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ERIC Number: ED407531
Record Type: RIE
Publication Date: 1997-Feb
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Student Assessment in School-to-Work Systems. Resource Bulletin.
National School-to-Work Opportunities Office, Washington, DC.
Assessing the impact of participation in school-to-work systems on student performance allows practitioners to determine whether their system is providing young people with the skills required for academic and lifelong success. School-to-work assessment systems focus on three key areas: academic, broad workplace, and specific occupational skills. Development of effective student assessment mechanisms requires strong connections between the education and employment communities. Student assessment in a school-to-work system necessitates student credentials or certificates that are portable and recognized across industries, institutions, and regions. A variety of outcome measurements may be used to assess the impact of school-to-work participation on student performance. Multiple forms of assessment may be used to determine whether young people possess core academic competencies and the ability to translate those skills into practice. Assessment systems should also include ways to document/certify the academic and workplace competencies that young people have developed through participation in school-to-work system. Three examples of effective student assessment practices are as follows: Oregon's Proficiency-Based Admission Standards System; Project Riverbank in the Oakdale Joint Union High School District in Riverbank, California; and Omaha Work Keys in Omaha, Nebraska. (Contains 6 references and an annotated list of nine organizations to contact for further assistance regarding student assessment. (MN)
National School-to-Work Office, 400 Virginia Avenue, S.W., Room 210, Washington, DC 20024; 800-251-7236; fax: 202-401-6211; World Wide Web: http://www.stw.ed.gov.
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National School-to-Work Opportunities Office, Washington, DC.