Several intermediate performance objectives and corresponding criterion measures are listed for each of 30 terminal objectives for a two-semester (2 hours daily) high school course in basic industrial electronics. The objectives cover instruction in basic electricity including AC-DC theory, magnetism, electrical safety, care and use of hand tools,…

The monograph on individualized instruction focuses on the use of instructional objectives, instructional activities, instructional materials, and criterion referents. It is explained that objectives specify what the student should be able to do at the end of the instructional unit; the instructional activities and materials are the vehicles used…

Fifty-two students from two universities who had demonstrated mastery of the use of behavioral objectives were randomly assigned either ten knowledge level objectives (K), ten above knowledge level objectives (A), or to a non-objectives control group (C). All were tested on the same prose material using knowledge and above knowledge level items…

Instructional packages (PAKs) are effective in promoting vocational learning as they provide an organized procedure for delivering self-paced instruction to individual trainees on a personalized basis. Some of the advantages of PAKs are that they free an instructor from the role of full-time transmitter of skills and knowledge, reduce equipment…

Several intermediate performance objectives and corresponding criterion measures are listed for each of 32 terminal objectives for an intermediate (second year) radio/TV servicing course. This 1-year course (3 hours daily) was designed to provide the student with the basic skills and knowledges necessary for entry level employment in the Radio/TV…

Presented in booklet and chart form is the Behavioral Characteristics Progression (BCP), part of the Santa Cruz Special Education Management Project, consisting of 2400 observable traits grouped into 50 behavioral strands. The BCP is seen to be a nonstandardized criterion referenced tool which replaces conventional age and disability labels with…

As alternatives to the objectives-based approach to specifying content domains for test construction purposes, six strategies are proposed: (1) amplified objectives; (2) Instructional Objectives Exchange (IOX) test specifications; (3) item transformations; (4) item forms; (5) algorithms; and (6) mapping sentences. Their effectiveness is assessed…

Several intermediate performance objectives and corresponding criterion measures are listed for each of 13 terminal objectives for an intermediate printing course. The materials were developed for a two-semester (3 hours daily) course with specialized classroom, shop, and practical experiences designed to enable the student to develop proficiency…

Several intermediate performance objectives and corresponding criterion measures are listed for each of 17 terminal objectives for a secondary level basic printing course. The materials were developed for a two-semester (2 hours daily) course with specialized classroom and shop experiences designed to enable the student to develop basic…

A sample of behavioral objectives and related test items that could be developed for content modules in Home Economics levels I and II, this book is intended to enable teachers to construct more valid and reliable test materials. Forty-eight one-page modules are presented, and opposite each module are listed two to seven specific behavioral…

The educational implications of criterion-referenced tests are demonstrated. It is the hypothesis of the author that criterion-referenced tests have little educational impact unless carefully constructed around rigorous domain specifications. The paper details the process and problems of construction of a series of history tests presently being…

These four characteristics inherent in criterion-referenced tests form the central theme of this paper: (1) The classes of behaviors that define different achievement levels are specified as clearly as possible before the test is constructed; (2) Each behavior class is defined by a set of test situations (that is, test tasks) in which the…

A good criterion-referenced test item is defined as the one which allows the individual to answer correctly if he masters the criterion behavior represented by the item and answer incorrectly if he actually does not master it. Therefore, a good discriminating item for criterion-referenced tests is the one which has a larger proportion of correct…