Portfolio Assessment: A Model for Counselor Education

Portfolio assessment can be used to measure counselor-in-training growth over time. The benefits to counselor education programs, including the ability to evaluate counselor progress, are discussed.     

Older Women Training to Teach

The relationship of age to gender in training, education and the wider society has been largely neglected. This article starts by exploring the discourses of ageism and sexism which impact on older women. The article then considers the situation for one group of older women who are all preparing to become teachers. Drawing on the perspectives of 11 older women, this article illuminates some of the dilemmas which mature trainee teachers experience. The intention in this article is to ensure that age is included when the complexity of women's oppression and discrimination is analysed.     

COMMENTS ON “IMPLICATIONS OF CRITERION-REFERENCED MEASUREMENT”1

Criterion-reference as opposed to norm-reference applies to the scores from a test and not to the content or format of a test, hence it is proper to refer to criterion-referenced scores or measures and not to criterion-referenced tests. This concept of criterion-referenced measures is applicable to formative evaluation generally or whenever the objective is mastery of subject matter rather than discrimination among students.     

VALIDITY OF THE SAT FOR BLACKS AND WHITES IN THIRTEEN INTEGRATED INSTITUTIONS

Differential prediction for black and white students was empirically investigated at 13 institutions by comparison of regression planes. Particular attention was given to the possibility that prediction procedures that are appropriate for white (majority) students would underpredict the performance of black (minority) students. The data tend to support, among others, the following generalizations: (a) a single regression plane cannot be used to predict freshman GPA for both blacks and whites in 10 of the 13 institutions studied; nevertheless, (b) if prediction of GPA from SAT scores is based upon prediction equations suitable for majority students, then black students, as a group, are predicted to do about as well as (or better than) they actually do; but (c) the multiple regression (SAT-V, M) prediction for blacks in 12 of the 13 institutions was lower in magnitude than for whites and was nonsignificant in 6 of the situations studied.     

Using Action Research to Enhance Teaching and Learning at the University of Technology,Jamaica

As part of its quality assurance systems, the University of Technology, Jamaica initiated a project aimed at exploring how action research could be used as a vehicle for enhancing the quality of the teaching/learning process. Following a series of orientation sessions and the development of a handbook for project teams, five action research projects were undertaken in the second semester of the academic year 2001-2002. The projects focused on using a student-centred approach in traditionally teacher-centred courses. At the end of the project cycle, results indicated that students became more independent learners and instructors had learned much about student-centred classroom strategies.     

Effective Supervision As Portrayed By Trainee Expectations and Preferences

Effective counseling supervision features the establishment of clearly defined mutual expectations. The following article is a critical review of the literature on trainee expectations in supervision that divides the research into three areas: expectations about structure, expectations about communication, and expectations of the supervisory relationship. Implications for supervisors are discussed.     

An Evaluation Model for Accreditation

The traditional evaluation model used in accrediting professional-education programs is discussed and the field of psychology is used as an example. The evaluation model followed in the recently implemented accreditation mechanism for rehabilitation-counselor education (RCE) programs is also discussed. The evaluation model makes some significant departures from the traditional model. A survey-research approach is used to substitute in part for the traditional site visit, and more comprehensive program-evaluation data, going beyond the traditional reliance on faculty and students, are collected. Further, data on the competence of graduates are employed in the evaluation process. Possible implications of the RCE model are discussed as they relate to the currently evolving accreditation procedure for counselor-education programs, as well as the accreditation procedures in other professions.