NCPQVE Standards and Indicators
The following is a comprehensive list of the standards and indicators
agreed upon by the National Task Force of the National Consortium for
Product Quality in Vocational Education. These standards guide the
curriculum review process, detailed in Sample Product Profile.
The content of vocational education curricula focuses on the
integration of academic foundations into career development, life
skills, and occupational competencies.
- To what extent has the content incorporated validated skills,
tasks, and/or competencies to consistently/continually reinforce
- To what extent do the skills and competencies presented in the
product correspond to competencies and skills indicated in the SCANS
- Does the product include a matrix or documentation of validated
occupational, academic, career, and life skills and competencies to
show where and how those skills and competencies are being
- Does the product identify performance levels for skills and
- Is the content current?
- Is the content accurate?
- Is the content sequenced from basic to more complex concepts?
- To what extent are the content objectives/outcomes aligned?
- To what extent is the content presented in an interesting and
appealing manner geared toward diverse student audiences?
- To what extent are career development, career awareness and
mobility, and citizenship incorporated throughout instructional
- To what extent does the instructional material address the
- Are vocational and academic skills integrated?
- Are employability and life skills (eg, getting to work on time) included?
- Is inclusive language used?
- Are diversity and commonalities among people recognized?
- Are contributions from people of diverse back grounds recognized?
- Is transferability of learned skills/knowledge emphasized?
Includes problem solving, communication, and reasoning strategies of
all students presented through applied experiences within classroom
and community environments.
- To what extent do the instructional strategies include active and
meaningful learning experiences that correspond to stated student
- To what extent do the instructional strategies include teaching
techniques that enhance the SCANS thinking skills: creative thinking,
decision making, problem solving, seeing things in the mind's eye,
knowing how to learn, and reasoning?
- To what extent can the suggested instructional strategies be
adapted to different learning styles?
- To what extent do the instructional strategies (ie, activities and
projects) reflect the diversity of today's workforce?
- To what extent do the instructional strategies incorporate team or
small group projects?
- To what extent do the instructional strategies encourage students
to interact with each other, instructors, and the community?
- To what extent do the instructional strategies develop students'
critical thinking and problem solving skills?
- To what extend to the instructional strategies develop students'
skills of writing, speaking, listening, and following directions?
- To what extent do the instructional strategies provide the students
with real-world experiences (both in and out of the classroom) which
reinforce academic and technology applications?
Student Assessment Standard
Assessments that are student-focused in the measurement of attitudes,
knowledge, and skills, as well as their application to problem solving
within the classroom and workplace environment.
- Are student teams, as well as the individual student, assessed?
- Does the assessment tool(s) measure the attitude, knowledge, and/or
skill presented in the material?
- To what extent does the assessment process include feedback and
alternative testing opportunities?
- Are performance and portfolio assessments used to measure student
knowledge and skills?
- Can the assessments detect change over time?
- Are appropriate assessment methods provided that directly reflect
To insure that the instructional material reflects equity and
diversity as a behavior (rather than an issue) that is incorporated
throughout the material.
- To what extent is the material balanced to reflect the experiences,
contributions, voices, and perspectives of all groups?
- Does the content challenge traditional cultural assumptions?
Technical and Format Standard
This standard includes physical, format, and design considerations of
submitted instructional and curriculum products.
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