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The Holland Codes or the Holland Occupational Themes (RIASEC [1]) refers to a taxonomy of interests [2] based on a theory of careers and vocational choice that was initially developed by American psychologist John L. Holland. [3] [4] The Holland Codes serve as a component of the interests assessment, the Strong Interest Inventory.
Career Clusters provide students with a context for studying traditional academics and learning the skills specific to a career, and provide U.S. schools with a structure for organizing or restructuring curriculum offerings and focusing class make-up by a common theme such as interest.
Formative vs summative assessments. Formative assessment, formative evaluation, formative feedback, or assessment for learning, [1] including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.
The student learns in a realistic environment and gets the opportunity to apply his or her knowledge in real-world scenarios. Job shadowing: Job Shadowing is a short term opportunity that introduces the student to a particular job or career by pairing the student with an employee of the workplace. By following or 'shadowing' the employee, the ...
Career portfolios help document education, work samples and skills. People use career portfolios to apply for jobs, apply to college or training programs. They are more in-depth than a resume, which is used to summarize the above in one or two pages. Career portfolios serve as proof of one's skills, abilities, and potential in the future.
Professional development, also known as professional education, is learning that leads to or emphasizes education in a specific professional career field or builds practical job applicable skills emphasizing praxis in addition to the transferable skills and theoretical academic knowledge found in traditional liberal arts and pure sciences education.
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At that time, the standards focused on technology skills in students. [1] Standards for teachers and administrators followed in 2000 and 2001, respectively. In 2007, ISTE reviewed its student standards and re-released them as the ISTE Standards for Students. Their focus became integration of technology in the classroom. [2]