Career Technical Assessment Definitions
- WebXam–CETE’s secure web-based test delivery and data reporting system. Created in 2000 for use in educational and employment settings, WebXam is designed to handle assessment delivery, data tracking, and reporting requirements for multitiered modular assessment systems as well as standard single-use examination administrations.
- AtA–Articulation through Assessment (AtA) is a multiyear project sponsored by the Ohio Department of Education. Under AtA, tests are based on pathways–groups of occupations with common or similar duties, tasks, and worker attributes–rather than on individual occupations. It is intended that new tests will be used for articulation with postsecondary institutions using statewide CTAG (Career Technical Assurance Guide) principles.
- OCTCA—The Ohio Career Technical Competency Assessment (OCTCA) system measures students’ mastery of the knowledge needed for success in a pathway of related occupations and specializations. New pathway tests developed under CETE’s Articulation through Assessment (AtA) project measure knowledge outlined in the state’s career field technical content standards (CFTCS). The new pathway tests are incrementally replacing tests measuring knowledge in single occupations.
- OVCA–The Ohio Vocational Competency Assessment (OVCA) system was the predecessor to OCTCA. OVCA tests measured students’ mastery of the knowledge needed for success in a single occupation. Knowledge needed for success was defined in Occupational Competency Analysis Profiles (OCAPs), Integrated Technical and Academic Competencies (ITACs), and Tech Prep Competency Profiles (TCPs).
- ITAC–Integrated Technical and Academic Competencies (ITACs), the predecessors to career field technical content standards (CFTCS), identified and integrated academic, employability, and technical competencies as a basis for curriculum, instruction, and assessment. ITACs included a Core ITAC addressed addressing all subject areas, six Career Cluster ITACs providing a common foundation of competencies in six career clusters, and Specialization ITACs targeting a specific industry or occupation.
- OCAP–Occupational Competency Analysis Profiles (OCAPs), were developed beginning in 1990 for use as the basis of occupational training curriculum and assessment in both secondary and adult education programs. OCAPs included separate lists of occupational, employability, and academic competencies for some 60 occupational areas.
- CFTCS–Career field technical content standards (CFTCS) define the knowledge and skills students need in order to be successful in each of Ohio’s 16 career fields. CFTCS inform career technical and workforce development coursework by clear statements of what potential employees are expected to know and be able to do, developed and validated by business and industry, including related academic standards in math, English, science, and social studies.
- TCP–Technical Competency Profiles (TCPs), developed by Ohio College Tech Prep, integrate high academic skill standards and advanced career technology standards. TCPs provide the basis for technical preparation in a career field and student competencies in mathematics, science, reading, writing, communications, economics, and workplace skills and support student transition from high school to college to careers.
- CTE–Career Technical Education (CTE) programs provide instruction in the technical, academic, and workplace knowledge and skills that students need for success in a range of careers. CTE programs are provided for both youth and adults in high school, apprenticeship, college, and university settings.
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