Evaluating Performances. Implementing Competency Based Education in Community Colleges, 4.

Autor/inn/en	O'Reilly, Patrick A.; und weitere
Institution	Virginia Polytechnic Inst. and State Univ., Blacksburg.
Titel	Evaluating Performances. Implementing Competency Based Education in Community Colleges, 4.
Quelle	(1980), (31 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Community Colleges; Competency Based Education; Evaluation Methods; Grades (Scholastic); Performance Tests; Student Evaluation; Test Construction; Test Format; Test Validity; Testing; Testing Problems; Two Year Colleges; Vocational Education + Suchen Sie Ihr Suchwort? Community college; Community College; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Notenspiegel; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Schulnote; Studentische Bewertung; Testaufbau; Testentwicklung; Testvalidität; Testdurchführung; Testen; Ausbildung; Berufsbildung
Abstract	After introductory material examining student skepticism toward testing and outlining the major problems encountered by instructors in test construction and grading, this monograph explores the optimum use of testing and performance evaluations in competency-based vocational education programs. Background information is then presented, including as assessment of the differences between "testing" and "evaluation," an outline of the major purposes of evaluation, and a description of commonly used evaluation techniques and testing instruments. Problems in evaluation are then discussed, in relation to the development of valid test measures, the statistical reliability of testing instruments, and the difficulty of assessing affective skills. The monograph then provides suggestions for (1) assuring the relevance of evaluations by using appropriate testing techniques, establishing a realistic testing environment, and basing evaluations on articulated course objectives and actual job requirements; (2) insuring that evaluation results are useful to both students and instructors; (3) simplifying evaluations by using efficient procedures for instrument construction and correction; (4) avoiding common measurement problems such as identifiable answer patterns; (5) converting the results of competency-based evaluations to traditional grades; and (6) using alternatives to traditional grades. (JP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01