Instructional Support System--Occupational Education II. ISSOE. Hierarchical Structures in Occupational Education--A Selective Review.

Autor/inn/en	Abramson, Theodore; Banchick, Gail
Institution	New York State Education Dept., Albany. Div. of Occupational Education Instruction.; City Univ. of New York, NY. Center for Advanced Study in Education.
Titel	Instructional Support System--Occupational Education II. ISSOE. Hierarchical Structures in Occupational Education--A Selective Review.
Quelle	(1979), (47 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Competence; Competency Based Education; Criterion Referenced Tests; Individualized Instruction; Learning Processes; Learning Theories; Program Implementation; Secondary Education; Student Evaluation; Test Format; Test Theory; Testing; Transfer of Training; Vocational Education + Suchen Sie Ihr Suchwort? Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Individualisierender Unterricht; Learning process; Lernprozess; Learning theory; Lerntheorie; Sekundarbereich; Schulnote; Studentische Bewertung; Testentwicklung; Testtheorie; Testdurchführung; Testen; Training; Transfer; Ausbildung; Berufsbildung
Abstract	The Instructional Support System for Occupational Education (ISSOE), developed in New York during the past five years, consists of a student-outcome-oriented curriculum that is locally developed and implemented by teachers. The teachers who have been using the ISSOE materials have indicated some difficulty in implementing the system because of the great number of tests which they are called upon to administer to the students in their classes. In order to lighten this burden an attempt was made to identify generic competencies and skills which subsume many other prerequisite skills and knowledges and, if existent, determine how to identify them and test for them. A review of the literature in the area of hierarchical learning structures and their relationship to testing of student competencies in occupational education suggests some relevance of these theories and measurements to courses in vocational education. In particular, the work of Gagne and of Scandura point to the usefulness of some sort of hierarchical learning structure in various content structures. Gagne's research is appealing because it provides distinct procedures for identifying and validating a learning hierarchy in a subject area. On a practical level, however, this model is extremely difficult to implement because a teacher would be expected to assess each student on each skill of the hierarchy. On the other hand, Scandura's structural learning theory states that there are underlying competencies which subsume many of the prerequisite and superordinate skills, providing for a manageable criterion-referenced testing system. An ideal system would combine the two approaches. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC