Assessment of COPES: The System and Its Impact.

Institution	California Community Colleges, Sacramento. Office of the Chancellor.; Foothill-De Anza Community Coll. District, Los Altos Hills, CA.
Titel	Assessment of COPES: The System and Its Impact.
Quelle	(1976), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Development; Community Colleges; Educational Assessment; Educational Improvement; Evaluation Methods; Intercollegiate Cooperation; Management Systems; Methods Research; Program Evaluation; State Programs; Student Improvement; Systems Analysis; Systems Approach; Two Year Colleges; Vocational Education; California + Suchen Sie Ihr Suchwort? Berufsentwicklung; Community college; Community College; Education; assessment; Bewertungssystem; Teaching improvement; Unterrichtsentwicklung; Hochschulkooperation; Methodenforschung; Programme evaluation; Programmevaluation; Regierungsprogramm; System analysis; Systemanalyse; Systemischer Ansatz; Ausbildung; Berufsbildung; Kalifornien
Abstract	COPES (Community College Occupational Programs Evaluation System), established in 1971 as a cooperative undertaking of community colleges, is today the recognized system for evaluation of occupational education in California community colleges. In its fifth year of operation (1975-76) an assessment study focused on the basic system. Key objectives of the study were to secure COPES impact data from colleges that had participated in the system, assess the current system and make appropriate revisions, and publish revised system guides. A 12-member revision committee monitored the study and served as the decisionmaking body regarding proposed refinements. Thirty-nine colleges responded to a questionnaire, and two key findings emerged: (1) Oral and written reports of the COPES teams were highly useful to the colleges in planning for occupational education program changes and (2) many benefits resulted in terms of impact on students and education improvements. (Narrative description of responses to the questionnaire, accompanied by supporting tables, and resultant actions by COPES management make up the bulk of the document, along with 34 pages of appendixes, which contain names of cooperating colleges, COPES project participants, and details on both the impact assessment and system assessment.) (BL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC