ERIC Number: ED389849
Record Type: RIE
Publication Date: 1995
Alternative Approaches to Outcomes Assessment for Postsecondary Vocational Education.
Centerfocus, n10 Win 1995
Traditionally, outcomes measured by postsecondary vocational education assessment have included labor force participation rates, type of employment, earnings, and employer satisfaction with employees. Today, however, legislators and policymakers are moving more and more toward accountability measures tied to students' educational outcomes, such as basic educational skills, higher-order thinking skills, knowledge of the world of work, and continuing-education rates. New approaches for assessing programs may include the following: (1) Total Quality Management (TQM), which focuses on evaluation for the sake of improvement; (2) the student success model, which strives to create an institutional environment that contributes to developing and maintaining student success and encourages students to set high standards, document their goals and intended outcomes, and monitor their outcomes; (3) value-added assessment, which involves gathering baseline information about entry-level competency and compare it with exit-level performance; (4) concept mapping, an approach that enables diverse groups of practitioners to describe how their programs work and then to use that collective wisdom to articulate how the program is intended to influence outcomes; and (5) performance assessment, an umbrella term that describes a variety of techniques designed to assess directly and "authentically" what students know and can do in a form other than paper and pencil or multiple choice tests. These choices of assessment are not necessarily exclusive but can be used in connection with each other. (KC)
Publication Type: Collected Works - Serials; Information Analyses
Education Level: N/A
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Center for Research in Vocational Education, Berkeley, CA.
Note: Synopsis of ED 352 553.