Grading for success: Career and technical education educators’ practices for evaluating employability skills

Brandon  Kushinski; Karen H.  Larwin

doi:10.59400/fes2380

Grading for success: Career and technical education educators’ practices for evaluating employability skills

Brandon Kushinski Administration Department, Lorain County JVS 15181 OH-58, Oberlin, OH 44074, United States
Karen H. Larwin Leadership Department, Youngstown State University, Youngstown, OH 44514, United States

Article ID: 2380

DOI: https://doi.org/10.59400/fes2380

Keywords: assessment; career and technical education; CTE; employability skills; grading practices

Abstract

Employers consistently highlight a gap in essential employability skills among new hires, citing deficiencies in communication, critical thinking, professionalism, leadership, and problem-solving—all foundational to Ohio’s Career and Technical Education (CTE) curriculum. CTE educators are crucial in evaluating students’ proficiency in these key competencies, ensuring they are prepared for workforce demands. This study examines CTE teachers’ grading and assessment practices, exploring potential relationships between these methods and various demographic factors. A survey of 99 CTE educators across diverse career fields revealed that CTE teachers primarily assess employability skills through behavioral observations, work habits, and professionalism. Notably, 93% of respondents utilize authentic assessments, emphasizing real-world skill applications. However, significant inconsistencies in grading approaches emerged, particularly across career fields. These findings highlight the need for professional development initiatives to promote research-based grading practices. Standardizing assessment measures can enhance the reliability and effectiveness of evaluations, ensuring students are adequately prepared for the workforce.

Published

2025-05-13

How to Cite

Kushinski, B., & Larwin, K. H. (2025). Grading for success: Career and technical education educators’ practices for evaluating employability skills. Forum for Education Studies, 3(2), 2380. https://doi.org/10.59400/fes2380

Download Citation

Issue

Vol. 3 No. 2 (2025)

Section

Article

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

[1]Nafukho FM, Hairston N, Brooks K. Human capital theory: Implications for human resource development. Human Resource Development International. 2004; 7(4): 545–551.

[2]Michaels C, Barone D. Career and Technical Education: Academic Achievement as Measured by National Testing. Career & Technical Education Research. 2020; 45(3): 3–19.

[3]Deming DJ. Four facts about human capital. Journal of Economic Perspectives. 2022; 36(3): 75–102. doi: 10.1257/jep.36.3.75

[4]Rasul MS, Abd Rauf RA, Nor ARM. Future employability skills sets for manufacturing industries. International Education Studies. 2014; 7(10): 138.

[5]Holmberg-Wright K, Hribar T. Soft skills—The missing piece for entrepreneurs to grow a business. American Journal of Management. 2016; 16(1): 11–18.

[6]Collom GD. A quasi-experimental investigation of the effect of Tennessee Promise on postsecondary career and technical education enrollment responses. Career & Technical Education Research. 2021; 46(3): 3–14.

[7]Advanced CTE. CTE in Your State. Available online: https://careertech.org/cte-your-state (accessed on 24 August 2024).

[8]Ohio Department of Education. Career fields. Available online: https://education.ohio.gov/Topics/Career-Tech/Career-Fields (accessed on 24 August 2024).

[9]Plasman J. Linking occupational concentration to hourly wages for non-college going individuals. Journal of Career & Technical Education. 2019; 34(1): 29–51.

[10]Ohio Department of Education. Ohio health science career field technical content standards. Available online: https://education.ohio.gov/Topics/Career-Tech/Ohios-Career-Technical-Content-Standards-Revision (accessed on 24 August 2024).

[11]Ohio Department of Education. Career-technical education assessment system. Available online: https://education.ohio.gov/Topics/Career-Tech/Career-Technical-Education-Assessment-System (accessed on 18 October 2024).

[12]The Ohio State University CETE. CETE process for establishing performance standards. Available online: https://news.webxam.org/performance-standards/ (accessed on 18 October 2024).

[13]Beggin S, Vaughn K. Reporting the success of the whole student: Assessing career and employability skills. Techniques: Connecting Education & Careers. 2017; 92(6): 18–23.

[14]Brookhart SM, Guskey TR, Bowers AJ, et al. A century of grading research. Review of Educational Research. 2016; 86(4): 803–848.

[15]Carifio J, Carey T. A critical examination of current minimum grading policy recommendations. High School Journal. 2009; 93(1): 23–37.

[16]Chen PP, Bonner SM. Teachers’ beliefs about grading practices and a constructivist approach to teaching. Educational Assessment. 2017; 22(1): 18–34.

[17]Feldman J, Reeves D. Grading during the pandemic: A conversation. Educational Leadership. 2020; 78(1), 22–27.

[18]Kunnath JP. Teacher grading decisions: Influences, rationale, and practices. American Secondary Education. 2017; 45(3): 68–88.

[19]Reeves DB. Effective grading. Educational Leadership. 2008; 65(5): 85–87.

[20]Cox KB. Putting classroom grading on the table: A reform in progress. American Secondary Education. 2011; 40(1): 67–87.

[21]Guskey TR. Breaking up the grade: To make grading more meaningful, course grades should reflect a range of distinct criteria that make up student learning. Educational Leadership. 2020; 78(1): 40–46.

[22]Hope M. The only “F” that matters: Making grading more about feedback and less about the score. Educational Leadership. 2020; 78(1): 28–33.

[23]McMillan JH. Secondary teachers’ classroom assessment and grading practices. Educational Measurement: Issues & Practice. 2001; 20(1): 20–32.

[24]O’Connor K, Jung LA, Reeves D. Gearing up for FAST grading and reporting. Phi Delta Kappan. 2018; 99(8): 67–71.

[25]Barton A, Thomas W. Remaking the grade. Independent School. 2017; 76(4): 92–100.

[26]Cotton, D. Teachers’ use of formative assessment. Delta Kappa Gamma Bulletin. 2017; 83(3): 39–51.

[27]Wise SL, DeMars CE. Low examinee effort in low-stakes assessment: Problems and potential solutions. Educational Assessment. 2005; 10(1); 1–17.

[28]Feldman J. Grading for Equity: What it is, why it matters, and how it can transform schools and classrooms. Corwin Publishing; 2019.

[29]Brown J, Washburn SG. Assessing supply, demand and professional development needs of employees in water-related careers. Career & Technical Education Research. 2019; 44(3): 15–36.

[30]Rinker SP, Smalley SW, Hainline MS. Identifying the professional and technical skills agricultural industry employers agricultural graduates to possess. NACTA Journal. 2020; 65: 101–113.

[31]Tan E. Human capital theory: A holistic criticism. Review of Educational Research. 2014; 84(3): 411–445.

[32]Mindham J, Schultz D. The impact of youth apprenticeship and employability skills programs on career & technical education concentrator-completer post graduation outcomes. Career & Technical Education Research. 2019; 44(3): 3–13.

Editor-in-Chief

Dr. Surapati Pramanik

Nandalal Ghosh B.T. College, India

eISSN

3029-2956

Publication Frequency

Quarterly

Indexing

Polish Scientific Bibliography

About the Publisher

Academic Publishing insists on taking academic exchange and publication as the main line, carrying out comprehensive management based on science and technology, and fully exploring excellent international publishing resources. Within 5 years, it will form a strategic framework and scale with science (S), technology (T), medicine (M), education (E), and humanities and arts (H) as the main publishing fields. Academic Publishing is headquartered in Singapore and based in Malaysia, with the United States and China providing the main scientific and academic resources. At the same time, it has established long-term good cooperative relations with other publishing companies, scientific research communities, and academic organizations in more than a dozen countries and regions. Academic Publishing uses English and Chinese as its main publishing languages, mainly publishing books, journals, and conference papers in print and online. The vast majority of publications follow the international open access policy, providing stable and long-term quality and professional publications. With the joint efforts of the expert team and our professional editorial team, our publications will gradually be indexed by international databases in stages to provide convenient and professional retrieval for various scholars. At the same time, manuscripts we accept will be subject to the peer review principle, and cutting-edge and innovative research articles will be preferentially accepted for peer reference and discussion. All kinds of our publications are welcome for peer to contribute, access, and download.

more

Volume Arrangement

2025

2024

2023

Featured Articles

Diachronic analysis of Spanish scientific production on teaching methodologies in Primary Education: A scientometric and conceptual perspective (2000–2023)

The evaluation of science is essential to ensuring the quality, validity, and reliability of scientific results. Science needs to undergo a review process to ensure the rigorousness of scientific output. This evaluation provides a solid basis for political and economic decisions related to the design and execution of research projects, the establishment of new lines of research, or the identification of areas of specialization. This paper analyses diachronically the Spanish scientific production related to the implementation and development of teaching methodologies in primary education and indexed in the Scopus and Web of Science databases during the period 2000–2023. This analysis is carried out on the one hand, from a scientometric perspective, based on the analysis of indicators such as diachronic production, the journals with the highest scientific productivity, and the most productive institutions, and, on the other hand, from a conceptual perspective, trying to define its relationship with other areas of education. The general results of this study reveal two clear stages: the first, up to 2010, with little scientific production; and the second, from 2011 onwards, characterised by a general growth. The relationship between this field and others such as initial teacher training, ICT, and didactics is also evident.

