James W. Altschuld’s research while affiliated with The Ohio State University and other places

Not a great deal is known about what study skills are essential for success in the science, technology, engineering, and mathematics' disciplines, particularly in information technology (IT) and computer science (CS) programs in the technical and vocational education (TVE) in Taiwanese higher education. Since TVE accounts for more than half of the post-secondary enrolments in the country, and with the increasing demand for IT and CS talents, we studied perceptions of the importance and competency of such skills to identify the students’ needs and demographic factors influencing them. A survey was administered to 1398 students in IT and CS programs in Taiwanese TVE universities. General skills were seen as the most important one among the study skills examined, and students felt competent using them. The needs to manage time, perform quantitative/mathematical tasks, and delegate were identified and these needs were affected by institutional quality, gender, and academic achievement. The results might be useful for further investigation in this area and guiding future plan to improve student performance in TVE.

Surveys are frequently employed in needs assessment to collect information about gaps (the needs) in what is and what should be conditions. Double-scale Likert-type instruments are routinely used for this purpose. Although in accord with the discrepancy definition of need, the quality of such measures is being questioned to the point of suggesting that the results are not to be trusted. Eight factors supporting that proposition are described with explanations of how they operate. Literature-based examples are provided for improving surveys with double scales especially as they relate to attenuating the effects of the factors. Lastly, lessons learned are offered with a call for more research into this issue in assessing needs.

The influence of augmented feedback and self-estimation of errors on the welding skill learning of vocational high school students was the focus of this study. A quasi-experimental research design was utilized by randomly assigning two classes of car repair students to an experimental group and a control group. Each participant had 9 practice trials, took 3 tests (pre, post, and delayed), and received augmented feedback 3 times during the skill acquisition phase. The experimental group was additionally requested to self-estimate their errors by reviewing their work in comparison to a benchmark piece, assessing the differences, and completing a checklist of criteria, while the control group did not undergo this process. The performance of participants improved through the practice period with the experimental group showing significantly greater changes than those in the control condition. For the delayed-test, both groups declined to some extent from the post-test, but the experimental subjects did better comparatively. Augmented feedback with self-estimation of errors appeared beneficial for vocational high school students’ motor skill learning.

The Editor's Notes were included in this commentary due to the subtle distinction between evaluation as a profession and the more focused idea of specific evaluator competencies, the core of Chapters 1–3. Separating the two concepts was useful and created a canvas upon which to paint these comments. The chapters contain descriptions of the history underlying the 2015–2018 AEA Competencies Task Force, activities it undertook, and the final product, the competencies. Together, they demonstrate an essential competency, documenting processes and products, and are an invaluable record for future evaluators working on the complex challenges that were uncovered. While I will offer other things that might have been in the chapters, the authors are commended for the high bar they set and for contributions to the field of evaluation.

This entry provides definitions and sample statements of need and then presents a model for conducting assessments. Next it explores the origins of needs assessment up to the present day with a rationale for such work. Finally, it summarizes several needs‐based studies with ties to anthropological thinking and then provides a concluding note.

The history of the field of evaluation is described over the past half century to set the context for examining accreditation, certification, and credentialing that are the foci of this New Directions for Evaluation issue. What have been and are the current forces that guide us in regard to thinking about the three concepts? Understanding how evaluation is evolving is crucial for considering actions that might or might not be taken. To the extent possible this is done from a neutral stance without advocating or endorsing what should or could be done next. © Wiley Periodicals, Inc., and the American Evaluation Association.

Energy literacy that can empower people to make thoughtful decisions and take responsible actions is more important as energy shortages have become pressing issues in the world. Energy literacy was measured among a sample of 2400 secondary students involved in a national energy education program in Taiwan. Response patterns related to student background and factors determining energy consumption behaviors were also studied. Energy literacy was high and positive, with greater impact as expected by grade (senior high school students outscored junior high school ones) and there were some effects due to gender and socioeconomic status. Students' performance on energy knowledge was acceptable (over 60% correct across grades) while a notable discrepancy between affect and behavior was identified indicating that there might not be a correspondence between what people say they would do and what they actually do. Energy saving behavior was more closely associated with the affect than other variables. Reasons for the findings and implications for energy education in the future are discussed.

From time to time there have been sharp and barbed criticisms of needs assessment—for example, starting from a deficit perspective (a potentially negative view based on problems and issues) as opposed to an asset-based perspective (a more positive view based on strengths and resources). In the last 10–15 years, this has led to a hybrid model of asset/capacity building and needs assessment that is increasingly noticeable in community improvement, public safety, health, and other similar projects. Needs assessment and asset/capacity building are compared and contrasted in this chapter as a premise for synthesizing the new hybrid approach. The steps necessary for making the hybrid come to life are explained in some detail, as well as a few methods that might be used in implementing it. Two current examples of hybrid studies are analyzed, followed by implications of and issues inherent in following this new course of action.

As with any field of inquiry and application, needs assessment is an evolving topic of research and practice. The theories, models, tools, and approaches are not idle targets. In this chapter, the authors explore the emerging trends and issues of the field, suggesting elements of an exciting future and the continuing call for more research that can improve practice. They include an examination of how technologies are expanding the methods employed in assessments and a discussion of how many of the challenges that have nagged at assessors for decades continue to limit our results. The future for needs assessments remains bright, but much work remains to be done in order for needs assessment to mature as a field.