SCID: A Competency-Based Curriculum Development Model.

Autor/in	Norton, Robert E.
Titel	SCID: A Competency-Based Curriculum Development Model.
Quelle	(1992), (9 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Attitude Measures; Behavioral Objectives; Competency Based Education; Curriculum Development; Entry Workers; Formative Evaluation; Instructional Development; Instructional Materials; Job Analysis; Job Performance; Job Skills; Needs Assessment; Pretests Posttests; Self Concept; Summative Evaluation; Systems Approach; Task Analysis; Training Methods + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Arbeitsanalyse; Work performance; Arbeitsleistung; Produktive Fertigkeit; Bedarfsermittlung; Selbstkonzept; Systemischer Ansatz; Aufgabenanalyse; Didaktik; Trainingsmaßnahme
Abstract	To provide structure for developing curriculum for Competency Based Education (CBE), an effective and efficient model, Systematic Curriculum and Instructional Development (SCID), has been devised. SCID has five phases: analysis, design, development, implementation, and evaluation. Each of 23 components involves several steps, some optional. Phase 1 may involve needs analysis, job analysis, task verification, and task analysis. In Phase 2, task performance information collected during analysis is used to specify the job skills, knowledge, and attitudes the program will develop in the learner. During this phase, decisions are made regarding the appropriate training settings, entry-level qualifications, and the sequencing of learning objectives. Phase 2 concludes with the preparation of a training plan. Phase 3 results in the production, review, and revision of instructional materials. Implementation involves putting the education or training program into operation. After pretesting, the training is conducted as planned and learner performance is evaluated with progress and posttests. Phase 5 gathers data on the overall instructional process, program outcomes, student follow-up data, worker productivity data, and cost-effectiveness data, to conduct a summative evaluation. (A SCID diagram and SCID systems approach summary are included.) (NLA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC