The sequential stages of this model are: (1) select occupational fields for assessment; (2) identify competencies in each occupation; (3) verify that the student has had work experience; (4) related student competency to the curriculum and his goals; (5) measure occupational competency; (6) evaluate measurement results; and (7) determine credit…

A study analyzed validity and reliability of grades and credits earned by college students in five departments, as indicators of student learning. Results indicate positive, strong correlation between faculty-assigned grades and student performance on external criterion measures. Validity of credits was not as clear. Strong and consistent evidence…

Evaluation of nontraditional educational programs and individual achievement is discussed in terms of three components: process-environment, objectives, and evaluation. The combinations of these components in traditional and nontraditional orientations are each presented and examined as possible models for measurement of educational outcomes. (JMF)