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. 

For courses with a CTE State Assessment POL:

• "Standard" CTE State Exams are recorded as the final exam grade.  

• When the course status is “Field Test” and the POL type is “CTE State Assessment”, the student takes the CTE State Exam and the teacher may curve their students’ final exam grades using the Square Root Curve. 

For courses with a Credential POL:

• If a student earns the credential, then they receive a 100% for their final exam grade. 

• If a student does not earn the credential, then they must take a teacher-made final exam (unless exempted by JCPS Board Policy). 

• For tethered credentials, the student must earn all of the tethered credentials for the course to receive a 100% final exam grade. 

For courses with a Performance-Based Measurement (PBM) POL: 

• PBM components must be scored using the DPI rubrics (as provided). 

• Students should be able to resubmit components to improve their score, especially if proficiency is not met initially. The PBMs provide an opportunity for improving teacher-student feedback loops.  

• PBM components should not be factored into a student's quarter grades. Since the PBM score will inform the final exam grade, grading the same assignment twice cannot be supported by CTE central services. Quarter grades should include enabling activities, assignments, projects, labs, practicals, quizzes/tests, and other assessments. Enabling meaning, they enable students to work toward mastery of state standards and PBM components. 

• PBM components should be graded as they are completed and best practice would be to provide a PBM data wall where students can track their progress and (re)scoring of PBM components. Student names should be masked with some other anonymous identifier known to the student. You could also make a virtual data wall using Google Sheets, making it visible to caregivers as well. 

• Final (re)submissions must be turned in during exam week to remain in compliance with state law. 

• To determine the student's final exam grade, the teacher should either: 

  • Determine the student's final PBM score on a 100-point scale (earned points/total points possible = student score) (ex: 121/150=81%). Then use that score and the Square Root Curve table to determine the student's scaled final exam grade;
    OR

  • Coordinate 2-3 additional raters of PBM components. Raters should discuss and adjust scores (if necessary) to come within a 10-point spread. The student's final score and exam grade would be the average of the three ratings. 

  • APPROVED EXCEPTION: 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. 

Other Situations: 

• When the POL type is "Local" the student takes a teacher-made exam. CTE Pathway PLCs may co-create a final exam to use across the district. Students may be exempted from these "Local" exams, but doing so may jeopardize their ability to access CTE articulated credit at the community college. 

• When the course/assessment status is “Pilot,” then the student is not given a final exam and their exam grade is an equal average of the two quarters. 

• When the course status is “Adopted” and the POL type is “Local,” the student takes the 3rd-party exam and/or a teacher-made exam. 

Guidelines for Teacher-Made Final Exams

Teachers should prepare a teacher-made final exam for all courses with a POL type of "Credential" or "Local."  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.