Five projects were undertaken to test approximately 300 students in different goal pathways.

The pathways include

The team shared ideas for field-testing PDQ and TOWES. A template was developed listing categories of data that could be collected. See Appendix J. The team also met to share regular project updates.

While similarities among the projects exist, each project was tailored to a particular path. For three paths, only one instrument was field-tested (although for two of those paths, both on-line and paper versions of the instrument were used). One path included a very small sample of students for pre- and post-tests. Projects gathered feedback from learners in different ways, including focus groups and written questionnaires. Le Cap further explored cultural issues arising from the use of TOWES and PDQ with Francophone learners in an integrated training program. See Appendix K.

At the time of writing not all projects have been completed. Although it is beyond the parameters of the framework initiative to monitor or report on the projects, it is critical that the findings from all five project reports be gathered and synthesized into a single report. Such a report could provide valuable insight into how an instrument works for different pathways. It could also provide the basis for further field testing by pointing to strengths and weaknesses of the instruments. It is also critical that we hear the learner’s voice as assessment becomes more formalized. We need to know how learners feel about being tested and what they think of the tests.

Using valid, reliable tools for the purposes of accountability requires a valid framework. Dr. Kline summarized the validation issues and provided guidance for conducting a rigorous assessment of the framework. The work of the Project Team and other assessment projects has contributed some of the information needed to begin the process, but much more work has to be done.