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|a Wonacott, Michael E.
|0 http://id.loc.gov/authorities/names/n84065112
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| 245 |
1 |
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|a Standards :
|b An Embarrassment of Riches. In Brief: Fast Facts for Policy and Practice No. 4 /
|c Michael E. Wonacott.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 2000.
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| 300 |
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|a 4 pages
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| 336 |
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|a text
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| 500 |
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|a Availability: For full text: http://www.nccte.com/publications/infosynthesis/index.html.
|5 ericd
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| 500 |
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|a Sponsoring Agency: Office of Vocational and Adult Education (edition), Washington, DC.
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|a Contract Number: V051A990004.
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|a 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)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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|a Behavioral Objectives.
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|a Career Education.
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|a Competence.
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|a Competency Based Education.
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|a Education Work Relationship.
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|a Employment Potential.
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|a Employment Qualifications.
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|a Job Analysis.
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|a Job Performance.
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|a Job Skills.
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|a Minimum Competencies.
|2 ericd
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|a Occupational Clusters.
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|a Postsecondary Education.
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|a Program Development.
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|a Program Implementation.
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| 650 |
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|a Secondary Education.
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| 650 |
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7 |
|a Standards.
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| 650 |
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|a Technical Education.
|2 ericd
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| 650 |
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7 |
|a Test Selection.
|2 ericd
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| 650 |
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7 |
|a Test Validity.
|2 ericd
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| 650 |
1 |
7 |
|a Vocational Education.
|2 ericd
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| 655 |
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7 |
|a Information Analyses.
|2 ericd
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| 710 |
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|a National Dissemination Center for Career and Technical Education, Columbus, OH.
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|a Michigan State University-Library of Michigan
|b Michigan State University
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