Testing students before and after their course of study gives educators a good idea of what students knew prior to coming into the course and what they had learned after completion. To get a more accurate score, educators will often look at other tests taken by the student, trying to gauge if it is a learning issue with the student or the teacher using a statistical method. Questions can be geared to learning specific information as it relates to the objectives of the course; those doing the assessment can compare and contrast the data.
Since value-added assessment is based on statistics, compare data between vocational schools on the local, regional, state or even national level. Determining if the data is similar or different can lead educators to discover how effective teachers in their school are performing.
Students who keep a learning journal throughout the semester gives educators a solid sense of what they learn and how they learn. Since many vocational students are adults, learning journals might be more accurate. It can also help the teacher see what they are missing in class or if students are confused or frustrated by certain themes, concepts or skills.
A representative of the school can talk with employers about job performance and how those students are performing. Educators can examine students who underperform in certain areas, then try to correct the problem in the school. Through this process it might be possible to determine if the underperformance can be attributed to particular teachers or the educational process in general.