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)

Data from eight case studies demonstrate that competency-based training limits possibilities for creation of certain kinds of competence by emphasizing outcomes over processes and innovation. For example, national industry standards suggest that they are the only standards by which work can be done, denying other sources of standards. (Contains 33…

Describes a logical sequence of courses to provide skills in areas critical to the entrepreneurship process. Offers five basic steps in designing assessment strategies. (JOW)

A study of 20 graduate students learning distance education methods found that great variance in idnviudal competence at course begining moved to similar levels at course end. Open-ended verification of competence using behavioral anchors worked well as a self-assessment and benchmarking tool to document growth in learning. (Contains 19…

Discusses the controversial Western Governors University, a competency-based distance education institution, as a new model with potential implications for accreditation policies, organizational models, and faculty roles. (EV)

A competency-based approach to medical education emphasizes training over education and limits development of broader perspectives. A more learner-centered approach and a return to dialogue with the discipline of medicine and with teacher-practitioners are advisable. (Contains 30 references.) (SK)