ERIC Number: ED471219
Record Type: RIE
Publication Date: 2001-Apr
Assessing Students' Job-Readiness Skills To Assure Success in School-Business Partnership Programs.
This article describes development of the Inventory for Assessing the Job-Readiness Skills of Students Placed in Alternative Classes. Introductory material notes the importance of on-the-job vocational experiences for secondary students with mild academic or behavioral disabilities. The inventory covers three domains, life skills, affective skills, and employability skills, and encompasses 28 separate subskills that reflect those independent daily living skills necessary for students to acquire as they make the transition from school to work. The scale is designed so that the student evaluates his own life skills (personal appearance, communication skills, self-sufficiency, and vocational aspirations), the teacher evaluates the student's affective skills (self-management, initiative, creativity, team participation, interpersonal relationships, and conflict resolution), and the employer evaluates the student's employability skills (work attitude, work habits, job-specific skills, and knowledge of employee/employer roles). The inventory is also intended to identify target skills for direct remedial instruction. Field testing was performed with four high school junior or senior students over a 1-year period. Students, teachers, and employers all reported benefits from use of the inventory, although the time required for completing it was considered a drawback. A sample completed form is attached. (DB)
Descriptors: Behavior Disorders, Daily Living Skills, Education Work Relationship, Interpersonal Competence, Job Skills, Mild Disabilities, Partnerships in Education, Personnel Evaluation, Postsecondary Education, Prevocational Education, Rating Scales, Secondary Education, Self Evaluation (Individuals), Student Evaluation, Test Construction, Vocational Education, Work Experience Programs
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Council for Exceptional Children (80th, Kansas City, MO, April 18-21, 2001).