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Descriptors:
Performance Tests; Performance Based Assessment; Psychomotor Objectives; Vocational Education; Academic Achievement; Educational Strategies; Employment Potential; Job Skills; Employment

Abstract:
When a student is performing in the psychomotor domain, the authors believe the student is also performing in the cognitive domain (sequencing steps, evaluating the situation) and in the affective domain (appreciating a job well done, quality control, safety). As Dabney Doty, former instructor at the University of Central Missouri, stated, "There is more headwork than handwork in shopwork." So the authors believe the key for CTE instructors is authentically assessing and documenting students' performances in all three learning domains and providing appropriate feedback to increase their learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Employment Potential; Employees; Disabilities; Job Skills; Education Work Relationship; Employment; Entry Workers; Surveys; Gender Differences; Service Occupations; Career Development; Likert Scales; Factor Analysis; Factor Structure

Abstract:
Individuals with disabilities face persistent challenges in gaining meaningful employment. One of the barriers to successful employment is a lack of employability skills. The purpose of this study was to identify employability skills that employers value as being important and to examine whether employers have different expectations for individuals with and without disabilities. One hundred sixty-eight employers from different industries participated in this survey study. Employers considered certain skills as essential for all entry-level employees; however, there were noticeable differences between employers' expectations for employees with and without disabilities. Different expectations were also found between male and female respondents and between employers from service/business areas and those from science/technology areas. Implications of study findings are discussed. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Technical Education; Skilled Workers; Manufacturing; School Districts; Education Work Relationship; Vocational Education; Employment Potential; Job Skills

Abstract:
The cardinal rule in career and technical education (CTE) is to train future workers so that they are career-ready when they jump into the working world. In theory, education is made for this; however, many a teacher has asked if they are helping students make the connection between what they are doing in the classroom and what is expected in a career. CTE is focused on best-practice education, and in addition, must also focus on showing how educating students for a career can be a real solution for the ever-increasing skills gap. Within the confines of the Eleva-Strum School District, big things are happening in the world of CTE and manufacturing. CTE teacher Craig Cegielski has motivated students, staff, and the local community to take a different approach to teaching CTE by creating a business and manufacturing model. Cardinal Manufacturing, a student-run business has created a more skilled worker as well as well-crafted products that fulfill local business needs. The idea behind developing a real and viable manufacturing company at the school has created a place where students can see how their decisions and mastery of skills play a vital part in helping or hurting the growth and success of the business. Students have worked with more than 15 different companies around the Eleva-Strum school district, and they have served more than 100 customers. Using this unique educational model, students not only gain valuable career experience, but they also have been well trained for jobs after high school or postsecondary school. Several students have even been able to graduate high school with a guaranteed job at a local company due to partnerships fostered and employability skills gained through Cardinal Manufacturing. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Policy; Vocational Education; College Graduates; Labor Market; Economics; Job Skills; Higher Education; Education Work Relationship; Postsecondary Education; Compensation (Remuneration); Measurement

Abstract:
This paper uses panel data and econometric methods to estimate the incidence and the dynamic properties of overskilling among employed individuals. The paper begins by asking whether there is extensive overskilling in the labour market, and whether overskilling differs by education pathway. The answer to both questions is yes. The paper continues by asking whether overskilling is a self-perpetuating labour market state (state dependence), and whether state dependence differs by education pathway. Overskilled workers with a higher degree show the highest state dependence, while workers with vocational education show none. Workers with no post-school qualifications are somewhere between these two groups. The finding that higher degree graduates suffer the greatest overskilling state dependence, combined with the well-established finding that they also suffer the highest overskilling wage penalty, suggests that the cost of mismatch among this grouping are greater relative to vocationally qualified workers. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Vocational Education; Employment Opportunities; Employment Potential; Employment Qualifications; Educational Attainment; Certification; Education Work Relationship; Developmental Studies Programs; Job Skills; Job Training; Training Methods; Skill Development; Program Descriptions; Institutional Characteristics; Educational Opportunities; Transitional Programs

Abstract:
In an American economy where the advancement of technology and globalization means that a high school diploma alone is no longer able to provide family-sustaining earnings to many, certificates represent one piece of a multi-pronged solution on the road to a workforce with 60 percent postsecondary attainment. Though certificates currently aren't counted in many measures of postsecondary attainment, often they provide the outcomes that degree-seeking students are looking for: gainful employment. Certificates can also serve as the first rung on the ladder to a college degree or as training for workers with degrees engaged in the process of lifelong learning and career advancement. The rapid growth of certificates over the past 30 years is a promising signal that students and institutions are recognizing the value of certificates at an increasing rate. Today, policymakers do have a role: to ensure that all parties involved know, to the greatest extent possible, that the value of the programs they are funding are transparent for all to see. Certificate programs are successful if they promote either: (1) gainful employment and long-term job and income security or (2) the pursuit of a higher-level credential, typically a college degree. If they are successful in these two areas, certificate programs will ensure that students considering them will be able to make informed choices about what to study and where to study it, with reasonable expectations about their prospects after graduation. (Contains 5 figures and 14 footnotes.) [For the full report, "Certificates: Gateway to Gainful Employment and College Degrees," see ED532679.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (3295K)

Descriptors:
Expertise; Evidence; Integrated Curriculum; Educational Psychology; Educational Assessment; Computer Assisted Testing; Measurement; Psychometrics; Evaluation Research; Theory Practice Relationship; Instructional Design; Performance Based Assessment; Computer Games; Job Skills; Inquiry; Science Tests; Student Evaluation; Cognitive Processes; Intelligent Tutoring Systems; Diagnostic Tests; Educational Testing; Individual Testing; Group Activities; Accessibility (for Disabled)

Abstract:
Creative problem solving, collaboration, and technology fluency are core skills requisite of any nation's workforce that strives to be competitive in the 21st Century. Teaching these types of skills is an economic imperative, and assessment is a fundamental component of any pedagogical program. Yet, measurement of these skills is complex due to the interacting factors associated with higher order thinking and multifaceted communication. Advances in assessment theory, educational psychology, and technology create an opportunity to innovate new methods of measuring students' 21st Century Skills with validity, reliability, and scalability. In this book, leading scholars from multiple disciplines present their latest research on how to best measure complex knowledge, skills, and abilities using technology-based assessments. All authors discuss theoretical and practical implications from their research and outline their visions for the future of technology-based assessments. This book contains the following: (1) Introduction to Technology-Based Assessments for 21st Century Skills (Michael C. Mayrath, Jody Clarke-Midura, and Daniel H. Robinson); (2) Evidence Centered Design for Learning and Assessment in the Digital World (John T. Behrens, Robert J. Mislevy, Kristen E. DiCerbo, and Roy Levy); (3) 21st Century Dynamic Assessment (Edys S. Quellmalz, Michael J. Timms, Barbara C. Buckley, Jodi Davenport, Mark Loveland, and Matt D. Silberglitt); (4) Where Streams Converge: Using Evidence-Centered Design to Assess Quest to Learn (Valerie J. Shute and Robert J. Torres); (5) Thinking Outside the Bubble: Virtual Performance Assessments for Measuring Complex Learning (Jody Clarke-Midura, Jillianne Code, Chris Dede, Michael Mayrath, and Nick Zap); (6) Exploring the Role of Games in Educational Assessment (Diego Zapata-Rivera and Malcolm Bauer); (7) A Technology for Assessing Multiple Source Comprehension: An Essential Skill of the 21st Century (Susan R. Goldman, Kimberly Lawless, James Pellegrino, Flori Manning, Jason Braasch, and Kimberley Gomez); (8) The Right Kind of GATE: Computer Games and the Future of Assessment (David Williamson Shaffer and James Paul Gee); (9) The Best and Future Uses of Assessment in Games (Eva L. Baker, Gregory K. W. K. Chung, and Girlie C. Delacruz); (10) Inquiry and Assessment: Future Developments from a Technological Perspective (Ton de Jong, Pascal Wilhelm, and Anjo Anjewierden); (11) Assessing Essential Science of Nascent Inquirers (Nancy Butler Songer); (12) Digital Assessment of the Acquisition and Utility of Biologically Secondary Knowledge: Perspectives Based on Human Cognitive Architecture (Renae Low, Putai Jin, and John Sweller); (13) Enhancing Diagnostic Assessment of Expertise in Adaptive Learning Environments (Slava Kalyuga); (14) Collaborative Versus Individual Digital Assessments (Priya K. Nihalani and Daniel H. Robinson); (15) Technology-Based Assessment in the Integrated Curriculum (Jeroen J. G. van Merrienboer and Cees P. M. van der Vleuten); and (16) Accessible Next Generation Assessments (Michael Russell). [Foreword by Arthur Graesser.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Occupational Therapy; Vocational Education; Curriculum Design; Course Descriptions; Program Descriptions; Standards; Job Skills; Postsecondary Education; Certification; Licensing Examinations (Professions); Core Curriculum; Competency Based Education; Minimum Competencies; Equipment; Student Evaluation; Community Colleges; Associate Degrees; Allied Health Occupations; Allied Health Occupations Education; Multiple Literacies; Paraprofessional Personnel; Qualifications; Clinical Experience

Abstract:
As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Career-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local career-technical programs. The Occupational Therapy Assistant curriculum is a two-year program of study that prepares an individual to work under the direction of a certified Occupational Therapist to administer treatment pertinent to restorative, preventive, and maintenance programs. The focus is on the development and maintenance of capacity to perform those tasks essential to productive living and to the mastery of self and the environment. This program prepares the graduate to practice in a variety of health care and community settings as a member of a professional team. Opportunities for employment are varied and extensive. Admission to the program is selective and competitive. An associate's degree is granted upon successful completion of the program. Industry standards referenced are based on the Accreditation Council for Occupational Therapy Education of the American Occupational Therapy Association, Inc.'s "Standards for an Accredited Educational Program for the Occupational Therapy Assistant." Appended are: (1) Standards for an Accredited Educational Program for the Occupational Therapy Assistant; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (367K)

