This booklet is intended to aid local school districts in Oregon as they work to develop and improve their educational programs in keeping with the competency-based high school graduation requirements established by Oregon's revised minimum standards for public schools. The booklet consists of six chapters that focus in turn on state requirements…

This publication examines the competency-based education (CBE) movement in Oregon, which resulted in the adoption of new Minimum State Requirements for Graduation in 1972 and the subsequent adoption of competency-based Minimum Standards for Oregon Public Schools in 1974. It first discusses the general characteristics of CBE and then suggests some…

The document presents educational criterion upon which curriculum builders can create a competency-based program of respiratory therapy education. The 11 modules presented supplement and compliment the document Delineation of Roles and Functions of Respiratory Therapy Personnel (CE 005 945) which is listed as appendix D but not included as such.…

The bibliographies cited give numerous references in each of nine areas: criterion-referenced tests, educational accountability, evaluation criteria, evaluation methods, evaluation techniques, functional literacy/illiteracy, performance criteria, performance specifications, and program effectiveness. References were compiled from an exhaustive…

The Process-Outcome Model (POM) is essentially a competency-based model of student personnel education. This document describes the method of implementing the POM in a seminar on the college student. In seeking to implement the model, the authors make the following assumptions: (1) didactic and experiential knowledge are necessary components for…

This self-instructional learning packet is one part of a competency-guided program for instructional supervisor preparation developed by the Special Education Supervisor Training (SEST) project. This packet deals with the study and practice of time utilization as it relates to the supervisor; users of the packet have the opportunity to review and…

Described is the diagnostic assessment system for professional supervisory competencies developed by the Special Education Supervisor Training Project at the University of Texas at Austin. An introductory section reviews such aspects as the competency-guided training model and the rationale for self-assessment. Five instruments are reviewed, and…

This document contains abstracts describing competency-based programs related to the Adult Performance Level (APL) project and adult education. The catalog is divided into two sections: state program implementation and local program implementation. The first section describes programs and research projects currently active in Alabama, California,…

This catalog, describing a number of competency-based programs for the education and training of guidance and counseling personnel, is organized into two sections: educational programs and summary lists of competencies. Five areas of classification according to types of client needs are presented for each section: (1) Using Systematic Planning and…

This handbook was written primarily to assist module developers working in the Kentucky Competency-Based Curriculum Project. It was also prepared to help module developers in other areas of education as well as to help administrators who would be installing programs of this type in their schools. This handbook provides an explanation of…

This publication contains a 216-question multiple-choice assessment test that is one part of a competency-guided program for instructional supervisor preparation developed by the Special Education Supervisor Training (SEST) project. In addition to the test questions, the booklet contains a separate sheet for recording responses to the questions, a…

The instructional leadership model presented here consists of three types of sequential processes: (1) Agreeing on achievement outcomes and standards. Once the teacher and administrator have agreed on what outcomes to teach, they can then agree on some indicators as to how well and at what rate students attain these outcomes. (2) Sharing…

The accountability system was designed in part to link practice and theory more closely, but educators in the humanities point out that neither everyday experienced nor the affective domain can be accountable in such an explicity system. In the humanities, especially, there is another way of knowing -- unpredictable, unique, often capricious --…

This booklet represents a summary of a regional conference and is designed to serve as an introductory discussion of the use of the competency based education concept in general undergraduate programs. Emphasis is placed on essential conditions of competency, current factors affecting higher education, the scope and variety in competency-based…

This research program compared computer-based and programed textbook-based curricula for training students to troubleshoot digital logic circuits. Students were matched in pairs on two pretests, a verbal aptitude test, and an electronics and mathematics aptitude test, and randomly assigned to the two curricula, which contained identical…