Linking School and Work

ISBN-13: 9780787901653 / Angielski / Twarda / 1995 / 492 str.

Lauren B. Resnick; Lauren B. Rensick; John G. Wirt

Opis

Argues that a key strategy for improving the effectiveness of schools is to set standards for what students should be able to do based on the skills required for well-paying Jobs.

Spis treści

Introduction and Overview
Part One: Structure of an Education System for Linking School and Work
1. Certifying Competence in a School–to–Work System(Marc Tucker)
2. Policy Choices in the Assessment of Work Readiness: Strategy and Structure(Richard Elmore)
3. Signaling the Competencies of High School Students to Employers(John Bishop)
4. A School–to–Work Transition System: The Role of Standards and Assessments(Paul Barton)
Part Two: Linking Assessment and Instruction
5. Quality Control for Educating a Smart Workforce(Alan Lesgold)
6. Assessment Student Performance: Three Different Views(John Frederiksen)
7. A School–Based Strategy for Achieving and Assessing Work–Readiness Skills(Henry Braun)
Part Three: Technical Requirements for New Forms of Assessment
8. Work Readiness Assessment: Questions of Validity(Robert Linn)
9. Evaluation of Performance Assessments for Work Readiness(Robert Guion)
10. Open–Ended Exercises in Large–Scale Educational Assessment(R. Darrel Bock)
Part Four: Lessons from Abroad
11. New Directions in the Assessment of High School Achievement: Cross–National Perspectives(Margaret Vickers)
12. The Role of Assessment in Education for High Performance Work: Lessons from Denmark and Great Britain(Davis Jenkins)

O autorze

LAUREN B. RESNICK is professor and director of the Learning Research and Development Center at the University of Pittsburgh. JOHN G. WIRT is a senior analyst in the Office of Technology Assessment of the U.S. Congress.

Blurb

This book takes the view that a key strategy for improving the effectiveness of schools is to set clear standards for what students should be able to do based on the skills required for well–paying careers. It also argues that the prevailing approaches to teaching are ill–suited to furthering these goals and that new forms of assessment that evaluate student performance in the context of real problems and authentic situations can help to bring about needed changes in teaching. The book brings together some of the key thinkers behind the vision for a national system of performance standards and assessments for work skills, and addresses the major issues and challenges we face in realizing such a system in the United States.