Descriptors:
Emergency Medical Technicians; First Aid; Vocational Education; Curriculum Design; Course Descriptions; Program Descriptions; Standards; Job Skills; Postsecondary Education; Certification; Licensing Examinations (Professions); Minimum Competencies; Equipment; Student Evaluation; Community Colleges; Medical Services; Allied Health Occupations; Allied Health Occupations Education; Qualifications; Clinical Experience; Training

Abstract:
As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local career-technical programs. The paramedic is an allied health professional whose primary focus is to provide advanced emergency medical care for critical and emergent patients who access the emergency medical system. This individual possesses the complex knowledge and skills necessary to provide patient care and transportation. Paramedics function as part of a comprehensive EMS response, under medical oversight. Paramedics perform interventions with the basic and advanced equipment typically found on an ambulance. The paramedic is a link from the scene into the health-care system. The paramedic training program is a postsecondary program drawing its students from individuals already possessing a valid EMT state certification and having Anatomy and Physiology I with a grade of C or better. Students must complete Anatomy and Physiology II with a grade of C or better to be eligible to complete the program. Each student must be 18 years or older and possess a high school diploma or GED certificate. Classroom instruction is comprehensive including a working knowledge of all anatomy, physiology, and pathophysiological processes as well as competency-based instruction in assessment and management skills required for treatment of life-threatening problems in the adult, pediatric, and geriatric patient. Clinical internship requires participation in care of patients in a hospital emergency department that provides medical control to ALS providers in the field and, according to availability, CCU, ICU, labor and delivery suite, operating room, psychiatric ward, pediatric ward, and geriatric ward. Field internship is done with an ambulance service and/or rescue service providing advanced life support services to the community. This training program is sanctioned by the Mississippi State Board of Health. The course meets or exceeds those standards established by the National Highway Traffic Safety Administration/U.S. Department of Transportation. Appended are: (1) National EMS Educational Standards; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (428K)

Descriptors:
Learner Engagement; High Schools; Educational Change; Postsecondary Education; Literacy; Youth; Vocational Education; Careers; College Readiness; Academic Achievement; Employment Potential; Job Skills; Mathematics Skills; Relevance (Education); Dropout Rate; Dropout Prevention

Abstract:
More than half of 9th graders in the United States will never complete a college degree. High schools must do more than prepare some students for college: They must prepare all American youth for productive lives as well as continued learning beyond high school. In this timely volume, two educational leaders advocate for a more meaningful high school experience. To accomplish this, the authors argue that we need to change the focus of our current high school reform efforts from "college for all" to "careers for all." This work shows how schools can prepare young people both for the emerging workplace and postsecondary education. This book features: (1) A framework for a career and technical education that can stem dropout rates and increase the relevance of academics; (2) Examples of the three domains of knowledge and skill necessary for students to become truly college and career ready: academic knowledge, employability skills, and technical skills; (3) Evidence on how career and technical education can increase student engagement, improve academic achievement, and ease the transition to postsecondary education and employment; and Research-based strategies that schools can implement to improve students' math and literacy skills. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Evidence; Feedback (Response); Program Effectiveness; School Districts; Internet; Classroom Research; Elementary School Students; Action Research; Partnerships in Education; Formative Evaluation; Portfolios (Background Materials); Portfolio Assessment; Student Evaluation; Secondary School Students; Educational Assessment; Performance Based Assessment; Educational Policy; Program Development; Program Implementation; Computer System Design; Handheld Devices; Synchronous Communication; Computer Software; Evaluation Methods; Creative Thinking; Creativity Tests; Web Sites; Electronic Publishing; Programming; Educational Technology; Interviews; Student Attitudes; Teacher Attitudes

Abstract:
This paper describes an action research, school situated project conducted with partnership funding from Learning and Teaching Scotland, Scottish Qualifications Authority and Becta, the UK government's agency for communications technology in education. Based on "e-scape" (e-solutions for creative assessment in portfolio environments), developed by Goldsmiths, University of London, the Scottish project focussed on integrating innovative methods of capturing evidence of creative performance with providing formative feedback to learners. Classroom trials were conducted with Primary 7 through to Secondary 3 learners (10-15 year olds) in 2 different local education authorities. Learner and teacher thoughts were recorded through blogs, e-forums and interviews; the authored design challenges were shared through the web-based "e-scape" authoring system and e-folios reviewed by participant teachers and researchers. This paper provides a summary of the reactions and responses from teacher practitioner, learner and researcher perspectives based on their experiences and the results of the classroom trials. It discusses the potential contribution in terms of supporting learning, teaching and assessment within the framework of Scotland's "Curriculum for Excellence" ("2004") "Technologies" ("2009") learning area. It is hoped that "e-scape scotland" supports pedagogies which enable the capture of creative thinking in real time for authentic and formative assessment and addresses some of the issues for classroom practice and practitioners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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