Evaluating Credentialing Systems: Implications for Career-Technical Educators.

Autor/inn/en	Mahlman, Robert A.; Austin, James T.
Institution	Ohio State Univ., Columbus. Center on Education and Training for Employment.
Titel	Evaluating Credentialing Systems: Implications for Career-Technical Educators.
Quelle	(2002), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; 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; Selection Tools; Standard Setting; Standards; Student Certification; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Studienbuch; Bildungsabschluss; Schulzeugnis; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Berufseignungsprüfung; Personalauswahl; Personalentscheidung; Post-secondary education; Tertiäre Bildung; Auslesekriterium; Standardisierung; Standard; Ausbildung; Berufsbildung
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)
Anmerkungen	For full text: http://www.cete.org/wpapers/pdfdocs/Evaluating_Credentialing_Syst ems_for_CTE.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC