The Development of Vocational Modules and an Evaluative Instrument at Readability Levels Which Are Comprehensible by All Students in the High School Vocational Program. Final Report.

Autor/in	Morrell, Dale L.
Institution	Bristol Public Schools, VA.
Titel	The Development of Vocational Modules and an Evaluative Instrument at Readability Levels Which Are Comprehensible by All Students in the High School Vocational Program. Final Report.
Quelle	(1977), (37 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Achievement Tests; Curriculum Evaluation; High School Students; High Schools; Instructional Materials; Learning Modules; Reading Ability; Reading Comprehension; Reading Level; Reading Tests; Secondary Education; Test Construction; Test Validity; Units of Study; Vocational Education + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning module; Lernmodul; Reading competence; Lesekompetenz; Leseverstehen; Lesetest; Sekundarbereich; Testaufbau; Testvalidität; Lerneinheit; Ausbildung; Berufsbildung
Abstract	A project sought (1) to provide vocational units of study geared to the readability levels of all students in high school vocational education and (2) to develop an instrument to measure achievement in vocational education with this same element of readability in mind. Pre- and posttests measuring vocational achievement and reading levels (project-developed Bristol Vocational Test and California Reading Test) were administered to 140 students. Nine vocational modules were developed and 100 students with low reading levels were instructed using the modules, while 40 students were instructed as a control group without benefit of the modules. Scores by the experimental group were significantly higher than those of the control group with the experimental group gaining 6.25 points on the vocational test as compared with 2.53 points by the control group, and gaining .85 years in reading as compared to .42 in the control group. The Virginia Affective Assessment (VAAQ) was also administered, results showing the attitudes and self-concepts of the experimental students to be greatly improved from pre- to post testing. Conclusions were that all students in the high school vocational curriculum should be able to read and comprehend the vocational modules. It was recommended that the modules be disseminated to other areas of the state and that the Bristol Vocational Test, which through additional testing and computer analysis proved to be a valid instrument, be administered to a large sample of students to further evaluate validity and readability. (BL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC