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

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.