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A study was conducted to describe instructors' attitudes toward and use of assessment methods in postsecondary technical and occupational classrooms and laboratories. Data were collected through a questionnaire mailed to a random sample (n=318) of all postsecondary technical and occupational instructors in Ohio. Results indicated that instructors tended to use information from paper-and-pencil tests most often in making instructional decisions, followed by information from performance assessments and informal observations. Postsecondary instructors tended rarely to use information from standardized tests, portfolios and essay methods. Instructors neither agreed or disagreed that they faced potential constraints while conducting assessment activities. More than four-fifths of the instructors reported a positive attitude toward assessment and more than one-half considered themselves very competent in assessment. Marketing instructors used portfolios more often in making instructional decisions. Two program areas (marketing and business) were the primary users of essay methods. Instructors' attitudes toward assessment were found to explain 11 percent of the variation in use of performance assessment and 4 percent in use of portfolios. The perceived competency level of instructions in assessment contributed to about 3 percent of the variation in use of portfolios. (Contains 14 references.) (KC)

Descriptors: Educational Assessment, Educational Attitudes, Evaluation Methods, Postsecondary Education, Student Evaluation, Teacher Attitudes, Technical Education, Vocational Education, Vocational Education Teachers











Autor: Belcher, Greg

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9845&id=ED426288







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