AGRISCIENCE AGRISCIENCE CURRICULUM REVIEW CURRICULUM REVIEW

Ginnie BushongGinnie Bushong

A ED 615 Investigations and Studies in Applied Research A ED 615 Investigations and Studies in Applied Research

CHAPTER ICHAPTER I

Introduction Introduction

House Bill 2700 – JTEDHouse Bill 2700 – JTED CTE Standards – Cluster SystemCTE Standards – Cluster System Agriscience Standards – Cluster / Science Agriscience Standards – Cluster / Science AATA Curriculum CommitteeAATA Curriculum Committee

Phase 1 – Standards 10.0 through 25.0Phase 1 – Standards 10.0 through 25.0 Phase 2 – Options B, C, and FPhase 2 – Options B, C, and F

Need Need

JTEDs require CTE Programs to prepare JTEDs require CTE Programs to prepare students for careers using the new cluster students for careers using the new cluster

standards and validated assessments by July of standards and validated assessments by July of 2007. The Arizona Agriscience Curriculum 2007. The Arizona Agriscience Curriculum has provided agricultural teachers with the has provided agricultural teachers with the necessary resources to implement the new necessary resources to implement the new

cluster standards into their curriculum. cluster standards into their curriculum. Nonetheless,Nonetheless, no reliable assessment exists to no reliable assessment exists to

measure student achievement of the measure student achievement of the standards.standards.

Purpose Purpose

The purpose of this study is to determine the reliability of the The purpose of this study is to determine the reliability of the Arizona Agricultural Teachers’ Association Agriscience Arizona Agricultural Teachers’ Association Agriscience

Curriculum Assessments.Curriculum Assessments. Reliability is defined as the Reliability is defined as the instruments ability to produce similar results when instruments ability to produce similar results when

administered to a number of different high school students. administered to a number of different high school students. The reliability or internal consistency of the assessment will The reliability or internal consistency of the assessment will

be represented as an alpha coefficient. The dependant variable be represented as an alpha coefficient. The dependant variable is the alpha coefficient while the independent variables include is the alpha coefficient while the independent variables include type of question, clarity of question, and the questions relation type of question, clarity of question, and the questions relation

to the Agriscience Curriculum. The dependant variable’s to the Agriscience Curriculum. The dependant variable’s relationship to the independent variables will be examined relationship to the independent variables will be examined

using statistical software. using statistical software.

Objectives Objectives

1.1. Divide each assessment in constructs, by Divide each assessment in constructs, by related measurement criteria. related measurement criteria.

2.2. Determine the alpha value for each question. Determine the alpha value for each question.

3.3. Recommend necessary assessment changes Recommend necessary assessment changes to the AATA Curriculum Committee. to the AATA Curriculum Committee.

LimitationsLimitations

1.1. Only standards 10.0 through 25.0 are Only standards 10.0 through 25.0 are represented. Additional research will have to represented. Additional research will have to be formulated to address assessment of be formulated to address assessment of standards 1.0-9.0 and 26.0 and above. standards 1.0-9.0 and 26.0 and above.

2.2. As in most studies, standard error of As in most studies, standard error of measurement is an expected limitation. measurement is an expected limitation. Standard error of measurement is the Standard error of measurement is the difference between observed and true score. difference between observed and true score.

Assumptions Assumptions

1.1. Agricultural Teachers used the Arizona Agriscience Agricultural Teachers used the Arizona Agriscience Curriculum to teach the standards. Curriculum to teach the standards.

2.2. The assessments are a true measurement of the The assessments are a true measurement of the curriculum and standards. curriculum and standards.

3.3. The students will read each question on the The students will read each question on the assessment entirely. assessment entirely.

4.4. The variety of the testing environment and The variety of the testing environment and assessment administrator has not affect on the assessment administrator has not affect on the student answers. student answers.

Definitions of Terms Definitions of Terms

Agricultural EducationAgricultural Education Arizona Agricultural Teacher’s Association (AATA)Arizona Agricultural Teacher’s Association (AATA) Arizona Agriscience StandardsArizona Agriscience Standards Arizona Agriscience Framework Arizona Agriscience Framework Arizona Agriscience CurriculumArizona Agriscience Curriculum Career and Technical Education (CTE)Career and Technical Education (CTE) Chronbach AlphaChronbach Alpha House Bill 2700House Bill 2700 Joint Technical Education District Joint Technical Education District

CHAPTER IICHAPTER II

CTE Education

Legislation•No Child Left Behind

•Perkins Act•House Bill 2700

PublicParents Industry

CTE Standards

Arizona Agriscience Standards

AATA Agriscience Curriculum

AATA Agriscience Assessments

Conceptual Framework Conceptual Framework

CTE Education

Literature Review Literature Review

Academic Standards & Accountability Academic Standards & Accountability 48% States set higher standards48% States set higher standards 34% Developed high stakes testing 34% Developed high stakes testing Over 24% Standardized test for graduation Over 24% Standardized test for graduation

(Lynch, 2000)(Lynch, 2000)

Literature Review Literature Review

CTE Response CTE Response Over 50% used basic/advanced academic standards Over 50% used basic/advanced academic standards Almost 75% Work/skill attainment and placementAlmost 75% Work/skill attainment and placement Types of measurement techniquesTypes of measurement techniques

1.1. State developedState developed

2.2. Local selected/developedLocal selected/developed

3.3. Nationally recognized Nationally recognized

4.4. Other Other

(Belcher, McCaslin, & Headley, 2006)(Belcher, McCaslin, & Headley, 2006)

Significance Significance

This study will benefit the Agricultural Education This study will benefit the Agricultural Education Profession by providing a reliable assessment to Profession by providing a reliable assessment to

measure student achievement of the Arizona measure student achievement of the Arizona Agriscience Standards.Agriscience Standards. Future research will follow Future research will follow

the developed methodology in order to determine the developed methodology in order to determine reliability of standards 26.0 and above. In addition, it reliability of standards 26.0 and above. In addition, it

will benefit Career and Technical Education will benefit Career and Technical Education nationwide because they will be able to follow the nationwide because they will be able to follow the

direction of the Arizona Agricultural Teachers’ direction of the Arizona Agricultural Teachers’ Association in developing curriculum and Association in developing curriculum and

assessments based on the state competencies. assessments based on the state competencies.

CHAPTER IIICHAPTER III

Operational Framework Operational Framework Selection of Topic Selection of

CommitteeReview of Literature

Creation of Research Objectives

Obtain Program Review List

Recruitment Letters

Reminder Email Obtain Assessments

Prepare & Mail Assessment Packets

Collect Data Analyze Data Report Findings

SubjectSubject

Target Target Agriscience Program Review Participants Agriscience Program Review Participants

Requirements Requirements Teaching a Standard between 10.0 and 25.0 during Teaching a Standard between 10.0 and 25.0 during

the 2006-2007 School Year the 2006-2007 School Year ProcedureProcedure

Recruitment LetterRecruitment Letter Post CardPost Card Reminder Email Reminder Email

Instrument Instrument

Assessment DocumentsAssessment Documents Validity – Writing & Review Team Validity – Writing & Review Team Reliability – Chronbach Alpha Reliability – Chronbach Alpha

Conditions Conditions Various High School Agricultural Classrooms Various High School Agricultural Classrooms

InstructionsInstructions Assessment Packet Cover Letter Assessment Packet Cover Letter

Questions / Comments Questions / Comments

References References Arizona Department of Education. (2005). Arizona Department of Education. (2005). Arizona Career and Arizona Career and

Technical Education FrameworkTechnical Education Framework. Phoenix: Arizona . Phoenix: Arizona Department of Education. Department of Education.

Arizona House Bill 2700. (2006). Arizona House Bill 2700. (2006). Belcher, G., McCaslin, N. L., & Headley, W. S. (2006). Belcher, G., McCaslin, N. L., & Headley, W. S. (2006).

Implications of performance measures and standards for Implications of performance measures and standards for evaluation and assessment in agricultural education. evaluation and assessment in agricultural education. Journal of Journal of Agricultural Education, 37Agricultural Education, 37(4), 1-7.(4), 1-7.

Bush, G. W. (2001). No child left behind. Bush, G. W. (2001). No child left behind. Chronbach, L J. (2004). My current thoughts on coefficient Chronbach, L J. (2004). My current thoughts on coefficient

alpha and successor procedures. alpha and successor procedures. Educational and Educational and Psychological Measurement, 64Psychological Measurement, 64(3), 391-418. (3), 391-418.

References References Frankel, J. R. & Wallen, N. E. (2006). Frankel, J. R. & Wallen, N. E. (2006). How to design and How to design and

evaluate research in education, sixth edition. evaluate research in education, sixth edition. Boston: McGraw Boston: McGraw Hill. Hill.

George, D. & Mallery, P. (2006). George, D. & Mallery, P. (2006). SPSS for Windows step by step. SPSS for Windows step by step. Boston: Pearson Education, Inc. Boston: Pearson Education, Inc.

Gray, K. (2004). Is high school career and technical education Gray, K. (2004). Is high school career and technical education obsolete?obsolete? Phi Delta Kappan, 86 Phi Delta Kappan, 86(2), 128-134. (2), 128-134.

Lynch, R. L. (2000). High school career and technical education Lynch, R. L. (2000). High school career and technical education for the first decade of the 21st century. for the first decade of the 21st century. Journal of Vocational Journal of Vocational Education Research 25Education Research 25(2). (2).

Pekow, C. (2006). Congress approves Perkins Act. Pekow, C. (2006). Congress approves Perkins Act. Community Community College Week, 18College Week, 18(26), 9. (26), 9.

Talbert, B. A., Vaughn, R. & Croom, D. B. (2005). Talbert, B. A., Vaughn, R. & Croom, D. B. (2005). Foundations Foundations of Agricultural Education. of Agricultural Education. Catlin, Illinois: Professional Catlin, Illinois: Professional educators Publications, Inc. educators Publications, Inc.