Comprehensive Programming for the Disadvantaged: Assessment

• Main Authors: Hartley, Nancy, Lehmann, Jean
• Format: Paper
• Language: English
• Published: 1986
• Subjects: Disadvantaged; Evaluation Criteria; Evaluation Methods; Evaluation Needs; Postsecondary Education; Secondary Education; Student Characteristics; Student Evaluation; Student Placement; Vocational Education; Vocational Evaluation

Careful design of assessment procedures to be used with disadvantaged students is especially important because these students are likely to have one or more characteristics and/or attitudes that place them at particular risk of dropping out (for example, poor self-concept, fear of failure, low level of aspiration, dependence on peer group affiliations, and a preference for unduly high- or low-risk life goals). The first step in planning a vocational assessment program entails reviewing local job opportunities, the training required for these jobs, student interest in these occupational areas, appropriate methods of providing the necessary instruction, and methods of monitoring and measuring student progress during training. Resolution of these isse provides a framework for designing an individualized vocational assessment model. The next step is assessing an individual's interests in relation to industry standards. A comprehensive vocational assessment must evaluate students in the following six areas: vocational skills and abilities, interest, basic skills, emotional and social tolerance, independence, and vocational readiness and habits. Depending on individual student needs and interests, resources, time, expertise of evaluators, and availability of jobs, counselors may choose any one of three evaluation strategies--screening, specific vocational assessment, or comprehensive vocational assessment. Whatever the approach chosen, vocational assessment is only useful to the degree to which it facilitates planning and instructional decisions. (MN)