NCPQ Standards and Indicators

The following is the list of standards and indicators developed by the National Task Force of the National Consortium for Product Quality (NCPQ). These standards guide the NCPQ Curriculum Review process. The Standard statements are broad, qualitative ideals of what is valued in instructional products. The indicators, which appear in question form, represent essential attributes which support the standards, and can assist the user's efforts to evaluate materials in an objective or measurable manner.

Content Standard

School-to-Work curricula must focus 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 and continually reinforce con-cepts?
To what extent do the skills and competencies presented in the product correspond to compe-tencies and skills indicated in the SCANS report?
To what extent does the product include documentation (e.g., a matrix) of validated occupational, academic, career, and life skills and competencies to show where and how those skills and competencies are being incorporated?
To what extent does the product identify performance levels for skills and competen-cies?
To what extent is the content current?
To what extent is the content accurate?
To what extent is the content sequenced from basic to more complex concepts or coherent clusters?
To what extent are the content objectives and learner objectives 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 content?
To what extent does the instructional material address the following concepts:
- 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 backgrounds recognized?
- Is transferability of learned skills/knowl-edge emphasized?

Instructional Standard

School-to-Work curricula, through active and applied learning experiences in school, community, and work-based settings, must enable students to acquire problem-solving, communication, and reasoning strategies.

To what extent do the instructional strategies include active and meaningful learning experiences that correspond to stated student outcomes?
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 extent do 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 experi-ences (both in and out of the classroom) which reinforce academic and technology applications?

Student Assessment Standard

Assessments within School-to-Work curricula must be student-focused in measuring attitudes, knowledge, and skills, as well as their application to problem solving within the classroom and workplace environment.

To what extent are student teams, as well as the individual student, assessed?
To what extent 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?
To what extent are performance and portfolio assessments used to measure student knowl-edge and skills?
To what extent can the assessments detect change over time?
To what extent are appropriate assessment methods provided that directly reflect student outcomes?

Equity and Diversity Standard

School-to-Work curricula must reflect content which portrays and celebrates the active participation of all individuals in the nation's workforce, communities, and educational institutions.

To what extent is the material balanced to reflect the experiences, contributions, voices, and perspectives of all groups?
To what extent does the content challenge traditional cultural assumptions?

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