Using Performance Goals. Implementing Competency Based Education in Community Colleges, 1.

Autor/inn/en	Asche, F. Marion; und weitere
Institution	Virginia Polytechnic Inst. and State Univ., Blacksburg.
Titel	Using Performance Goals. Implementing Competency Based Education in Community Colleges, 1.
Quelle	(1980), (23 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Articulation (Education); Behavioral Objectives; Community Colleges; Competency Based Education; Course Evaluation; Course Objectives; Evaluation Criteria; Program Evaluation; Sequential Learning; Student Evaluation; Teacher Attitudes; Two Year Colleges; Vocational Education + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Community college; Community College; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Programme evaluation; Programmevaluation; Didaktische Sequenzierung; Lernsequenz; Schulnote; Studentische Bewertung; Lehrerverhalten; Ausbildung; Berufsbildung
Abstract	As the first in a series of monographs on competency-based education (CBE), this paper presents background information and exercises to aid instructors in understanding and utilizing performance goals as tools for articulation, program development, and student evaluation. After introductory material discussing the major differences between norm-based and competency-based education, the monograph provides working definitions for "aims,""programs,""performance goals,""course terminal performance objectives," and "enabling objectives." Next, Davies's review of the literature on using, as opposed to writing, performance objectives is summarized before a brief outline of the changes in educational thought on performance goals. The next section provides a general perspective on the value of performance goals in: (1) communicating program content to internal and external audiences, including students, employers, and other institutions; (2) developing courses and articulating them within the program to insure a logical and orderly progression of learning; and (3) evaluating and improving courses. Specific strategies are then presented for using performance goals for these purposes. The monograph concludes with an annotated bibliography. (JP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01