Assessing the Implementation of a State Wide Competency-Based Student Tracking System in Business Education.

Autor/inn/en	Noel, Rita Thomas; Hunter, Jennie L.
Titel	Assessing the Implementation of a State Wide Competency-Based Student Tracking System in Business Education.
Quelle	(1994), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Accountability; Business Education; Business Education Teachers; Competence; Computer Software; Data Collection; Educational Improvement; High School Students; High Schools; Item Banks; Keyboarding (Data Entry); Management Systems; Pilot Projects; Program Evaluation; Program Implementation; Secondary School Teachers; State Legislation; Student Evaluation; Surveys; Test Items; North Carolina + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Wirtschaftserziehung; Wirtschaftspädagogik; Kompetenz; Data capture; Datensammlung; Teaching improvement; Unterrichtsentwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Texterfassung; Pilot project; Modellversuch; Pilotprojekt; Programme evaluation; Programmevaluation; Landesrecht; Schulnote; Studentische Bewertung; Survey; Umfrage; Befragung; Test content; Testaufgabe
Abstract	The Vocational Competency Achievement Tracking System (VoCATS) in North Carolina is a competency-based instructional management system that allows the collection of data on student performance achievement before, during, and after instruction. A preliminary pilot study was conducted to evaluate the implementation of the VoCATS program with secondary business teachers in the western part of the state. A survey about VoCATS was then completed by 17 male and 69 female high school teachers. Approximately 73% were using the materials for the first time and nearly 25% were using them for the second year. Location of the software varied by school and coordinator, but it was generally kept in the high school. Keyboarding was the course in which all three VoCATS items were most often used. Thirty-nine percent of teachers found VoCATS materials very helpful or helpful in planning, and 54% found the curriculum guide useful. Forty percent used the VoCATS test-item banks more than twice in a year, and 68% used non-VoCATS test materials. Seventy-three teachers, if given a choice, would continue to use VoCATS materials. Teacher recommendations for improvement centered on editing and revising item-bank materials. Six tables present survey findings. (Contains 24 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC