This paper, on the potential contributions of performance science to education, defines performance and performance science, distinguishes between behavior and performance, presents tactics for presenting instruction, presents tactics for designing training, and outlines how to decide which accomplishments are valuable enough to include in a…

This literature review examines seven issues: describing minimum requirements for qualifications, distinguishing qualification levels, recognizing prior learning, using short courses, recording competency-based assessment results, keeping records of individual achievement, and deciding whether to record exact competencies. Recent movements to…

Responding to Gregory Cizek's critique of the "faddishness" of direct assessment methods, this article urges a more constructive debate about the pressing issues of costs versus benefits, the place of face validity in test design, the differing needs in assessment data reporting, and assessment methods that actually improve school…

Outlines the main features of competency-based education and compares three programs: Holland College, Prince Edward Island; Northeast Metro Technical College, Minnesota; and Richmond College, Victoria, Australia. Finds that adequate and updated resources and preparation and continuing development of teachers are necessary. (SK)

Part-time youth workers (n=128) participating in a youth leadership training program in Northern Ireland evaluated their training, which integrated traditional curriculum with competency-based methods. A synthesis of the two methods effectively met learning needs and also led to improvements in the youth program. (SK)

Problem-based learning emphasizes critical thinking and clinical judgment. Competency-based education focuses on clinical competence. A merger of the two in nursing education could generate higher levels of inquiry and more expert clinicians. (SK)

Outlines a four-step grading system to help teachers implement standards-based education. Teachers should design a workable format; define three sets of codes (for assessment types, performance levels, and time periods); create a grade book with easily accessible student grade sheets; and monitor and adjust the process. (MLH)

Traces the history of vocationalism in education and differentiates between competency-based education and training and the Key Competencies. Highlights recent developments in mathematics for the vocational education and training sector. Addresses the concept of vocationalism in schools and some issues associated with the implementation of…

Examines the effects of competency-based instructional paradigm on parent skill acquisition and noncompliant behavior of four children ages 6 to 9. Results suggest that the treatment program within a consultation model is an effective method of indirect service delivery when used with parents of noncompliant school-age children. (Author/JDM)

A 12-year study of National Vocational Qualifications in England and Scotland suggests that they have had limited impact on the competitiveness of the British economy, their value or significance to the national skill base remains unproven, and debate about them is based on ideology or theory rather than independent empirical research. (SK)

Argues that functional analysis and occupational standards provide a holistic view of employment needs, enabling development of relevant curriculum. Refutes criticisms and suggest how functional analysis might be used in nursing education. (SK)

Reviews the 10-year development of competency-based education and training as manifested in National Vocational Qualifications in Britain. Argues that both promoters and critics are guilty of wild claims and excesses, but suggests that opponents have misinterpreted the original ideas. (SK)

Describes the technology education program at Platteville High School (Wisconsin) and its performance-based technology approach. The program includes integrated classes and work-based learning. (JOW)

Participants earning a Diploma in Post-Traumatic Stress Counseling in Britain are being evaluated on the evidence of their ability to work safely, ethically, and effectively with real trauma clients. Reflective and ethical qualities are an important part of the assessment. (JOW)

Elements of a competency-based leadership and management skills program include assessment center evaluation, personality and self-assessment measures, experiential learning, development of career plans, meetings with career coaches, and selection of courses to enhance skills to achieve career and life goals. (Contains 23 references.) (SK)