Prior to researching and selecting or reviewing the technical assessment for your CTE program of study, it would be helpful to review the NYSED information and view the brief video on Technical Assessments.

Components of a Technical Assessment

The technical assessment is a three-part assessment consisting of:

1. Written examination that is industry-developed
2. Student demonstration/performance of technical skills that is industry-developed
3. Student project/portfolio that is locally developed

Tips for Success – Three-Part Technical Assessment

• The school district/BOCES selects a technical assessment to measure student proficiency in the technical field for the CTE program of study.
• Since programs vary from school to school, select an assessment that best aligns to the content of the courses in your program.
• The technical assessment must be a summative assessment of the entire program of study, not an assessment of one course or part of the program.
• The school district/BOCES may select a New York State licensing examination as the technical assessment.
• New York State licensing examinations are to be used as the technical assessment where required.
• Other specific technical assessment requirements may exist depending on the CTE content area.
  • Visit NYSED’s CTE content area webpage or contact the appropriate NYSED CTE content area associate for guidance on discipline-specific expectations for written or performance components of the technical assessment.
• All students completing the pathway coursework must be provided the opportunity to take the technical assessment.

Tips for Part 1:  Written Examination

• Review test blueprints that align with the CTE program of study. The written assessment must be a comprehensive reflection of the whole program of study.
• Select an assessment that aligns with the curriculum (industry needs, post-secondary, etc.).
  • Ask industry and post-secondary partners to review the technical assessment blueprints to ensure that the knowledge and skills to be assessed align with their needs. Discuss with them what credentials would be meaningful to them when hiring.
  • Create a timeline for scheduling and administering the written part of the technical assessment.
  • Secure required equipment, materials, technology, etc. as per vendor’s requirements.
  • Develop assessment modifications for students with disabilities and/or 504 plans, English language learners, and other classifications as appropriate.

Tips for Part 2: Student Demonstration of Technical Skills (Performance)

• Review test blueprints that align with the CTE program of study.
• Select an assessment that aligns with the curriculum (industry needs, post-secondary, etc.).
• Ensure that it clearly requires the student to demonstrate skills used in the specific career field.
  • If the chosen assessment does not require a demonstration of students’ skills, select another technical assessment for Part 2.
  • The written and performance components do not have to be the same assessment.
• Create a timeline for scheduling and administering the student demonstration part of the technical assessment
• Secure required equipment, materials, technology, etc. as per vendor’s requirements.
• If external evaluators are required, create a list of possible test evaluators.
• Consult vendor information regarding existing laws and regulations related to administration and evaluation of the technical assessment.
• Plan training for evaluators.
• Make assessment modifications for students with disabilities, 504 plans, English language learners, and other classifications, as appropriate

Tips for Part 3: Locally Developed Project/Portfolio

• Identify the locally developed project/portfolio.
• If a portfolio was selected:
  • Why did you select a portfolio for the locally developed product?
  • What documents will be included in the portfolio?
    • What is the rationale for including these documents?
  • How will the portfolio be evaluated?
    • Create a rubric/scoring guide.
  • Who will evaluate the portfolio?
    • Colleagues in the content area?
    • Professionals in the field?
  • When will there be training for the evaluators?
  • Indicate what additional documents should be included in the portfolio so it can be used as part of a CDOS 4+1 Graduation Pathway option, if desired.
    • Career plan
    • Employability profile
    • Documentation of 54 WBL hours
  • If a capstone project was selected:
    • Why did you select this project for the locally developed product?
    • How will the project be evaluated?
      • Create a rubric/scoring guide.
    • Who will evaluate the project?
      • Colleagues in the content area?
      • Professionals in the field?
    • When will there be training for the evaluators?

• Create a plan for collecting and maintaining data on students who pass the technical assessment. This will be helpful when reviewing data each year and when completing the re-approval application after five years.
  • See the current re-approval application for specific data related to the technical assessment that will need to be documented.

• The exam blueprint (from the vendor for Parts 1 and 2) and the rubric created for Part 3 (locally developed project/portfolio) must be submitted with both the initial approval and re-approval application.

What if no assessment exists in a specific technical field?

• A local consortium may be used only if no assessment exists in a specific technical field.
• A school district or BOCES may form a consortium to solicit local, regional, and/or national businesses or related professional organizations to create an assessment.
• If an industry assessment does exist for a specific technical field, then a local consortium cannot be used to develop a technical assessment for use in a NYSED approved CTE program.
• The assessment must include:
  • a written examination
  • student demonstration of technical skills
  • student project
• Students must pass all three parts to obtain a technical endorsement.

 Assessment Requirement for Technical Endorsement

• In order to be eligible to receive a diploma with a technical endorsement, students participating in an approved program must successfully pass all parts of the three-part technical assessment.

What if we want to change the technical assessment we have been using?

• The technical assessment that is used for an approved program must be the one that was approved by NYSED during the initial approval or re-approval of the CTE program of study.
• If you wish to use a different assessment, it must be approved either through an amendment form or program re-approval prior to implementation.

Resources - Technical Assessment

• NYSED Webpage: Technical Assessments
• Precision Exams
• NOCTI
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