Individualize instruction with performance-oriented materials and behavioral objectives, replacing grades with performance criteria¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends organizing instructional materials so each learner proceeds in his own style and at his own pace, with materials that are performance-oriented and based on concisely-stated behavioral objectives. It argues that "When performance criteria are used to determine an acceptable level of proficiency, the need for grades as such disappears," so the proposal does not endorse grading. It warns that hardware and software purchases must be meaningfully related to specified learning tasks.

Design Implications¶

Context¶

Requirements¶

• Instructional materials developed in meaningful relation to the specified learning task, not merely purchased hardware and questionable software

Constraints¶

• The report notes some possibilities are not accounted for in the systems procedure, such as introducing intellectual processes into learning task analysis

Target Learners¶

• Future teachers in industrial arts teacher education programs

Target Learning Goals¶

• Self-paced mastery of competencies
• Individual growth rather than norm-referenced grading

Related Strategies¶

• Establish evaluative criteria as a creative project evolves through student-faculty feedback conferences

Examples¶

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Key Sources¶

• Industrial Arts Teacher Education Fellowship Program in the Technologies, 1969-1970. (1970). West Virginia University, College of Human Resources and Education. https://eric.ed.gov/?id=ED048505