The North Carolina Competency Program is an important tool in the attempt to improve the schools and the students. Discusses the effectiveness of the High School Graduation and Competency Program, H.B. 204, including what competencies should be measured, what competency tests should be used, and a number of critical issues related to the…

A first course in psychopathology for medical students uses both conventional lecture-discussion and programmed, self-instructional formats. Examination policy for the course is described that uses quizzes and a comprehensive final mandatory only for those students failing one of the quizzes. (LBH)

The SIU School of Medicine has completed a five-year experience applying an objectives-based approach to an entire curriculum. This paper describes the instructional system and the procedures for monitoring, maintaining, and improving it and provides available outcome data. (Author/LBH)

Describes a truck and bus mechanics program at Mid-Florida Technical Institute in Orlando that has successfully used an individual learning system for over two years. The 1,350-hour (two-year) course utilizes learning activity packets (LAPs) over three levels of achievement. Information provided on job placement and salaries indicates the…

Discusses and presents a summary outline of state activity in minimum competency testing as of March 15, 1978. (IRT)

Advantages and disadvantages of commonly used forms of measurement are reviewed, and an approach for assessing overall competence of the pharmacy student is discussed conceptually, based on a multiple-measurement method involving review of student performance in real practice contexts and observation in simulations of practice. (Author/LBH)

The process used by the University of the Pacific for developing a competency-based PharmD program in 1976 is described. The same procedures can be applied to similar programs for any professional degree in pharmacy. Course content, behavioral objectives, and charges to workshop groups are included. (Author/LBH)

This article defines competency-based education for consultant trainees and describes some of the more common approaches used in identifying, organizing, classifying, and evaluating competencies that training programs seek to develop in consultants-in-training. The differences in the delivery systems for CBE and more traditional training models…

The management of competency-based vocational education curriculum in the classroom is first described by following one student's progress through the system. Then helpful hints on monitoring, planning, and organizational procedures are suggested for good management. (BM)

Presents eleven basic characteristics of individualized educational programs. Some of these characteristics are as follows: an active student learning process, rate-tailoring, use of a variety of instructional media, competency-based curriculum, and feedback and evaluation on a regular basis. (BM)

Discusses the trend toward the use of competency-based model/school stores in teaching entry-level job skills to distributive education students. A model/school store curriculum is described and illustrations of model store use in the classroom, laboratory, and in Distributive Education Clubs of America (DECA) are provided. (SH)

A consultant in business education presents his system for developing strategies of individualized instruction in using commercial materials designed for group instruction. To illustrate the process he includes seven figures of pages from an accounting text, with marginal notes to direct the student to an individualized supplement. (MF)

Competency education in the applied behavioral sciences can be enhanced by synethesizing the values of humanistic psychology with the measurement, evaluation, and accountability that characterize behavioral psychology. (Author)

The first article argues that using behavioral objectives for training rehabilitation counselors is an inadequate educational strategy for several reasons. It is followed by a response from several writers, and finally a reply by the original authors. (Author/BP)