Standards: An Embarrassment of Riches. In Brief: Fast Facts for Policy and Practice No. 4.

Autor/in	Wonacott, Michael E.
Institution	National Dissemination Center for Career and Technical Education, Columbus, OH.
Titel	Standards: An Embarrassment of Riches. In Brief: Fast Facts for Policy and Practice No. 4.
Quelle	(2000), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavioral Objectives; Career Education; Competence; Competency Based Education; Education Work Relationship; Employment Potential; Employment Qualifications; Job Analysis; Job Performance; Job Skills; Minimum Competencies; Occupational Clusters; Postsecondary Education; Program Development; Program Implementation; Standards; Technical Education; Test Selection; Test Validity; Vocational Education + Suchen Sie Ihr Suchwort? Arbeitslehre; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Arbeitsanalyse; Work performance; Arbeitsleistung; Produktive Fertigkeit; Fundamentum; Mindestwissen; Berufsgruppe; Post-secondary education; Tertiäre Bildung; Programmplanung; Standard; Technikunterricht; Testauswahl; Testvalidität; Ausbildung; Berufsbildung
Abstract	Again today, as 40 years ago, the idea of setting standards for career and technical education (CTE) has come to the fore. CTE practitioners have learned some lessons about implementing standards, among them that there is no "standard" standard; instead, there can be a confusing variety of standards. An analysis of standards reveals that there are content standards that state what learners should know and be able to do, whereas performance standards describe how well learners should know or be able to do something. Standards can cover these three general types of knowledge and skills: (1) technical standards that cover the knowledge and skills workers need in different jobs; (2) academic standards that cover traditional school subjects; and (3) employability standards that cover thinking, problem-solving, communication, interpersonal, and technology skills and personal qualities, such as responsibility and integrity. Technical standards can be divided in these three ways: industry core standards, occupational family standards, and occupationally specific standards. Practitioners must validate the set of standards to ensure that they are relevant to the local situation. The validation process should include all key stakeholders, use appropriate methods of review, and pilot test and refine standards. Once validated, standards can be incorporated in the CTE curriculum. In addition, academic and CTE standards should be "crosswalked" in order to show how academic skills are used in occupations. Financial and policy support are needed to implement standards. (Contains 14 references.) (KC)
Anmerkungen	For full text: http://www.nccte.com/publications/infosynthesis/index.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01