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ED480307 - Evaluating Credentialing Systems: Implications for Career-Technical Educators.

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ERIC #:	ED480307
Title:	Evaluating Credentialing Systems: Implications for Career-Technical Educators.
Authors:	Mahlman, Robert A.; Austin, James T.
Descriptors:	Adult Education; Agency Role; Competency Based Education; Compliance (Legal); Credentials; Education Work Relationship; Educational Certificates; Employment Qualifications; Evaluation Criteria; Licensing Examinations (Professions); Occupational Tests; Personnel Selection; Postsecondary Education; Professional Associations; Secondary Education; Selection Tools; Standard Setting; Standards; Student Certification; Vocational Education
Source:	N/A
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Publisher:	For full text: http://www.cete.org/wpapers/pdfdocs/Evaluating_Credentialing_Syst ems_for_CTE.pdf.
Publication Date:	2002-00-00
Pages:	20
Pub Types:	Information Analyses; Opinion Papers
Abstract:	Career-technical educators face three issues in credentialing through assessment. First, the occupational credentialing domain is large and evolving, and a clear understanding of it is a prerequisite to considering adoption of a credential. Three types of credentialing are registration, certification, and licensure. Credentialing organizations are categorized by their mission (government regulatory board, trade association, vendor-specific, National Skills Standards Board). Oversight organizations are professional organizations that disseminate information and provide voluntary oversight by evaluating credentialing systems. Second, a set of clear, comprehensive standards is needed to define credential quality and credibility. Proposed evaluative criteria/standards to select assessment-credentialing are marketability, recognition, alignment to curriculum, quality of input standards, quality of assessments, and usability for career-technical education (CTE) setting. Third, CTE policymakers and educators need a rational, efficient process to evaluate credential systems and associated assessments against a set of standards. The following nine steps are the process: (1) define purposes and uses of occupational credentialing systems; (2) set evaluation criteria; (3) identify credentialing systems and evaluate preliminary link to programs; (4) conduct initial screening; (5) determine quality of input standards; (6) determine quality of credentialing assessments; (7) conduct final linkage to curriculum; (8) determine marketability and recognition; and (9) develop data collection procedures. (Contains a 53-item bibliography.) (YLB)
Abstractor:	N/A
Reference Count:	N/A

Note:	Commissioned paper for the National Skills Standards Board.
Identifiers:	Career and Technical Education; Industry Based Skill Standards; Voluntary Skill Standards
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	Ohio State Univ., Columbus. Center on Education and Training for Employment.
Sponsors:	National Skill Standards Board (DOL/ETA), Washington, DC.
ISBN:	N/A
ISSN:	N/A
Audiences:	Policymakers
Languages:	English
Education Level:	Adult Education; Postsecondary Education; Secondary Education
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