Implementing Competency-Based Education. A Resource Guide.

Institution	Texas State Technical Inst., Amarillo.
Titel	Implementing Competency-Based Education. A Resource Guide.
Quelle	(1987), (502 Seiten)Verfügbarkeit
Beigaben	grafische Darstellungen; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Behavioral Objectives; Classroom Techniques; Competency Based Education; Educational Resources; Postsecondary Education; Student Evaluation; Task Analysis; Teaching Methods; Technical Education; Vocational Education + Suchen Sie Ihr Suchwort? Klassenführung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsmittel; Post-secondary education; Tertiäre Bildung; Schulnote; Studentische Bewertung; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Technikunterricht; Ausbildung; Berufsbildung
Abstract	This guide is intended to assist vocational and technical education teachers in implementing competency-based vocational education programs. The first section discusses what competency-based education (CBE) is and is not, the varying degrees to which a course or program can be competency based, and several different approaches to implementing CBE in a classroom or laboratory. The second section, which deals with identifying and validating student competencies, discusses the content of task statements, sources of task statements, procedures for developing a task listing, task verification, and steps in writing performance objectives. The following aspects of instructional delivery in CBE are discussed in the third section: task analysis, evaluation-performance, evaluation-knowledge, development of student learning guides, and CBE in a traditional delivery system. The fourth section, which deals with managing CBE, covers management and implementation, management of program/departmental activities, staff development, student orientation, grading, attendance/progress, task mapping, learning guide production/quality control, and desirable characteristics of a learning resource center. The fifth section contains a glossary and sample forms for use in developing a syllabus, student learning guides, a task listing, and a task analysis. Each section also includes a listing of resource materials. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01