Two questions are addressed: (1) What is Competency-Based Education (CBE); and (2) What are some persistent questions which need solutions in CBE? CBE is seen to be a unique and powerful vehicle which teachers can use to deliver instruction according to a student's needs. (MP)

School districts need a comprehensive, long-range blueprint for their total operation. The goal-competency-objective hierarchy allows them to become systematic in design and operation. (Author)

Discusses the application of competency-based instruction to the teaching of theater arts in secondary schools. Advocates a four-step process of goal identification; procedure, content, and method selection; student participation; and evaluation of goal achievement. (JMF)

Argues that a well-articulated theory of instruction provides a guide for the evaluation of computer-assisted instructional systems by helping to define the criteria. Individual differences, responsive environment, criterion-referenced education, and cognitive psychology are discussed in reference to adaptive education. Thirteen references are…

Agricultural educators will be expected to come closer to identifying specific knowledge, skills, attitudes, and experiences that students develop as a result of teachers' efforts. Making animal agriculture courses competency-based would be a first step towards this end. (LRA)

The importance of clearly stated criteria to identify and describe expected performance levels of undergraduate social work students at the end of practicum courses is emphasized. These criteria should be an integral part of the fieldwork program and reflect program objectives, community social service needs, and accreditation standards. (MSE)

Counterpoint between two educators discussing the issue of competency based English instruction. (RL)

Reviews the second generation components of the Interstate Distributive Education Curriculum Consortium (IDECC) competency-based instructional system. It will provide classroom teachers opportunities to fully individualize their programs at minimal expense and with very little additional planning time. (CT)

The author presents an overview of the Competency-Based Education (CBE) movement, including the impetus for it and its advantages and disadvantages. (SJL)

In a response to a review of Volume VI of the Youth in Transition series, the authors discuss how competency testing can be used to improve basic education. (MLF)

Effective learning on modular courses depends on prior mastery of learning-to-learn skills; integration of academic and work knowledge to overcome fragmentation; use of the spiral curriculum concept; and adequate time for practice and feedback before summative evaluation. (SK)

Argues that literacy needs to include speaking and listening skills. Outlines the Washington State Core Competency Project that identified three levels--communication codes, oral message evaluation, and basic speech--and developed ways to teach these competencies to adult learners. (SK)

Competency-based education has certain limitations: it neglects the role of human judgment and personal motivation and focuses on isolated skills; assessment of some competencies is not practical; present standards do not help people cope with change; and standards such as Britain's National Vocational Qualifications were designed to meet the…

Problems in the definition of competency-based education are discussed. Theory and examples are cited in three areas: limited range of competencies, emphasis on knowledge rather than use, and lack of requirements for a phrasebook approach. (Contains four references.) (LB)

Discusses the importance of assessing medical students' competence in prevention knowledge, skills, and attitudes. Provides general guidance for programs interested in evaluating their prevention instructional efforts, and gives specific examples of possible methods for evaluating prevention education. Stresses the need to tailor assessment…