# State: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

For each evaluation question below, check the appropriate box that
applies. If "no" is checked, please comment on the reasons for your
evaluation.

+---------------------------+-------------------+----------------------+
| Evaluation Questions      | Peer Evaluation   | Comments             |
+===========================+===================+======================+
| 1\.                       | -   **Yes**       |                      |
| Concentrators---Defining  |     *(check all   |                      |
| Threshold                 |     that apply)*  |                      |
|                           |                   |                      |
| Does the state clearly    | ```{=html}        |                      |
| indicate the approach it  | <!-- -->          |                      |
| is using to define the    | ```               |                      |
| threshold level of        | -   Student       |                      |
| participation? If so,     |     Intent        |                      |
| what approach or          |                   |                      |
| combination of approaches | -                 |                      |
| is the state using?       |    Number/Percent |                      |
|                           |     of Courses    |                      |
| 1.  [Student              |                   |                      |
|     Inte                  | -                 |                      |
| nt]{.underline}---student |    Number/Percent |                      |
|     declaration of intent |     of Key        |                      |
|     to enroll in and      |     Courses       |                      |
|     complete a            |                   |                      |
|     sequence/program.     | -   Other:        |                      |
|                           |                   |                      |
| 2.  [Number/Percent of    |   \_\_\_\_\_\_\_\ |                      |
|     Courses               | _\_\_\_\_\_\_\_\_ |                      |
| ]{.underline}---enrolling |                   |                      |
|     in and or completing  | ```{=html}        |                      |
|     a defined number      | <!-- -->          |                      |
|     percentage of courses | ```               |                      |
|     or hours of           | -   No            |                      |
|     instruction.          |                   |                      |
|                           |                   |                      |
| 3.  [Number/Percent of    |                   |                      |
|     Key                   |                   |                      |
|     Courses               |                   |                      |
| ]{.underline}---enrolling |                   |                      |
|     in or completing one  |                   |                      |
|     or more key courses   |                   |                      |
|     (e.g., skill level,   |                   |                      |
|     capstone).            |                   |                      |
+---------------------------+-------------------+----------------------+
| 2                         | -   Yes *(Write   |                      |
| .  Concentrators---Number |     number or     |                      |
|     of Courses or Hours   |     percent       |                      |
|     or Percent of Program |     below)*       |                      |
|                           |                   |                      |
| If the state defines the  | ```{=html}        |                      |
| threshold in terms of     | <!-- -->          |                      |
| number of courses, hours  | ```               |                      |
| of instruction, or        | -   Number of     |                      |
| percent of program, does  |                   |                      |
| the state clearly define  |  Courses:\_\_\_\_ |                      |
| the number or percent? If |                   |                      |
| so, what is the number or | -   Number of     |                      |
| percent?                  |     Hours:        |                      |
|                           |     \_\_\_\_      |                      |
|                           |                   |                      |
|                           | -   Percent of    |                      |
|                           |                   |                      |
|                           |  Program:\_\_\_\_ |                      |
|                           |                   |                      |
|                           | ```{=html}        |                      |
|                           | <!-- -->          |                      |
|                           | ```               |                      |
|                           | -   No            |                      |
+---------------------------+-------------------+----------------------+
| 3\.                       | -   Yes           |                      |
| Concentrators---Defining  |                   |                      |
| Course Time               | ```{=html}        |                      |
|                           | <!-- -->          |                      |
| Does the state clearly    | ```               |                      |
| define the amount of      | -   **No**        |                      |
| instruction time in       |     *(check all   |                      |
| courses so that OVAE and  |     that apply)*  |                      |
| states can convert into   |                   |                      |
| standardized units (e.g., | ```{=html}        |                      |
| credit hours) and         | <!-- -->          |                      |
| accurately compare        | ```               |                      |
| threshold levels of       | -   Not defined   |                      |
| states?                   |                   |                      |
|                           | -   Definition    |                      |
|                           |     not           |                      |
|                           |     sufficiently  |                      |
|                           |     clear for     |                      |
|                           |                   |                      |
|                           |   standardization |                      |
|                           |     and           |                      |
|                           |     comparison    |                      |
+---------------------------+-------------------+----------------------+
| 4\. Concentrator---Method | -   Yes           |                      |
| for Determining           |                   |                      |
| Completion                | ```{=html}        |                      |
|                           | <!-- -->          |                      |
| If the state defines the  | ```               |                      |
| threshold level in terms  | -   Grade         |                      |
| of course "completion,"   |     received      |                      |
| is it clear how the state |     (including    |                      |
| consistently defines      |     non-passing   |                      |
| completion?               |     grade)        |                      |
|                           |                   |                      |
|                           | -   Minimum       |                      |
|                           |     passing grade |                      |
|                           |     received. If  |                      |
|                           |     so, what      |                      |
|                           |     grade?        |                      |
|                           |     \_\_\_\_\_\_\ |                      |
|                           | _\_\_\_\_\_\_\_\_ |                      |
|                           |                   |                      |
|                           | -   Other:        |                      |
|                           |     \_\_\_\_\     |                      |
|                           | _\_\_\_\_\_\_\_\_ |                      |
|                           |                   |                      |
|                           | ```{=html}        |                      |
|                           | <!-- -->          |                      |
|                           | ```               |                      |
|                           | -   No            |                      |
|                           |                   |                      |
|                           | -   Not           |                      |
|                           |     Applicable    |                      |
|                           |     *(Does not    |                      |
|                           |     use           |                      |
|                           |     completion)*  |                      |
+---------------------------+-------------------+----------------------+
| 5.  C                     | -   **Yes, They   |                      |
| oncentrators---Additional |     Are           |                      |
|     Criteria              |     Consistent**  |                      |
|                           |                   |                      |
| Does the state use        | ```{=html}        |                      |
| additional requirements   | <!-- -->          |                      |
| or criteria (e.g.,        | ```               |                      |
| first-time, full-time     | -   No, They Are  |                      |
| students) for determining |     Not           |                      |
| whether students are      |     Consistent    |                      |
| concentrators other than  |     *(check all   |                      |
| student intent and levels |     that apply)*  |                      |
| of course-taking? If so,  |                   |                      |
| please list these         | ## Not            |                      |
| criteria below:           |  clearly defined  |                      |
|                           |                   |                      |
| 1.                        | ## Not consiste   |                      |
|  \_\_\_\_\_\_\_\_\_\_\_\_ | nt with framework |                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\ |                   |                      |
| _\_\_\_\_\_\_\_\_\_\_\_\_ | ## Result         |                      |
|                           | in unnecessary ex |                      |
| 2.                        | clusion which inf |                      |
|  \_\_\_\_\_\_\_\_\_\_\_\_ | lates performance |                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\ |                   |                      |
| _\_\_\_\_\_\_\_\_\_\_\_\_ | #                 |                      |
|                           | # Barriers for st |                      |
| If so, [are these         | ate comparability |                      |
| additional criteria       |                   |                      |
| consistent with the core  | -   Not           |                      |
| indicator                 |     Applicable    |                      |
| framework]{.underline}?   |     *(No          |                      |
| They are consistent if:   |     Additional    |                      |
|                           |     Criteria)*    |                      |
| 1.  They are clearly      |                   |                      |
|     defined.              |                   |                      |
|                           |                   |                      |
| 2.  They are consistent   |                   |                      |
|     with the definition   |                   |                      |
|     of concentrators and  |                   |                      |
|     their intended use in |                   |                      |
|     the core indicator    |                   |                      |
|     framework.            |                   |                      |
|                           |                   |                      |
| 3.  They do               |                   |                      |
|     [not]{.underline}     |                   |                      |
|     result in the         |                   |                      |
|     unnecessary or        |                   |                      |
|     unjustified exclusion |                   |                      |
|     of significant        |                   |                      |
|     numbers of students   |                   |                      |
|     which will inflate    |                   |                      |
|     performance           |                   |                      |
|     performance levels?   |                   |                      |
|                           |                   |                      |
| 4.  They do               |                   |                      |
|     [not]{.underline}     |                   |                      |
|     pose major barriers   |                   |                      |
|     for state             |                   |                      |
|     comparability?        |                   |                      |
+---------------------------+-------------------+----------------------+
| 6.  Completers---Defining | -   **Yes**       |                      |
|     Completers and Skill  |     *(check all   |                      |
|                           |     that apply)*  |                      |
| Attainment                |                   |                      |
|                           | ```{=html}        |                      |
| Does the state clearly    | <!-- -->          |                      |
| indicate how it is        | ```               |                      |
| defining                  | -   Program       |                      |
| completers---that is,     |     Completion    |                      |
| measuring whether         |                   |                      |
| concentrators attained    | -   Requirements  |                      |
| the skills in their       |     for Degree or |                      |
| programs? If so, what     |     Certificate   |                      |
| approach or approaches is |                   |                      |
| the state using?          | -   Key Course    |                      |
|                           |     Completion    |                      |
| 1.  [Program              |                   |                      |
|     Completion            | -   Course Grades |                      |
| ]{.underline}---completes |     or Grade      |                      |
|     all courses in a      |     Point Average |                      |
|     program or            |                   |                      |
|                           | -   Competency    |                      |
| a planned sequence of     |     Attainment    |                      |
| courses.                  |                   |                      |
|                           | -   Other:        |                      |
| 2.  [Requirements for     |                   |                      |
|     Degree or             | \_\_\_\_\_\_\_\_\ |                      |
|     Certifi               | _\_\_\_\_\_\_\_\_ |                      |
| cate]{.underline}---meets |                   |                      |
|     program               | ```{=html}        |                      |
|                           | <!-- -->          |                      |
| requirements for degree   | ```               |                      |
| or certificate including  | -   No            |                      |
| completing                |                   |                      |
|                           |                   |                      |
| all required courses in a |                   |                      |
| program.                  |                   |                      |
|                           |                   |                      |
| 3.  [Key Course           |                   |                      |
|     Completion]           |                   |                      |
| {.underline}---completion |                   |                      |
|     of one or more key    |                   |                      |
