Getting to Grips with Competency-Based Training and Assessment.

Autor/in	Foyster, John
Institution	TAFE National Centre for Research and Development, Ltd., Leabrook (Australia).
Titel	Getting to Grips with Competency-Based Training and Assessment.
Quelle	(1990), (78 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-86397-054-0
Schlagwörter	Bibliografie; Adult Vocational Education; Competence; Competency Based Education; Cost Effectiveness; Employment Qualifications; Evaluation Criteria; Foreign Countries; Industrial Structure; Job Development; Job Skills; Job Training; Skill Analysis; Specifications; Standards; Student Evaluation; Task Analysis; Australia + Suchen Sie Ihr Suchwort? Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Ausland; Industrielandschaft; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Standard; Schulnote; Studentische Bewertung; Aufgabenanalyse; Australien
Abstract	Written for the Australian general reader who wants to understand important trends in vocational education and training, this document consists of a description of competency-based training (CBT) and assessment, a short test of readers' CBT understanding, and an annotated bibliography. The introduction states the aims of the document, lists five major steps in the development of CBT programs, and explains that CBT's superiority over traditional methods in bringing employees' skills to required levels is what accounts for its frequent adaptation. The five steps in CBT development are skill identification, organization of the skills into appropriate groups from which learning activities can be developed, development of the physical materials upon which the training program will be based, staff development, and detailed recordkeeping. The second section defines competence and applies that definition. The third section describes competency-based training programs, including desirable characteristics of such programs. The fourth section addresses the issues surrounding testing for competency, including why it should be done, gathering evidence, articulating standards, the validity and reliability of standards, cost-effectiveness, methods of assessing, recordkeeping, and maintaining standards. The fifth section considers the implications of CBT for employers, teachers, and learners. A short test of readers' understanding of CBT, 27 annotated references, and the answers to the test conclude the document. (CML)
Anmerkungen	TAFE National Centre for Research and Development, Attn: Sales, 252 Kensington Road, Leabrook, South Australia 5068 ($9.00 Australian).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC