ProStart exam is available from the National Restaurant Association, but only to those schools who have adopted the

ProStart textbook and curriculum.

Lodging Management Certification, AHLA

State Exam with Growth Model Data

State Exam (State-Created or Off-the-

Shelf) without Growth Model Data

District Off-the-Shelf Exam (NWEA,

Scantron)

Legislative Guidance: Assessment Options February 2012

District-Created Exam

Pre and Post Assessment to Measure Student Growth

Student Portfolios with Rubric

Written Exam/End of Course Assessment

Teacher Observation/Standards Checklist of Student Performance

Student Activity Timed by Teacher/Administrator to Measure Actual

Engagement in Activity by Student

School/Department-Created Exam

Pre and Post Assessment to Measure Student Growth

Student Portfolios with Rubric

Written Exam/End of Course Assessment

Teacher Observation/Standards Checklist of Student Performance

Student Activity Timed by Teacher/Administrator to Measure Actual

Engagement in Activity by Student

Teacher-Created Exam

Pre and Post Assessment to Measure Student Growth

Student Portfolios with Rubric

Written Exam/End of Course Assessment

Teacher Observation/Standards Checklist of Student Performance

Student Activity Timed by Teacher/Administrator to Measure Actual

Engagement in Activity by Student

Legislative Guidance: Assessment Options February 2012

Health Science Education Assessment Options for Teacher Evaluation

*Note* The assessment ideas and options provided below are the result of classroom practitioner suggestions and experiences. These options are not required or mandated by the Indiana Department of Education, rather

created to serve as guidelines and list available resources for schools, administrators and teachers.

Type of Assessment CTE Assessment Options for

Category Additional Notes

National Exams (PARCC in 2014-2015)

Project Lead the Way End-of-Course Assessments

There is an End of Course Assessment for

each course in Engineering and

Biomedical that is currently monitored by

NWEA.

NCHSE Health Occupations National Assessment

Certification is industry recognized and can be used as an assessment

State Exam with Growth Model Data

State Exam (State-Created or Off-the-Shelf) without Growth Model Data

Indiana State Department of Health CNA Exam

CPR/AED Certification Exam

CVA Exam for Vet Assisting Students

EMT State Exam

District Off-the-Shelf Exam (NWEA, Scantron)

Medical Terminology Assessment through Ivy Tech

District-Created Exam

Pre and Post Assessment to Measure Student Growth

Student Portfolios and Notebooks with Rubric

Written Exam at After Each Unit or at Semester

Teacher Observation/Standards Checklist of Student

Performance

Student time on Task Assessed by Teacher/Administrator to

Measure Actual Student Engagement in the Project

Student

Legislative Guidance: Assessment Options February 2012

School/Department-Created Exam

Pre and Post Assessment to Measure Student Growth

Student Portfolios and Notebooks with Rubric

Written Exam/End of Course Assessment

Teacher Observation/Standards Checklist of Student

Performance

Student time on Task Assessed by Teacher/Administrator to

Measure Actual Student Engagement in the Project

Student

Teacher-Created Exam

Intro to Health Care Systems-Teacher Generated Assessment

Student Portfolios and Notebooks with Rubric

Written Exam/End of Course Assessment

Teacher Observation/Standards Checklist of Student

Performance

Student time on Task Assessed by Teacher/Administrator to

Measure Actual Student Engagement in the Project

Student