Field Testing Competency-Based Vocational Education Student Learning Guides Developed at Ridge Vocational-Technical Center. From August 1, 1981 to June 30, 1982. Final Report.

Autor/in	Andreyka, Robert E.
Institution	University of South Florida, Tampa. Coll. of Education.
Titel	Field Testing Competency-Based Vocational Education Student Learning Guides Developed at Ridge Vocational-Technical Center. From August 1, 1981 to June 30, 1982. Final Report.
Quelle	(1982), (166 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Competency Based Education; Evaluation Methods; Field Tests; Formative Evaluation; Instructional Materials; Learning Resources Centers; Material Development; Models; Postsecondary Education; Study Guides; Technical Education; Vocational Education; Vocational Schools; Florida + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Praxisübung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning resources centres; Lehrmittelzentrum; Lehrmaterialentwicklung; Analogiemodell; Post-secondary education; Tertiäre Bildung; Studienberater; Studienführer; Technikunterricht; Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule
Abstract	This project's main objective was to field test competency-based vocational education (CBVE) student learning guides developed during 1979-1981 at Ridge Vocational-Technical Center (RVTC) (Florida). The learning guides were for six programs: clerical occupations, cosmetology, heavy duty truck/bus mechanics, industrial electricity, masonry, and welding. Three different models for field testing were considered: preservice (cosmetology), decentralized (welding), and on-site field testing. Another objective of the project was to recommend one of these models for field testing that could be used in testing other RVTC programs and other CBVE materials. Twenty field test sites, including secondary schools, community colleges, and vocational-technical centers, were selected in each of the five vocational education regions, and instructors were identified and trained. The participating instructors reviewed all the program guides during the project year and field tested 20-40 percent of the guides with their students. As a result of the field testing and a comparison of the three models, the on-site field-test model was recommended for field testing other RVTC programs. The phases of this model include a two-day orientation workshop, two field-test site visits, and a two-day exit workshop. Appendixes include evaluation forms, a sample student learning guide, lists of participants, workshop agenda and evaluation, participant comments, and task listings for the six field-tested programs. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC