Accountability Systems: Performance Standards and Assessment.

Autor/inn/en	Rahn, Mikala L.; Holmes, Patricia
Institution	National Center for Research in Vocational Education, Berkeley, CA.
Titel	Accountability Systems: Performance Standards and Assessment.
Quelle	(1999) 4, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Standards; Accountability; Educational Needs; Educational Trends; Evaluation Methods; Literature Reviews; Needs Assessment; Performance Based Assessment; Postsecondary Education; Program Evaluation; Program Improvement; State Programs; State Standards; Student Evaluation; Systems Approach; Trend Analysis; Vocational Education + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Educational need; Bildungsbedarf; Bildungsentwicklung; Bedarfsermittlung; Leistungsermittlung; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Regierungsprogramm; Schulnote; Studentische Bewertung; Systemischer Ansatz; Trendanalyse; Ausbildung; Berufsbildung
Abstract	This monograph provides a status report on issues related to accountability, including standards and assessments, data systems, and the role of incentives for schools, teachers, and students in improving student achievement. Using information gathered from the literature and interviews with state administrators of vocational education, this paper provides a picture of the progress made to date and points to future challenges. It was discovered that, despite some initial trepidation about the 1990 Carl D. Perkins Vocational-Technical Act (Perkins II) accountability requirements, each state has developed its own system of performance measures and standards and devised some sort of implementation plan. All but two states have gone well beyond the Perkins II requirements for accountability in vocational education at the secondary and postsecondary levels. The public's demand for excellence for all students has been the driving force behind standards-based, systemic reform. However, reaching consensus around what defines excellence has been difficult from state to state, much less nationally. In recent years, the development of student standards has extended beyond traditional academic areas to areas such as general workplace readiness, industry core, and job-specific skills. The research on accountability has established the importance of the following items in developing standards-driven assessment in academic, vocational-technical, and work readiness programs: broad public engagement in the design and implementation of assessments; strong political leadership; and incentives for students, teachers, and schools. More research and development in the area of incentives and consequences are needed. (Contains 20 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC