Workforce Readiness: Competencies and Assessment

By Harold F. O'Neil Jr. | Go to book overview

ning, implementing, evaluating, and revising their work; teachers shift to a more mentoring role. This active learning mode is expected to benefit students as they exit school or training and enter the workforce. As with any assessment system, technical and feasibility considerations will play a large role in CTAP's degree of implementation and the confidence in its results. We have argued that models of technical adequacy appropriate for performance-based assessments need to evolve along with their use. Such research is ongoing with the C-TAP system, particularly around the key issues of generalizability of results and consequences for teachers and students around various applications. Full implementation of C-TAP also requires strong commitment at all levels of the education system, from the classroom teacher through the administration, out into the community. Significantly, C-TAP and its derivatives such as the Career Preparation Assessment provide a forum and context for this collaboration to occur with demonstrated benefits to employers, teachers, and students.


REFERENCES

American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. ( 1985). Standards for educational and psychological testing. Washington, DC: American Psychological Association.

Ananda S., & Rabinowitz S. ( 1995). Developing a comprehensive occupational certification system (U.S. Department of Labor Contract # F-4323-3-00-90-33). Washington, DC: Institute for Educational Leadership.

Ananda S., & Rabinowitz S. ( 1996). "Lessons learned from the implementation of large-scale performance assesment systems". Manuscript submitted for publication.

Ananda S., Rabinowitz S., Carlos L., & Yamashiro K. ( 1995). "Skills for tomorrow's workforce". San Francisco, CA: Far West Laboratory for Educational Research and Development.

Baker E., & O'Neil H. ( 1994). "Performance assessment and equity: A view from the USA". Assessment in Education, 1, 11-26.

Baker E., O'Neil H., & Linn R. ( 1993). "Policy and validity prospects for performance-based assessment". American Psychologist, 48, 1210-1218.

Brennan R., & Johnson E. ( 1995). "Generalizability of performance assessments". Educational Measurement: Issues and Practice, 14, 9-12, 27.

California Department of Education. ( 1992). Second to none: The report of the Calfornia high school task force. Sacramento, CA: Author.

California Department of Education. ( 1994). Career-technical education framework and standards. Sacramento, CA: Author.

Career-Technical Assessment Program. ( 1995a). Career Technical Assessment Program 1994-95 final report. San Francisco, CA: Far West Laboratory for Educational Research and Development.

Career-Technical Assessment Program. ( 1995b). Career Technical Assessment Program 1994-95 teacher guidebook. San Francisco, CA: Far West Laboratory for Educational Research and Development.

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