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ERIC Number: ED472605
Record Type: Non-Journal
Publication Date: 2002-Jun-28
Pages: 33
Abstractor: N/A
Reference Count: N/A
Supporting High School Students through Assessment of Academic and Industry-Valued Skills: What Have We Learned?
Ananda, Sri
Some fundamental assessment-related issues must be considered as states and localities refine and build upon existing assessment systems. First is the likely impact of increased high-stakes testing on industry-valued high school programs and their students. Data are inconclusive but suggest consequences of high-stakes testing on these programs and students warrant concerted attention for positive and negative outcomes. The second issue is success-to-date in using assessments beyond state-mandated, academic-focused tests for career-technical education and other high school reform efforts. The field has demonstrated a range of assessment methods that can be used for particular assessment purposes, including reinforcing good teaching and learning and emphasizing student recognition and certification. The current focus on high-stakes, large-scale academic testing may deter attention from other purposes and forms of assessment. Third is how career-related and other SCANS-like skills can be incorporated into states' academic standards and assessments. A range of possible curriculum-embedded assessment tasks could help teachers effectively link academic and workforce preparation skills in their instruction. Core academic curriculum support documents featuring models of such tasks benefit all students. The fourth issue is how assessment helps support and improve contextual teaching and learning. Concrete examples are strengthening local assessments in a "mixed" state-local assessment model and incorporating assessment data-driven decision-making into program improvement efforts. (27 references) (YLB)
For full text:
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: American Youth Policy Forum, Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: WestEd, San Francisco, CA.