Abstract
teaching competencies are specified in behavioral terms; assessment criteria are competency based and derived from student performance; and progress depends on demonstrated competency. There are also a number of derived characteristics, individualization of instruiction, modularization of teaching materials, a focus on exit rather than entrance requirements, feedback loops, and accountability. Elam predicted, furthermore, that program evaluation would prove to be a serious deterrent to progress. Following Elam's lead, Roth (1978) reviewed 65 evaluation reports, all he could unearth from more than 300 CBTE programs in operation since the original report. According to Roth, programs have been evaluated by using three types of evidence: (1) K-12 pupil growth data (11% of the reports); (2) observed competency of trainees during or after training (36%); and (3) subjective reactions of both trainees and informed others (53%). All three measures have tended to yield results favorable to CBTE whether programs were compared with prior groups or with concurrent control groups. We carried out a program evaluation by using some of the methods described by Roth. We were concerned with determin-
Published Version
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