This paper argues that the technology of the systems approach to instruction (using performance objectives) demands a "rules" or structured organizational climate in which high productivity will most likely result from detailed supervision. The author focuses, albeit briefly, on performance as a function of the interaction between…

This is one of the outcomes of the work of the Massachusetts Evaluation Service Center for Occupational Education (ESCOE). The purpose of the work described in this report is to provide a set of specific behavioral objectives for woodworking teachers to use in the development of their high school curricula. Special emphasis is given to a…

Based on the need to develop an outline of the procedures and methods used in vocational education in Florida, which would then form the basis for communication, discussion, and development of a multi-State consortium for the production of performance objectives and criterion measures for occupational education, this report, one of five under a…

This paper details the development of the high school general mathematics examination and reading comprehension tests for grades one through eight for the curriculum referenced testing program in Charleston County School District, South Carolina. While the basic developmental approach was similar, problems encountered in developing the two types…

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…

The construction of test items, the purposes of testing and criterion-referenced testing are topics debated by two researchers. (CP)

This manual, part of a long-range planning model concerning goal formulations, is a revision and update of an earlier work on writing educational performance objectives (ED 073 529). It modifies and extends the former manual to provide the total system description necessary for curriculum development as well as curriculum implementation. The first…

Outcome-based education is rooted in earlier ideas, such as Tyler's objectives, Spady's outcomes, Glaser's criterion-referenced measurement, Bloom's mastery learning, 1970s accountability concerns, and the 1960s competency-based education movement. Minnesota's experience suggests various practical implementation challenges concerned with…

A research-derived integrated system of curriculum development and instructional delivery called NEBEAT (Needs Based Education and Training) is described in relation to more traditional-behaviorally-based systems models. Four major components of curriculum design are examined as features which differentiate NEBEAT from its antecedents. (Author/MBR)

One of 15 core modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classroom settings. The guide…

Presented in the third of four volumes on the Home-Oriented Preschool Education Program are the rating scale responses of a National Panel and Appalachian Panel of Child Development Scholars to five categories of behavioral competencies for normal preschool children. Specific and general comments of panel members are reported for each skill…

THE AUTHOR DISCUSSES THE CONCEPTS OF INSTRUCTIONAL TECHNOLOGY AS THEY APPLY TO THE PROBLEM OF TEACHING ENGLISH AS A FOREIGN LANGUAGE. INSTRUCTIONAL TECHNOLOGY, AN OUTGROWTH OF PROGRAMMED INSTRUCTION, HAS GROWN TO HAVE A FAR GREATER BREADTH OF APPLICATION AND MAY REPRESENT AN EVEN MORE FUNDAMENTAL CHANGE OF INSTRUCTIONAL PHILOSOPHY THAN…

the steps taken by a large urban school district to develop and implement an objectives-based curriculum with criterion-referenced assessment of student progress are described. These steps include: goal setting, development of curriculum objectives, construction of assessment exercises, matrix sampling in test administration, and reporting of…