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Journal of STEM Teacher Education

Abstract

The purpose of this study was to evaluate cognitive and performance assessments using high school trade and industrial engineering/technical graphics student scores on a standardized postassessment and a series of curriculum specified performance projects in the state of North Carolina. Paired performance and cognitive student achievement data were collected and examined uncovering variations, differences, and correlations between the two methods of assessment. Significant differences between North Carolina Engineering/Technical Graphics I cognitive and performance assessment results were identified. Further examination of the data provided evidence that the cognitive and performance assessment results tend to increase or decrease together. Potential refinement of state assessment procedures and the possibility for assimilation of assessment practices given the need for varied assessment for individual and school accountability are discussed.

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