Assessment of Critical Vocational Behaviors

Rosenberg, Howard; Tesolowski, Dennis G.

doi:10.1177/088572888200500103

Cited by 5 publications

(2 citation statements)

References 9 publications

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“…Increasingly in recent years , this anomaly in service delivery has received critical attention in the literature (Cobb, 1981(Cobb, , 1983Halpern, Lehmann, Irvin, & Heiry, 1982;Gugerty & Crowley, 1982;Menchetti, Rusch , & Owens, 1982;Miller, Sachs, & Stadt, 1982;Petzy, 1983;Rosenberg & Tesolowski, 1982;Stodden & Ianacone, 1981;Zytowski, 1982). The Halpern et al ( 1982) book has described this dualistic approach to conceptualizing vocational assessment in terms of traditional versus contemporary approaches.…”

Section: Environmental Constructs Assessedmentioning

confidence: 99%

Assessment and Placement of Handicapped Pupils Into Secondary Vocational Education Programs

Cobb¹,

Larkin²

2018

Exceptional

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As educational alternatives develop and evolve, so too must assessment strategies. Prior to the 20th century, assessment was primarily a matter of monitoring competence in the Hthree Rs." During the early 1900s, as the Industrial Revolution reshaped the way we worked, vocational education _ curricula (primarily agriculture, industrial arts, and home economics) appeared as a means to provide a well-trained labor force. During this same time, compulsory education and child labor laws required our schools to educate an ever increasing range of pupils, foreshadowing the need for a general education curriculum track. It is not surprising, then, that the early 1900s marked the beginning of the standardized testing movement. School counselors and administrators needed a means to place students into the various curriculum alternatives.As we progressed through the first half of the 1900s, curriculum options expanded even more. New divisions such as health, distributive, business, and technical education appeared in vocational education, and our increasingly sophisticated assessment techniques opened the door for placement among special education alternatives. The 1950s and early 1960s saw a rapid expansion in school placement alternatives in mental retardation, followed closely by the learning disabilities category in the 1970s and, more recently, that of emotional disturbance / behavioral disorders . . The expanding curriculum alternatives and the inclusion of children with a greater range of abilities and needs has made educators increasingly aware of complex interactions among curriculum, instructional delivery, and child characteristics. One small, yet troublesome, portion of that interaction-the assessment and placement of handicapped students who are likely candidates to receive secondary vocational education in a mainstreamed environment-is the subject of this article. The discussion here relates only to high school vocational assessment, and it is not intended to be critical of all of current vocational evaluation, both within and outside of schools. We recognize that the quality of vocational evaluation ranges to extremes. Our aim is to be constructive, not perjorative, and we trust the reader will apply that intent to the following discussion and paradigm.

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Section: Environmental Constructs Assessedmentioning

confidence: 99%

Assessment and Placement of Handicapped Pupils Into Secondary Vocational Education Programs

Cobb¹,

Larkin²

2018

Exceptional

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“…For example, CBVE has been found to be an effective method for area vocational centers to use with students of all learning speeds and with differing training and education backgrounds (Danford, 1981). The competency approach has been suggested as a method for assessment of student skills and interests (Brody-Hasazi, Salembier, & Finck, 1983;Cobb, 1983) and for the assessment of critical vocational behaviors (Rosenberg & Tesolowski, 1982). It has also been used as a method for grading and evaluating special needs students in vocational education (Hull, Eddy, & Goodwin, 1980).…”

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confidence: 99%