Suggests that small group researchers investigate message variables as a method of communication analysis. Provides examples of research-based behavioral objectives for small group communication classes. (MH)

The authors review the background of competency-based education (CBE), discuss its merits and drawbacks, and cite recommendations from the National Association of Secondary School Principals. (DS)

The author describes basic characteristics of an emerging societal ideology which he calls "technocracy," or "technogoical consciousness," and discusses ways in which the use of behavior modification, career education, and competency-based education promote the socialization of students to this restrictive ideology. (MJB)

Describes one approach to individualized job preparation instruction, a performance-based training system designed to meet the needs of both trainee and employer. The system includes a performance profile of job elements, skills, and levels of competency which serves as a lifetime record of curricula and performance on each activity for a trainee.…

Described are the major components of a treatment program designed to help severely behaviorally handicapped children (2 to 16 years old) develop the necessary skills to function in regular classrooms or special education classes. (Author/SBH)

Helping students learn how to learn should be a major teaching objective and a major teaching skill in nontraditional education. Evaluation processes, both in planning and implementation, should be consistent with knowledge, values, and goals of nontraditional education, and their basis should be a theory of adult learning. (Author/LBH)

Sets forth the policy on acceptable standards in English composition established at a community college in Kentucky and documents the college's problems in setting up a competency-based composition program. (DC)

Systematic instructional development procedures were used to prepare materials for an introductory teaching methods course in competency-based instruction. Materials, which included self-instructional booklets, supplemental practice exercises and teaching skills tests were effective and rated highly by 10 instructors and more than 400 preservice…

The author outlines the history of instructional design for industrial training. He describes the Performance-Based Instructional Design system, with seven key components: (1) program description, (2) content analysis, (3) content selection, (4) content sequencing, (5) lesson structuring, (6) lesson delivery formatting, and (7) evaluation…

The author discusses criteria for evaluating the effectiveness of a secondary business program. Topics covered are (1) curriculum, including competency-based programs, technological considerations, basic business and economic education, and basic skills; (2) advisory committees; (3) student organizations; and (4) professional activities of…

Task performance measures are criterion-referenced tests that can improve the effectiveness, accountability, and control of vocational training programs. They provide the means for basing instruction and evaluation on job performance requirements rather than arbitrarily derived subject matter. (JOW)

Argues that the concepts of competency and performance must be separated. Contends that a student's actual competency level is not accurately reflected through standard performance measurements. Demonstrates how competency levels might be assessed more accurately through the use of multiple sources of data and innovative assessment programs. (BSR)

The study was designed to determine attitudes of business teachers toward perceived barriers to implementing a competency-based curriculum and to identify teacher characteristics related to acceptance of curriculum innovations. Relationships were found among teacher groups and perceptions, as well as between teacher attitudes and a measure of…

Self-assessments--voluntary, take-home, self-scoring, self-evaluating diagnostic tests in basic skills--tell new students if they are academically prepared to begin course work at the postsecondary level or if they need remediation. The development and use of self-diagnostic tools at Waukesha County Technical Institute is discussed. (MLW)