Work-based learning is used and assessed in higher education a variety of ways. In this paper we look particularly at the differences between the assessment of WBL when it is constructed as a field of study, i.e., using generic and transdisciplinary criteria and when it is constructed as a mode of study, i.e., when it is assessed using subject…

Attempts to validate the Parallel Plan of Cooperative Education, discusses utilization of student's current jobs in cooperative education, the practice of volunteer jobs in cooperative education, and the use of Federal College Work Study funds in selective Cooperative Education placements. (Author/RK)

An evaluation study of some work preparation (or pre-vocational education) programs in New South Wales and Queensland (Australia) was conducted to accomplish the following objectives: (1) to establish a general methodological framework for the continuing evaluation of Technical and Future Education (TAFE) pre-vocational programs; (2) to obtain a…

Periodic assessment of cooperative education programs is shown to provide a sound information basis for future program directions. A comorehensive evaluation model is described that focuses on what is done, how it is done, and why it is important. Specific goals are outlined. (Author/LBH)

This document, which is based on a survey of over 500 staff members involved in approximately 150 work experience programs in the United Kingdom, deals with developing work experience programs and training the staff involved in these programs. The research project on which this document is based is briefly described. The first major section deals…

This guide was developed to help secondary education teachers plan a summer cooperative vocational education program. This booklet's content is presented in four sections. The first one covers background information while section two explains the reasons for establishing a summer cooperative education program. The third section discusses ten steps…

Rationally defined outcome variables, for use in evaluating youth-work training programs, were incorporated in questionnaires administered to present and former Neighborhood Youth Corp enrollees and analyzed to determine their suitability as criterion measures. Using a factor analytic technique, empirically defined clusters were obtained for…

The Employer-Based Career Education Program in Tigard, Oregon was designed to have students participate in a variety of individualized learning activities. Most of the 29 students completed eight employer site explorations, spent 108 days in learning experiences on three employer sites, completed seven projects and five single objectives, were…

Suggestions for evaluating experiential learning programs, especially the effects of various forms of experiential learning on different types of learners, are discussed. Evaluation designs currently in use involve a four-tier hierarchy: (1) participant responses; (2) use of measurement instruments; (3) attribution of measurable effects to a…

This book on evaluating social programs is an outcome of the Job Training Partnership Act (JTPA) Evaluation Design Project, which produced a set of 10 guides for the evaluation of state and local JTPA programs. This book distills ideas from these guides and applies them to a larger context. Part 1 presents a general approach to program evaluation…

The reasons for the deterioration of the inspection grades awarded for work-based learning (WBL) provision in England were examined. The main data collection activities were as follows: (1) a statistical analysis of the Training Standards Council (TSC) and Adult Learning Inspectorate (ALI) inspection grades in 1998-2001; (2) a qualitative review…

The Career Awareness and Readiness for Employment for Future Homemakers of America/HERO (CARE/FHA/HERO) program was established to provide 25 students at Adlai E. Stevenson High School (Bronx, New York) with paid work study experience in non-traditional home economics jobs. The goals of the program were to increase student involvement in…

The interim evaluation of the Experience-Based Career Education (EBCE) Program of the Appalachia Educational Laboratory, Inc. (AEL), a community-based alternative curriculum for high school seniors, was not intended for general readers and its terminology is for that reason quite technical. The report's first section briefly describes the EBCE…

The first two sections of the final evaluation report of the Experience-Based Career Education (EBCE) Program of the Appalachia Educational Laboratory, Inc. (AEL), a community-based alternative curriculum for high school seniors, briefly describe the EBCE summative and formative evaluation designs and the student populations studied. Section 3…

The assessment of secondary school students' learning which results from experienced-based public school programs is associated with three types of problems: (1) psychological--educational practitioners may fear the evaluation process; (2) conceptual--including unclear requirements for student outcomes, lack of appropriate strategies for achieving…