The Pirie-Kieren Model (PKM) was a paradigm shift in theories of learning by presenting a coherent, consistent theory compatible with complexity theory. PKM recognized that learning is non-linear, recursive, iterative, and emergent. PKM was one of the first theories to depart from the linear models of learning that dominated theories of learning…

This quasi-experimental study investigated how explicit instruction about multiple modes of representation (MMR) impacted grades 7 (n = 61) and 8 (n = 141) students' learning and multimodal use on end-of-unit assessments. Half of each teacher's (n = 3) students received an intervention consisting of explicit instruction on MMR in science…

Technology Enhanced Learning and Teaching (TELT) is a ubiquitous feature of the learning and teaching landscape at the University of Tasmania (UTAS), supported and guided by a university-wide TELT action plan. This paper reports on the most recent stage of an ongoing investigation into the use of ePortfolio learning technology to improve students'…

Student Progress Monitoring (SPM) offers an effective and time-efficient way for teachers and administrators to make informed instructional decisions and quantify students' rate of progress. SPM differs from traditional standardized tests in that it involves administering short tests (typically one to five minutes) frequently, usually one or more…

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)

Early childhood teachers generally have not recognized that assessment is a necessary adjunct to effective teaching, but instead have concluded that it is the concern of special educators or program evaluators. In fact, assessment can play a most important role in planning for and instructing all children. Assessment can be defined as a conscious,…

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 was written to provide guidance in the development and evaluation of alternative instructional approaches that hold promise of improving instructional effectiveness. The main focus of the report is on how to identify and test interactive relationships between individual differences among learners and instructional conditions or…

The Wisconsin Design for Reading Skill Development is a vehicle for implementing a skills-centered approach to reading instruction. The components of the design are (1) management guidelines; (2) an essential skills list for six areas (word attack, comprehension, study skills, self-directed reading, interpretive reading, and creative reading) and…

In this update, 49 more goal-based programs are added to the 50 programs described in the directory's initial 1981 edition. The programs are goal-based in that they make use of such concepts as minimum competency testing, mastery learning, and continuous progress curricula, among others. As in the initial edition, each program receives a one-page…

An individualized reading program was designed and implemented in a two-teacher open classroom program for children in grades four, five, and six. This paper describes the following aspects of the program: development of instructional objectives; assessment of pupils' reading behavior through the use of a criterion-referenced reading inventory;…

A norm-referenced evaluation system, which evaluates the student in comparison to his peers, is rejected in favor of a criterion-referenced system. The latter, which rates the performance of a student on an absolute standard, makes for an individualized approach. Two kinds of tests are distinguished, the formative, administered during the course…

Examined the effects of implementing the criterion-referenced assessment system on the views of year 10 students and teachers in 2 schools. Students and teachers were generally positive toward these methods of assessment. There was some sex bias in aspects of the system with females performing better on skill assessments than males. (MDH)

One of five modules in the curriculum development series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are…

The characteristics of effective or successful individualized instructional programs were investigated. The work of other evaluators was reviewed and a series of screening criteria were applied in order to identify effective programs. Programs were selected from evaluation reports for their effectiveness and their "popularity." Information about…