I tiakina i:
| Ngā kaituhi matua: | , |
|---|---|
| Hōputu: | Recurso educativo Open Access |
| Reo: | en |
| I whakaputaina: |
1967
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| Ngā marau: | |
| Urunga tuihono: | https://eric.ed.gov/?id=ED022861 |
| Ngā Tūtohu: |
Tāpirihia he Tūtohu
Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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Rārangi ihirangi:
- Evaluative Criteria for Vocational Technical Programs. Reynolds, Harris W. And Others Check Lists Evaluation Criteria Evaluation Methods Program Evaluation Self Evaluation State Programs Technical Education Vocational Education Evaluation must be an integral part of the educational process concerned with the continuing development of better procedures and techniques for measuring outcomes of the educational program. The best evaluation is carried on by the local school district as self-evaluation. The manual provides forms for self-evaluation of vocational-technical school programs in the areas of administration, school plant (physical facilities), school library, student activities, guidance, agriculture, business education, distributive education, home economics, technical and industrial education, and general shop-laboratory. The criteria in each area is listed with a 3-point rating scale and a space for explanatory notes. The self-evaluation process should be directed by a steering committee and involve the entire staff of the vocational-technical school. Each staff member should serve on a sub-committee in addition to completing a self-evaluation form in his own area. The steering committee should be responsible for developing a final report from sub-committee reports. As a result of the evaluation, in-service programs should be instituted to bring about the indicated needed improvements. Procedures for evaluations conducted by the Pennsylvania Department of Public Instruction, Division of Evaluation are included. (HC)