Requiring teachers to complete a performance-based assessment in the form of a teacher performance assessment is becoming a common way for initial teacher licensure or advancing a license. While some traditionally- and alternatively-licensed teachers from all content areas may have to complete some type of performance-based assessment for initial licensure, the impact of having teachers who are alternatively-licensed in the field of career and technical education complete a performance-based assessment for renewal of a license has not yet been studied. Research has indicated (Ruhland & Bremer, 2001; 2002) that the needs' of alternatively-licensed career and technical education teachers are different from the needs' of traditionally-licensed career and technical education teachers especially when it comes to making pedagogical and instructional decisions. In the state of Ohio, alternatively-licensed career and technical education teachers are still completing their educational coursework as beginning teachers and do not complete field experiences and student teaching requirements which a traditionally-licensed teacher would complete while training to be a teacher. The Resident Educator Summative Assessment (RESA) is a type of performance-based teacher assessment that had to be completed for renewing a license for both traditionally- and alternatively-licensed teachers in the state of Ohio. Describing the levels of preparedness of each task of the RESA of alternatively-licensed career and technical education teachers was the purpose of the study. Survey research in the form of a questionnaire distributed via e-mail was the instrument used for data collection which asked teachers to describe their levels of perceived preparedness over all four tasks associated with the RESA among demographic variables. The demographic variables induced the teacher's career and technical content area, gender, degree level, type of school, background of school, and years of work experience outside of education. Descriptive statistics were reported which included the mean, standard deviation, median and percentages and frequencies of percentages. Both parametric and non-parametric statistical tests were performed to describe the differences among the groups over levels of perceived preparedness, and effect sizes were calculated after conducting a one-way analysis of variances between-groups. Anecdotal evidence was also presented from e-mail responses from the participants and analyzed for themes. Results indicated that group differences were not statistically significant among demographic variables when describing levels of preparedness on all four tasks of RESA. Effect sizes were also calculated to be small. Percentages and frequencies of percents indicated that there were group differences in levels of preparedness among all demographic variables on each task of the RESA. Anecdotal evidence from participants included not perceiving to be fully prepared to complete RESA in one school year and perceiving as though RESA was not designed for alternatively-licensed career and technical education teachers, which affected levels of preparedness. Some recommendations included a succinct version of a task that requires teachers to analyze formative and summative assessment on a performance-based assessment, involving teacher educators in the creation of a performance-based assessment, and allowing teachers more time to complete this type of assessment instead of just one school year. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]