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| Autor/in | Fremer, John |
|---|---|
| Titel | Setting and Evaluating Competency Standards for Awarding High School Diplomas. |
| Quelle | , (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Academic Standards; Evaluation Criteria; Evaluation Methods; Graduation Requirements; Guidelines; High School Students; High Schools; Minimum Competencies; Policy Formation; School Policy; Standard Setting (Scoring); Student Evaluation |
| Abstract | Seven guidelines for setting minimum competency standards for high school graduation are presented: (1) Competency standards for the diploma should be developed by a process that gives major attention to the needs of students yet recognizes an institutions's responsibility to societal needs. (2) Competency standards should be developed using good management procedures. (3) Standards must be set at realistic levels. (4) Standards should be administered with an adequate student advisory and guidance system providing preparation and feedback. (5) Standards should be applied consistently within programs, across programs, and over time. (6) Standards should be backed fully by the home institution to increase the likelihood that the resulting diploma will be acceptable to other institutions. (7) Standards should be administered so that the students involved feel they have been well served. Three factors which are believed to influence a school district's actions are the external requirements of other institutions and agencies, the basic educational objectives of the school district, and the personal development goals of individual students. Seven possible assessment procedures are outlined. They are: development of competence scales, use of the traditional methods, review of test questions, identification of prerequisite skills, use of normative data, comparison of test scores to course performance, and use of preselected groups. (Author/MV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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