Outlines the major problems associated with the type of assessments envisioned by advocates of competency-based education, discusses attempts to solve these problems at the postsecondary level through development of the College Outcome Measures Project, and examines the general knowledge and skill domains upon which the project is based.…

Reported are methods employed for measuring consistency in teacher assessment of practical notebooks in A-level biology. Use of criterion referenced scales is discussed. (CS)

Describes a family day care training program that offers workshops leading to college credit for providers. (MS)

Describes an outcomes-based supervisory program that can positively affect the rate of program completion and pupil achievement. The system allows supervisors and teachers to identify and correct performance deficiencies and instructional problems as they occur. (Author/IRT)

Favorable results from a competency-based freshman writing course. (AA)

Describes the role and responsibilities of a high school principal in an outcome-based school, drawing from research on the role perceptions of the principalship. Concludes that an outcome-based school environment promotes student achievement and learning, and reduces stress and frustration for the principal. (DMM)

The Minimum Requirement Program (MRP) was introduced in Israel in the 1960s but was discontinued. The Parenthesis Program, a 1962 revision of the original program, restricted objectives in the syllabus which were deemed too difficult. Achievement gaps between population subgroups existed in the 1980s when a new MRP was developed. (GDC)

Describes a program designed to develop interactive, language-experience-based software to promote functional literacy among illiterate adults. The project uses the microcomputer with language-experience-based software to aid the teacher in providing highly individualized instruction to illiterate learners. (CT)

Three different competency-based vocational programs were analyzed to investigate how competencies are determined, how the programs are organized, and how students are evaluated. Results show that there is no set method for producing a high quality competency-based program. (CH)

Research was conducted to assess the level of mastery of Florida students enrolled in the Applied Principles program. Results are reported in the following categories: student achievement, current grade in school, previous enrollment in agriculture, membership in Future Farmers of America, SOEP (Supervised Occupational Experience Programs)…

Vocational education teachers' stages of concern over the implementation of competency-based instruction were analyzed in this study. A seven-stage model was used to assess changes in teachers' concerns over time and after instruction about the innovation. Results and recommendations are discussed with implications for educational change agents.…

On the occasion of the 20th anniversary of the National Center for Research in Vocational Education, the author provides an overview of center activities, including contributions in the areas of competency-based education, leadership development, equity and access, policy planning and evaluation, developing linkages, and dissemination of…

The research reported here sought to determine the extent to which the official position of the Swedish government is reflected in actual classroom practice. Detailed analysis of classroom interactions, coupled with survey responses from interviews with participants, teachers, and principals, revealed a substantial discrepancy between the…

Introduces and defines strategic planning in organizational training, describes four current schools of curriculum theory--subject-centered, experience-centered, objectives-centered, and opportunity-centered--and illustrates how each theory can be modified to make training anticipate as well as react to organizational needs. (MBR)