A Review of Statewide Learner Competency and Assessment Systems.

Autor/inn/en	Kutner, Mark; und weitere
Institution	Pelavin Research Inst., Washington, DC.
Titel	A Review of Statewide Learner Competency and Assessment Systems.
Quelle	(1996), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Education; Competence; Competency Based Education; Coordination; Curriculum Development; Evaluation Criteria; Evaluation Methods; National Surveys; Program Development; Statewide Planning; Student Evaluation; Systems Approach; Colorado; Connecticut; Delaware; Florida; Georgia; Iowa; Kentucky; Oregon; Texas; Washington; West Virginia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Kompetenz; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Koordination; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Programmplanung; Planwirtschaft; Schulnote; Studentische Bewertung; Systemischer Ansatz
Abstract	Statewide learner competency and assessment systems in 11 states were examined. Information was gathered through telephone interviews and a review of materials on the learner competency and assessment systems being used/developed in each state. Special attention was paid to the states' activities regarding development of the following: systematic process for developing the competencies; curriculum package directly related to the competencies; appropriate assessment instruments; and procedures for recognizing learner achievement of competencies. Statewide systems were currently operating in the following states: Colorado, Connecticut, Delaware, Florida, Georgia, Oregon, and Washington. In Colorado, Connecticut, Oregon, and Washington, competencies were drawn from the Comprehensive Adult Student Assessment System (CASAS) and often had an employment orientation influenced by the work of the Secretary's Commission on Achieving Necessary Skills. Connecticut, Georgia, and Oregon required local programs to use specific assessment instruments, and four states established statewide procedures for recognizing when learners achieve their competencies. The remaining four states studied --Iowa, Kentucky, Texas, and West Virginia--were in varying stages of developing statewide learner competency/assessment systems. (Appendixes constituting approximately 80% of this document contain summaries of the activities undertaken in each of the 11 states and sample state competencies and examples of learner recognition activities/certificates.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC