The problem is complicated by the fact that there appear to be problems with the individual schools, as well as with the overall program. So the assessment system needs to provide information to certify mastery and to identify shortcomings in the instructional program at each location. More than one type of assessment can address J.C.'s concerns, but not all the approaches described in Chapter Three are equally helpful. Because the auto repair program is organized around a set of competencies and because employers have expressed concerns about specific skills, the assessment should relate to these specific program elements. Written tests and performance tasks can both be useful in this regard.
Senior projects are less helpful for providing information about specific learning outcomes.
Portfolios might be useful if constructed such that they contain information linked to core competencies and skills. One issue J.C. must address before designing the assessment system is whether the course curriculum is aligned with the needs of local employers. It might be that the demands of entry-level auto repair jobs have changed in the past few years and the curriculum itself needs to be updated. Students may need to acquire new skills, such as using new finishes or new application procedures, or they may need to be prepared to work in different arrangements, such as multiperson teams. There are many ways to measure the competencies students are being asked to master, and J.C.'s biggest challenge will be choosing methods that strike the right balance between quality and feasibility.