The relationship between teachers’ self-efficacy and classroom management practices in secondary schools

This study explores the intricate relationship between teacher self-efficacy and classroom management practices in secondary schools in the Mansehra district of Pakistan. Teacher self-efficacy, defined as the belief in one’s ability to manage and influence classroom environments effectively, has been identified as a critical factor influencing both teaching performance and student outcomes. The research employed a mixed-method approach, gathering data from 62 teachers and 310 students using both online surveys (via Google Forms) and physical questionnaires to ensure a diverse and inclusive participant pool. Data analysis was conducted using two complementary tools: SPSS and Smart PLS. SPSS was used for descriptive statistics and inferential analyses, such as t-tests, chi-square tests, and measures of central tendency, to offer an overview of group differences and relationships between variables. Meanwhile, Smart PLS was employed for Partial Least Squares Structural Equation Modeling (PLS-SEM), a technique suited for complex models and smaller sample sizes. This method allowed for the analysis of both direct and indirect relationships between the study variables—teacher self-efficacy, teaching practices, and classroom management. The findings reveal a significant positive correlation between teacher self-efficacy and classroom management practices. Additionally, teaching practices were found to mediate this relationship, indicating that higher levels of self-efficacy not only directly improve classroom management but also enhance teaching performance, which in turn contributes to better-managed classrooms. These results suggest that interventions aimed at enhancing teacher self-efficacy can have far-reaching effects on educational outcomes. The study highlights the need for focused teacher development programs that foster self-efficacy, thereby improving classroom management, student engagement, and overall academic success.

Artificial Intelligence in education: A comprehensive study

This comprehensive study delves into the multifaceted role of AI in education, exploring its applications, benefits, challenges, and future implications. The purpose of the study is to show how AI in education helps educators identify gaps in student knowledge and provide targeted feedback to improve learning outcomes. As a methodology, the library method and the study and review of various documents have been used in this research. The study examines the diverse range of AI technologies employed in educational settings, including intelligent tutoring systems, personalized learning platforms, educational chatbots, and virtual reality simulations. Furthermore, the study delves into the numerous benefits that AI brings to education. It highlights how AI-powered analytics and data-driven insights enable educators to gain deeper insights into student learning patterns, identify areas for improvement, and tailor instructional strategies accordingly. Additionally, AI-driven tools promote inclusivity by providing personalized support to learners with diverse needs and learning styles. Despite its transformative potential, the study also acknowledges the challenges and ethical considerations associated with integrating AI into education. Data privacy, algorithmic bias, and the digital divide are examined in detail, emphasizing the importance of responsible AI deployment and ethical guidelines. Looking ahead, the study explores the future implications of AI in education and the evolving role of educators in AI-enabled classrooms. It discusses how AI technologies will continue to evolve, offering new opportunities for collaborative learning, skill development, and lifelong education. In conclusion, this comprehensive study underscores the profound impact of AI on education and the need for thoughtful implementation strategies that prioritize equity, inclusivity, and ethical considerations. By harnessing the potential of AI, education systems can better prepare learners for the challenges and opportunities of the future.

Enhancing adult learner success in higher education through decision tree models: A machine learning approach

This article explores the use of machine learning, specifically Classification and Regression Trees (CART), to address the unique challenges faced by adult learners in higher education. These learners confront socio-cultural, economic, and institutional hurdles, such as stereotypes, financial constraints, and systemic inefficiencies. The study utilizes decision tree models to evaluate their effectiveness in predicting graduation outcomes, which helps in formulating tailored educational strategies. The research analyzed a comprehensive dataset spanning the academic years 2013–2014 to 2021–2022, evaluating the predictive accuracy of CART models using precision, recall, and F1 score. Findings indicate that attendance, age, and Pell Grant eligibility are key predictors of academic success, demonstrating the strong capability of the model across various educational metrics. This highlights the potential of machine learning (ML) to improve data-driven decision-making in educational settings. The results affirm the effectiveness of Decision Tree (DT) models in meeting the educational needs of adult learners and underscore the need for institutions to adapt their strategies to provide more inclusive and supportive environments. This study advocates for a shift towards nuanced, data-driven approaches in higher education, emphasizing the development of strategies that address the distinct challenges of adult learners, aiming to enhance inclusivity and support within the sector.