|     units of instruction  |                   |                      |
|     (e.g., skill level,   |                   |                      |
|     capstone) regardless  |                   |                      |
|     of other program      |                   |                      |
|     requirements          |                   |                      |
|                           |                   |                      |
| 4.  [Course Grades/Grade  |                   |                      |
|     Point                 |                   |                      |
|     Average]              |                   |                      |
| {.underline}---attainment |                   |                      |
|     of a minimum grade or |                   |                      |
|     grade point average   |                   |                      |
|                           |                   |                      |
| 5.  [Competency           |                   |                      |
|     Attainment]           |                   |                      |
| {.underline}---attainment |                   |                      |
|     of a percentage of    |                   |                      |
|     all competencies in   |                   |                      |
|     the program or the    |                   |                      |
|     most critical         |                   |                      |
|     competencies          |                   |                      |
|                           |                   |                      |
| 6.  [Other:]{.underline}  |                   |                      |
|     \_\                   |                   |                      |
| _\_\_\_\_\_\_\_\_\_\_\_\_ |                   |                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\ |                   |                      |
| _\_\_\_\_\_\_\_\_\_\_\_\_ |                   |                      |
+---------------------------+-------------------+----------------------+

+---------------------------+-------------------+----------------------+
| Evaluation Questions      | Peer Evaluation   | Comments             |
+---------------------------+-------------------+----------------------+
| 7.                        | -   **Yes, They   |                      |
|   Completers---Additional |     Are           |                      |
|     Criteria              |     Consistent**  |                      |
|                           |                   |                      |
| Does the state use        | ```{=html}        |                      |
| additional criteria for   | <!-- -->          |                      |
| determining whether       | ```               |                      |
| students are completers   | -   No, They Are  |                      |
| other than those          |     Not           |                      |
| measuring whether         |     Consistent    |                      |
| students attained the     |     *(check all   |                      |
| skills in their programs? |     that apply)*  |                      |
| If so, please list below: |                   |                      |
|                           | ## Not            |                      |
| 1.                        |  clearly defined  |                      |
|  \_\_\_\_\_\_\_\_\_\_\_\_ |                   |                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\ | ## Not consiste   |                      |
| _\_\_\_\_\_\_\_\_\_\_\_\_ | nt with framework |                      |
|                           |                   |                      |
| 2.                        | ## Include stude  |                      |
|  \_\_\_\_\_\_\_\_\_\_\_\_ | nts not attaining |                      |
| \_\_\_\_\_\_\_\_\_\_\_\_\ |  skills which inf |                      |
| _\_\_\_\_\_\_\_\_\_\_\_\_ | lates performance |                      |
|                           |                   |                      |
| If so, [are they          | #                 |                      |
| consistent with the core  | # Barriers for st |                      |
| indicator                 | ate comparability |                      |
| framework]{.underline}?   |                   |                      |
| They are consistent if:   | -   Not           |                      |
|                           |     Applicable    |                      |
| 1\. They are clearly      |     *(No          |                      |
| defined.                  |     Additional    |                      |
|                           |     Criteria)*    |                      |
| 2\. They are consistent   |                   |                      |
| with the definition of    |                   |                      |
| completers and their      |                   |                      |
| intended use in the core  |                   |                      |
| indicator framework.      |                   |                      |
|                           |                   |                      |
| 3\. They do               |                   |                      |
| [not]{.underline} result  |                   |                      |
| in the unnecessary or     |                   |                      |
| unjustified inclusion of  |                   |                      |
| significant numbers of    |                   |                      |
| students who did not      |                   |                      |
| attain the skills in      |                   |                      |
| their programs which      |                   |                      |
| inflates performance.     |                   |                      |
|                           |                   |                      |
| 4\. They do               |                   |                      |
| [not]{.underline} pose    |                   |                      |
| major barriers for state  |                   |                      |
| comparability?            |                   |                      |
+---------------------------+-------------------+----------------------+
| 8\. Comparison of         | -   **Yes**       |                      |
| Concentrators and         |                   |                      |
| Completers---Distinct and | ```{=html}        |                      |
| Consistent                | <!-- -->          |                      |
|                           | ```               |                      |
| Does the state clearly    | -   No *(check    |                      |
| distinguish between       |     all that      |                      |
| concentrators and         |     apply)*       |                      |
| completers? Check "Yes"   |                   |                      |
| if:                       | ## Not            |                      |
|                           |  clearly defined  |                      |
| 1\. The state has         |                   |                      |
| distinct and different    | ## Incons         |                      |
| definitions for           | istent use of cri |                      |
| concentrator and          | teria/terminology |                      |
| completer                 |                   |                      |
|                           | ## Not clea       |                      |
| 2\. The state             | r on relationship |                      |
| consistently uses         |                   |                      |
| criteria and terminology  | -   Not           |                      |
| in both definitions.      |     Applicable    |                      |
|                           |     *(No          |                      |
| 3\. The state clearly     |     Additional    |                      |
| communicates that         |     Criteria)*    |                      |
| relationship between the  |                   |                      |
| definitions of            |                   |                      |
| concentrator and          |                   |                      |
| completer.                |                   |                      |
+---------------------------+-------------------+----------------------+