the main basis in planning a training is the competency standard. what part of the competency standards dictate s the criteria in evaluating a skill or a competency?
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ExplanatioRD '114 384
AUTHOR
TITLE
INSTITUTION
SPONS AGENCY
PUB DATE
.NOlE
EDRS PRICE
DESCRIPTORS'
4 DOCUMEIIT-RESUME.
SP 009 632
Burke, J. Bruce; And Others ,
. Criteria` for Describing and Assessing Competency"
Based Programs.
National Contortium of - C mpetency Based Rducat'on
Centers, Toledo, Ohio.
' Office of Education (DH W) , Washington, D.C.
[74]
88p:'
MT-$0.76 HC-$444.3 Pills Postage
Case Studies; *Evaluation Criteria; *Evaluation
,Methods; Measurement InstrUments; *Performance BaseA
Teacher Education; *Performance Criteria; Teacher
Education; TRaching Programs
ABSTRACT
This monograph' contains' a set of criteria .to be used
in, helping program planners and administrators define competenCy
based teacher education (.CBTE) in the contexts of the.ir'situations.
The criteriawe the result of the collective work of individuals at
0. 12 instittition's of teacher education, and have been used (1) by
individuals'in operational CBTE programg to help determine the extent
to which their program is competency baked; (2) by individuals about
to. empark\on a program to develop a CBTE program to suggest "tasks to
- be Completed" in their developmental process;'and (3) in a modified
, fort, to ascertain common elements of CBTE programs existing in a , state system of higher education. This monograph is divided into
three parts: The first part contains both a short and an amplified
version of the instrument. Th'e second part contains an item by item
' discussion of the criteria contained in the instrument; for each
criterion this section includes a criterion statement; imdicatort for
that'criterlon; and'a discussion.of the criterion, the indicators,
and the author's rationale. The last part contains descriptions of
how institutions have used the instrument and includes case study
reports. (BD)
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