CTE Assessments

Final Exams and CTE Proofs of Learning (POLs) 

The goal of final exams is to provide a comprehensive assessment of student learning. In North Carolina high schools the final exam counts as 20% of a student's overall grade in the course. 

According to § 115C-174.12 of the North Carolina State Statutes, "All annual assessments of student achievement adopted by the State Board of Education and all final exams for courses shall be administered within the final ten (10) instructional days of the school year for year-long courses and within the final five (5) instructional days of the semester for semester courses."

For CTE accountability purposes, a proof of learning (POL) exists for each CTE course: 1) CTE state assessment; 2) credentials recognized by NCDPI as the POL; 3) performance-based measurements (PBMs); and 4) Locally-determined. 

The chart below is designed to help you determine the proper grading procedures for CTE Proofs of Learning. Note that this chart may not apply to students following the Occupational Course of Study (OCS) or who are instructed in the Extended Content Standards (ECS). 

Keep in Mind

• JCPS exemption policy pertains to the teacher-made exams for students who do not earn the POL credential(s) and the Health Science II final exam (see approved exception below). It does not apply to CTE State Assessment, PBM, or Local POLs. 

• If there are tethered credentials for the POL, then the student must earn all of the tethered credentials to receive a 100% final exam grade. 

• PBM components must be scored using the DPI rubrics (as provided). Teachers cannot modify the PBM components or rubrics. 

• Students should be able to resubmit components to improve their score, especially if proficiency is not met initially. 

• Since the PBM score will inform the final exam grade, PBM components should not be factored into a student's quarter grades. Quarter grades should include enabling activities, assignments, projects, labs, practicals, quizzes/tests, and other assessments. 

• PBM components should be graded as they are completed. Teachers should provide a PBM "data wall" where students (and families) can track their progress and (re)scoring of PBM components. Student names should be masked with some other anonymous identifier known to the student. 

• See below examples for calculating a student's final exam grade for a course with a PBM. Both methods are designed to increase the reliability of the assessment score by either apply the Square Root Curve to the raw score or using the average of three different scores (interrater reliability).   

  • Example 1: Jamal earned 121 points out of 150 possible points on his PBM, resulting in an 81%. After applying the square root curve, Jamal's final exam grade would be a 90%.

  • Example 2: Ms. Jones scored Jamal's PBM resulting in an 81%. Ms. Jones also had a colleague and a business partner score Jamal's PBM, resulting in an 89% and 80% respectively. To get Jamal's final exam grade, she calculated the average by dividing 250 (81+89+80) by 300, resulting in Jamal's final exam grade of an 83%.  Ideally, raters should discuss and adjust scores (if necessary) to come within a 10-point spread. 

• Exception for Health Science II PBM: Due to the quantity and nature of components on the Health Science II PBM, the Health Science PLC will collaborate to make and administer a common, teacher-made final exam. PBM componnets for this course will be factored into students' quarter grades instead of serving as the final exam. 

Local POL 

• When the POL type is "Local" consult with your CTE Program Specialist or Pathway Innovator. The POL is often a national, 3rd party exam (e.g. PLTW) or the CTE Pathway PLCs may collaborate to create a final exam to use across the district. 

• Note that students may not be exempt from "Local" POLs and teachers are required to report "Met" or "Not Met". 

Guidelines for Teacher-Made Final Exams

Teachers should prepare a teacher-made final exam for all courses with a POL type of "Credential". PLCs are encouraged to collaborate on a 50-item, multiple choice final exam that aligns to the course standards (i.e. an objective worth 20% would have 10 questions on a 50-item exam). 

For 50-item exams, teachers may supplement with additional practicums, essay questions, or short answer questions.  But ensure parameters are well-defined; knowledge assessed relates clearly to content covered in course; and students with disabilities are provided accommodations and modifications as outlined in their IEP. 

Formative Assessments

Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps throughout the course and assess how to close those gaps. It includes tools for helping to shape learning and can bolster students' abilities to take ownership of their learning when they understand that the goal is to improve learning, not apply final grades. It can include teachers assessing students and students assessing themselves, peers, or even the teacher. Formative assessments include such activities as:

• Surveys 

• Weekly quizzes 

• In-class discussions

• Short learning checks

• Low-stakes group work 

• School-based enterprises 

• Skill practice and demonstrations 

• Observing students in the lab/shop

• Short reflection writing assignments 

• Homework assignments, worksheets, or problems 

• Performance-Based Measurements (PBMs)

Essentially, formative assessment occurs throughout a course and seeks to improve student achievement of learning objectives through approaches that can support specific student needs.