Assessing the Generalizable Skills of Post-Secondary Vocational Students. A Validation Study.

Autor/inn/en	Greenan, James P.; Smith, Brandon B.
Institution	Minnesota Univ., Minneapolis. Dept. of Vocational and Technical Education.
Titel	Assessing the Generalizable Skills of Post-Secondary Vocational Students. A Validation Study.
Quelle	(1981), (95 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Basic Skills; Communication Skills; Educational Diagnosis; Interpersonal Competence; Postsecondary Education; Questionnaires; Reading Skills; Self Evaluation (Individuals); Student Evaluation; Surveys; Teacher Attitudes; Test Reliability; Test Validity; Vocational Education; Minnesota + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Kommunikationsstil; Pedagogical diagnostics; Pädagogische Diagnostik; Interpersonale Kompetenz; Post-secondary education; Tertiäre Bildung; Fragebogen; Reading skill; Lesefertigkeit; Schulnote; Studentische Bewertung; Survey; Umfrage; Befragung; Lehrerverhalten; Testreliabilität; Testvalidität; Ausbildung; Berufsbildung
Abstract	A study examined the feasibility, reliability, and validity of two instruments designed to assess the degree to which postsecondary vocational students possessed those generalizable skills that are believed to be functionally relevant to success in a vocational program. The instruments, a student self-rating and a teacher rating form, contained 81 Likert-scale items measuring students' mathematics, communications, interpersonal, and reading skills. Completing the instruments were 18 teachers and 161 students enrolled in one of five different vocational programs in one Minnesota postsecondary vocational school. A concurrent validation research design was used to test the reliability and validity of the ratings, while controlling for type of vocational program, sex of student, and the mathematics and reading aptitude of the student as measured by standardized test scores. While data indicated that both student and teacher ratings of generalizable skills produced high coefficients of internal consistency for all control variables, evidence did not support the concurrent validity of the student and teacher ratings of generalizable skills in relationship to the students' standardized aptitude scores. In addition, the ratings were not sensitive to differences in reading aptitude scores. Recommendations called for further research involving revisions in the instrument and use of different populations. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC