ERIC Number: ED308639
Record Type: Non-Journal
Publication Date: 1988-Oct
Reference Count: N/A
How Vocational Teachers Rate Classroom Performance of Students with Mild Handicaps Using Curriculum-Based Vocational Assessment Procedures.
Porter, Mahlon E.
This final evaluation report describes the Curriculum-Based Vocational Assessment (CBVA) project of the Department of Defense Dependents Schools (DoDDS). The program serves mildly handicapped (learning disabled and mildly retarded) secondary level students in 18 regular vocational education courses delivered in 45 middle, junior high, and senior high schools in DoDDS schools in Germany. CBVA assessment forms for 1,811 students were completed by 317 teachers, job placement coordinators, or work site supervisors. The project found that special education students were rated in the upper quartile for all 21 work-related behaviors indicating positive social adaptability in this setting. Performance on generalized employability skills was mixed with students average or better in applying academic skills to vocational instruction but was less proficient in categories related to employer-employee relationships. Vocational teachers indicated that extra assistance was routinely provided, with proficiency levels dramatically improved by such assistance. Results are reported both textually and graphically with findings separated by sex and by grades 6-8 and grades 9-12 for the following categories: grouped work related behaviors; grouped generalized employability outcomes; occupational skills outcomes; interest/aptitude; individual work related behaviors; and individual generalized employability outcomes. Additional charts present results on teacher assistance for the same categories. (DB)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: Dependents Schools (DOD), Washington, DC. European Area.