Academic Standard
A statement of expectation for demonstrated knowledge or
performance in the academic disciplines.
Authentic Assessment
Collection of assessment data in the context
of student performance of actual occupational,
academic, or life tasks.
Benchmarking
The establishment of generalized achievement
criteria to be met during phases of the learning
process.
Career Cluster
A career area that includes multiple related
positions and titles, and applies to various
organizations and industries.
Competency-Based Education
Competency-based education is an organized set of learning experiences that are:
- based on competencies (knowledge, skills, attributes) to be demonstrated by the learner
- derived from occupational expectations
- explicit in stating expected mastery levels
Competency-based education involves
both the ability to perform in a given context
and the capacity to transfer knowledge and skills
to new tasks and situations.
Competency-Based Education and Training
Context (of a performance assessment)
The surrounding circumstances within which the
performance is embedded. For example,
problem-solving/troubleshooting can be assessed
in the context of specific technical content
(e.g., PC principles and operations) or in the
context of a real-life laboratory problem requiring
the use of math, science, and communication skills.
DACUM (Developing a Curriculum)
A structured process used to identify the primary
functions and tasks within a career cluster by
gathering data on essential job requirements from
practitioners and other experts.
Foundation Skills
Basic academic and employability skills learners
need to be effective in the modern workplace.
Foundation skills, based largely on SCANS, are
often areas of "process" development
(e.g., critical thinking, teamwork, and communication)
in the curriculum.
Information Technology
�Encompasses all the technologies
used for creating, abstracting, visualizing,
presenting, collaborating, communicating and
otherwise 'managing' the flow of information.
John Viulami
The World of Information Technology
Integrated Curriculum
A way of organizing curriculum content, for
example, the integration of technical skills
and foundation or workplace skills that enables
the learner to transfer and apply skills in
several settings.
Integrated Learning
Exposure of students to learning experiences
that involve collective use of knowledge, skills,
and abilities in a variety of settings.
Key Competencies
Specific, observable behaviors, knowledge,
abilities and skills that detail and support
the learner program outcomes. Attainment of
key competencies leads to the successful achievement
of program outcomes.
Knowledge, Skills, and Abilities (KSAs)
A cluster of attributes deemed necessary for
the successful performance of a job or task.
Learning Component
Key teaching/learning areas (meaningful
categories of related skills and knowledge)
that reflect curricular emphasis. Learning
components emphasize either technical knowledge
(e.g., business knowledge, word processing) or
foundation skills (e.g., problem-solving/troubleshooting,
written communication).
Learner Program Outcomes
Statements that support each of the major
learning components by describing what learners
must know and be able to do by the end of the
program. Two additional levels of detail support
the learner program outcomes: key competencies and
performance indicators. Leaner program outcomes are
determined through input from industry skill standards,
course syllabi, local advisory boards, subject matter
experts, academic standards, etc.
Module
A unit of education/learning that can be assessed
independently and combined flexibly with other units.
Project-Based Learning
A teaching/learning method that combines
multiple related activities.
Performance Assessment
Direct observation of student performance or
student work and professional judgment of the
quality of that performance against pre-established
performance criteria.
Performance Indicators
Specific criteria, or characteristics, that
detail and support the key competencies, and
constitute evidence of learning. Performance
indicators may be used to assess learner attainment
of skill and knowledge competencies. The performance
indicators are often divided into two levels:
proficiency and expert.
SCANS (Secretary's Commission on Achieving
Necessary Skills)
A 1991 federal report that identifies skills and
competencies necessary for work readiness in any
career area. The skills are divided into foundation
skills (basic skills, thinking skills and personal
qualities) and workplace competencies (allocating
resources, interpersonal skills, using information,
and understanding social, organizational and cultural
systems).
Skill Standards
Voluntary standards that establish the
industry-identified knowledge, skills and abilities
required to succeed in the workplace. Skill standards
detail specific performance attainments that are
measurable. Skill standards answer two critical
questions:
- What do workers need to know and be able to do to succeed in today's workplace?
- How do we know when workers are performing well?
Teaching/Learning Strategies
Teaching methods and learning approaches that best
promote the learning of the technical content and
foundation skills.
Technical Knowledge
Specific learning components that apply to
technical learning outcomes.
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