Background: This study investigates how the criterion-referenced (CR) approach has impacted relationships between goals, classroom practices, and student achievement in English education in Japan from 1994 to the present, a period covering three government-mandated administrations of a national curriculum (Course of Study). No study has…

Criterion referenced measurement is one method which can be utilized to evaluate the learner's achievement of the objectives of continuing education programs and an invaluable mechanism whereby program effectiveness can be evaluated. How to set up an instructional module using a criterion referenced base (subject matter, objectives, test…

The fifteen critical steps involved in writing instructional programs are described, along with an example. (MS)

In order to create a Statewide evaluation system for schools offering occupational education, behavioral objectives of various occupational programs were developed A total systems approach to education was thus possible with behavioral objectives as the basic component. Thirty-six participating secondary schools and community colleges in…

This report discusses the nature of performance objectives and how they may be classified. Ways in which performance objectives may be used in improving instruction are elaborated on in sections on: (1) stating subject-matter and higher goals as performance objectives, (2) taxonomic classification of performance objectives, and (3) limitations and…

Information and exercises in this two-part learning module are provided to acquaint instructors with the educational theory behind competency-based education (CBE) and to help them apply this theory in the classroom. Part I of the module discusses: (1) the defining characteristics of CBE, in which instructional processes are designed to facilitate…

Identifies and describes six differences between formative and summative evaluation in career education. Formative evaluation involves more coordination, more stress, special observation and teaching skills, criterion-referenced measures, learner safeguards, and choosing priorities among objectives. (SK)

Students can succeed in remedial programs if such programs are well-planned and systematic, say these writers, who offer some guidelines. (Author/JM)

Behavioral objectives and how they are to be evaluated in the first year of teaching Russian are discussed. A model test for evaluating stated objectives is given and discussed. (RM)

Developers of high stakes criterion-referenced tests are urged to formulate test tasks so that efficient instruction can promote student mastery of the domain. Time-on-task has been promoted by instructional psychologists as preferable to test teaching. (DWH)

This research conducted at the U.S. Naval Academy as part of a total effort to design a multi-media physics course, collected data on the learning materials used in Fall 1969, investigated the technical characteristics of the criterion-referenced test items used, and studied student preferences for the alternative study approaches. The ultimate…

This document is about a program that was proposed and initiated involving the teaching of the metric system using performance objectives for each level from first through sixth grade. A total of 45 performance objectives were used for the six grade levels. The goal for the program was to have students master 80% of the performance objectives as…

To investigate the effectiveness of integrating abstract and realistic visualization, the effectiveness of four treatments was measured for: (1) facilitating student achievement of different kinds of educational objectives; (2) students possessing different levels of student ability; (3) externally paced and self-paced methods of instruction; and…

A comprehensive listing is provided of the specific needs for research on instructional systems development which have been identified by the authors of 2,692 pertinent articles. These articles were selected and abstracted for a basic file of technical information on instructional system development. Since some articles date back as far as 1953,…

The purpose of this study was to examine the instructional effectiveness of adjunct post-questions, metacognitive process prompts, cognitive feedback and training in complementing semantic maps. Two hundred seventy Taiwanese subjects were randomly assigned to eight treatments. After interacting with their respective treatments each completed three…