ERIC Number: ED255275
Record Type: Non-Journal
Publication Date: 1984-Sep
Assessment of Developmental Programs for Postsecondary Occupational Education Students: A Task Force Report.
Fadale, LaVerna, M.; Winter, Gene M.
A Task Force of developmental education professionals in New York was convened to consider issues related to the evaluation of developmental programs from a statewide perspective. This report provides a summary of the two Task Force sessions and resulting recommendations and plans for action. Introductory material provides background on the program evaluation research that provided the basis for the Task Force's agenda. The next section summarizes the presentations of the keynote speakers at the first Task Force session and introduces the focus of small and large group discussions. The following sections examine and offer recommendations and action summaries for the three main issue areas: (1) the extent to which consensus can be reached regarding terminology; i.e., can meaningful distinctions be made among terms such as developmental, remedial, basic skills education, or academic skills education; (2) the manner in which related factors and issues influence program evaluation and resulting judgements; and (3) the extent to which consensus on criteria and evaluation standards should be achieved versus the need for local flexibility and program variance. Finally, a summary of conclusions is presented, highlighting the need to develop consensus on terminology; to deal with evaluation in the context of practices and processes such as budgeting, student demographics, and college structure; and to maintain local flexibility on assessment processes. A summary of the second Task Force session and data on developmental programs are appended. (HB)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: New York State Education Dept., Albany. Bureau of Grants Administration.
Authoring Institution: State Univ. of New York, Albany. Two Year Coll. Development Center.
Identifiers - Location: New York