The Carl D. Perkins vocational applied Technology Education Act of 1990 required accountability of all states that accept federal funds to support vocational programs. This was to be achieved through a system of specified performance measures and standards, which track both academic and occupational competency gains. Measures of performance were requested to address occupational attainment while measures of learning and competency gain were to reflect the achievement of basic and advanced academic skills. Goals 2000 and school –to- work opportunities Act are two of the federal acts that emphasize high standards for all students while providing a frame work and some financial incentives for public education to prepare all standards for the world beyond school. Many measurement authorities as well as school practitioners are concerned about the ability of standardized measures commonly available to measure the desired outcomes with an acceptable degree of validity and precision (Asche, 1991).
According to Lynch (1993), secondary vocational education teachers tend to have less formal education than others, but they have more related occupational experience and credentials.
This emphasis on occupational experience in Lieu of formal education is concentrated in trade and industrial education, where it has been guided by state policies in a tradition going back to the Smith Hughes Acts of 1917 (U.S congress, 1917).
Performance assessments are particularly useful to secondary school vocational education teachers. Given the fact that vocational education teachers use a competency based curriculum, this finding revealed that performance assessment was of more use in any study. According to Kershew (1993) secondary vocational education teachers in Ohio were more likely to use performance assessment than any other assessment methods. Secondary vocational education teachers were more likely to use informal observations when grouping students for instructional activities. Secondary vocational teachers placed much use on objective paper and pencil methods in assigning grades. This method is well suited for assessing students’ recall of factual knowledge. Secondary vocational education teachers were less likely to use standardized tests and essay type methods for assessing students than objective items, performance assessments, informal observations and port folios.
Attitudes towards assessment were viewed as being positive by secondary vocational education teachers. This suggests that vocational education teachers rely on the information generated by tests to provide them with the basis for improving instruction in their review of some scholars like Scharfer and Lissitz concluded that although teachers may be ill trained to use accepted measurement practices, they see assessment as an important part of their professional role and have a positive attitude toward it.
According to Lynch (1993), secondary vocational education teachers tend to have less formal education than others, but they have more related occupational experience and credentials.
This emphasis on occupational experience in Lieu of formal education is concentrated in trade and industrial education, where it has been guided by state policies in a tradition going back to the Smith Hughes Acts of 1917 (U.S congress, 1917).
Performance assessments are particularly useful to secondary school vocational education teachers. Given the fact that vocational education teachers use a competency based curriculum, this finding revealed that performance assessment was of more use in any study. According to Kershew (1993) secondary vocational education teachers in Ohio were more likely to use performance assessment than any other assessment methods. Secondary vocational education teachers were more likely to use informal observations when grouping students for instructional activities. Secondary vocational teachers placed much use on objective paper and pencil methods in assigning grades. This method is well suited for assessing students’ recall of factual knowledge. Secondary vocational education teachers were less likely to use standardized tests and essay type methods for assessing students than objective items, performance assessments, informal observations and port folios.
Attitudes towards assessment were viewed as being positive by secondary vocational education teachers. This suggests that vocational education teachers rely on the information generated by tests to provide them with the basis for improving instruction in their review of some scholars like Scharfer and Lissitz concluded that although teachers may be ill trained to use accepted measurement practices, they see assessment as an important part of their professional role and have a positive attitude toward it.
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