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The Student Response System (SRS) is discussed and evaluated. This is an electronic system whereby an instructor receives instant feedback from students by asking questions each with up to five multiple choice answers. The report covers a description of the SRS, a review of the Skidmore College project on computer applications, and a review of the grant from the National Science Foundation, physical setup for the project, common uses of the SRS, uses of the SRS at Skidmore, combined uses of the SRS in class, uses of computer analysis, individualized uses of the response system, extent of usage, evaluation of the response system, a small statistical evaluation, and a summary of evaluation. (MJM)

230 pages

230 pages

230 pages

In the current study, the aim is to investigate the theses addressing the issue of program evaluation in the field of Curriculum and Instruction (C&I) in 1997-2015. The study employed the survey model. The universe of the study consists of totally 87 theses addressing the issue of program evaluation in the field of C&I in 1997-2015. As the data collection instrument of the study, the document analysis technique was used in the current study. The master's and doctorate theses to be analyzed in the current study were obtained by writing "curriculum and instruction" in the search engine of the national thesis center of the Council of Higher Education. The data collected in the study were analyzed by using NVivo10.0. program package through content analysis. The findings of the analysis revealed that nearly half of the theses addressed the issue of program evaluation in elementary education and the other half dealt with program evaluation in other levels of schooling (higher education, high school education, in-service training, pre-school education, adult education, special education). The number of theses addressing program evaluation within the context of in-service training, pre-school education, adult education and special education is quite small. Another important finding of the study is the paucity of the studies aiming to investigate/evaluate hidden curriculum in all the levels of schooling.

In the current study, the aim is to investigate the theses addressing the issue of program evaluation in the field of Curriculum and Instruction (C&I) in 1997-2015. The study employed the survey model. The universe of the study consists of totally 87 theses addressing the issue of program evaluation in the field of C&I in 1997-2015. As the data collection instrument of the study, the document analysis technique was used in the current study. The master's and doctorate theses to be analyzed in the current study were obtained by writing "curriculum and instruction" in the search engine of the national thesis center of the Council of Higher Education. The data collected in the study were analyzed by using NVivo10.0. program package through content analysis. The findings of the analysis revealed that nearly half of the theses addressed the issue of program evaluation in elementary education and the other half dealt with program evaluation in other levels of schooling (higher education, high school education, in-service training, pre-school education, adult education, special education). The number of theses addressing program evaluation within the context of in-service training, pre-school education, adult education and special education is quite small. Another important finding of the study is the paucity of the studies aiming to investigate/evaluate hidden curriculum in all the levels of schooling.

In today's world, it is acknowledged by almost all folks of life that the traditional educational institutions are inadequate in educating the growing population. This situation has triggered research into finding ways to provide economical and of high quality education to wider masses of people. Currently, web based instruction seems to be the point that has been reached to meet such a demand. In web based instruction, students' and tutors' perspectives play an important role in the facilitation of successful outcomes. Moving on from that, the aim of this research is to investigate web based instruction in view of the tutors' and students' perspectives. In order to achieve such an aim, face-to-face interviews were carried out with 10 tutors from the e-MBA Master's Degree Programme at Bilgi University, and with 10 students registered in the same programme. Nine semi-structured interview questions were used to investigate the participants' perspectives on web based instruction and the interview data were analyzed accordingly.

The objective of this study was to conduct an evaluation of the computer assisted instruction (CAI) segments of the TOW Field Test Set (TFTS) Course and the HAWK Continuous Wave Radar Repair Course conducted at MMC/S. Computer Assisted Instruction for both courses was provided via the PLATO CAI system. PLATO was brought into the TFTS course because it was anticipated that very few TOW Field Test Sets would be available at the school for training. PLATO instructional segments, which could be better characterized as 'simulation', were interspered throughout the TFTS course. All TFTS students received PLATO segments as an integral part of their instruction. There was no 'non-PLATO' control group available. Data analysis for both the TFTS and the HAWK evaluation was organized around the questions of effectiveness, efficient, accepted by students and instructors, reliable, and potentially cost-effective. The HAWK results are that the PLATO simulations are equally effective (test results) or less effective (subjective results), of questionable efficiency, unacceptable to students and instructors, reliable, and less likely cost-effective.

The objective of this study was to conduct an evaluation of the computer assisted instruction (CAI) segments of the TOW Field Test Set (TFTS) Course and the HAWK Continuous Wave Radar Repair Course conducted at MMC/S. Computer Assisted Instruction for both courses was provided via the PLATO CAI system. PLATO was brought into the TFTS course because it was anticipated that very few TOW Field Test Sets would be available at the school for training. PLATO instructional segments, which could be better characterized as 'simulation', were interspered throughout the TFTS course. All TFTS students received PLATO segments as an integral part of their instruction. There was no 'non-PLATO' control group available. Data analysis for both the TFTS and the HAWK evaluation was organized around the questions of effectiveness, efficient, accepted by students and instructors, reliable, and potentially cost-effective. The HAWK results are that the PLATO simulations are equally effective (test results) or less effective (subjective results), of questionable efficiency, unacceptable to students and instructors, reliable, and less likely cost-effective.

This report describes how effective environmental literacy can be for catalyzing Next Generation Science Standards (NGSS) teaching, and how the California K-8 NGSS Early Implementers Initiative has provided professional learning about environmental literacy to prompt and support this synergy. The report also outlines how the California Science Framework and the Human Impacts standards of the NGSS clearly call for such synergy. This is the ninth report in a series of evaluation reports about the Initiative, which are all intended for school and district administrators, leaders of science professional learning, and state policymakers. It draws on surveys, interviews, and observations of environmental literacy-focused lessons.

This guidebook shows how school district personnel from many areas--curriculum, instruction, supervision, staff development--can coordinate their activities to focus on instructional improvement. It reveals how data derived from tests, when properly used, can be useful in helping district personnel work with school and community people to assess the adequacy of an instructional program and to improve it. After an introductory overview of the guide, chapter 2 presents a scenario of a week in a relatively small school district where declining test scores have just been released to the newspapers. The ongoing activities, daily crises, and events of the school day form a backdrop against which board members and administrators attempt to assess the significance of the scores and to plan their actions accordingly. Chapter 3 addresses assumptions underlying questions or demands for action from the public in response to release of test scores. These assumptions wrongly assume that a single factor is responsible for low achievement, but actually no single procedure, material, facility, or person operates in isolation from the complex interactions in an educational system. In chapter 4, six districts tell how they responded in a unique way to the problem of increasing student achievement. Each used test scores and evaluative data not only to monitor but to plan instruction. Chapter 5 identifies five reasons why a long-term coordinated district strategy is difficult to achieve. An open systems perspective then shows how changed assumptions can direct a school district toward a coherent plan to interpret testing, evaluation, and instruction. Chapter 6 provides (1) reasons for developing a unique evaluation system, (2) starting points (opportunities and constraints), (3) a sequence for development, (4) selection of emphasis, and (5) methods for identifying sources of support. (TE)

Art, craft and design (ACD) is a practical subject that provides learners the opportunity to explore various media and techniques. This includes creating two and three dimensional work in order to help learners develop their practical skills which may benefit them in future. Learners may create products to sell and earn a living as the National Principles and "Vision 2016" advocate for "self-reliance." Thus, effective engagement of learners in practical activities may help them develop creative and practical skills resulting in benefits in the completion of primary school studies. Engagement in the development of creative and practical skills is particularly helpful for those who do not advance to secondary education. It is in this context, that this study investigated the extent to which primary school teachers engaged pupils in ACD practical activities. The study also examined the application of ACD theory to practice as advocated by the Botswana Lower Primary Creative and Performing Arts syllabus, which was introduced in 2002. This was a qualitative case study which involved eight lower primary teachers. The research methodology was framed within Parlett and Hamilton's concept of "Illuminative Evaluation" accompanied by classroom participant observation. The study revealed that all of the teachers who participated in the study had limited knowledge and skills in art, craft and design. None of them had specialized in the subject. The results further indicated that teachers had been trained in basic pedagogy on the general methods of teaching in primary schools; however, they lacked knowledge and skills in ACD. This deficit may have contributed to their lack of encouraging learners to apply theory into practice, thus depriving them the opportunity to gain basic practical skills required at primary level.

This study describes the development and initial psychometric evaluation of a Recognizing Effective Special Education Teachers (RESET) teacher observation instrument. Specifically, the study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels, to evaluate special education teacher implementation of explicit instruction. Eight raters participated in viewing and scoring videos of special education instruction. Data collected from raters were analyzed in a three facet, crossed, mixed-model design to estimate the variance components and reliability indices. Results show lower unwanted sources of variance and higher indices of reliability with the rubric with item-specific descriptors of performance levels. Contributions to the field of teacher evaluation are discussed. [This paper will be published in "Assessment for Effective Intervention" under the title "Variance and Reliability in Special Educator Observation Rubrics."]

This study examined the effects of class size, course level and absenteeism on college student ratings of college faculty teaching performance at a small liberal arts institution, Atlantic Baptist College (New Brunswick, Canada). A rating scale was completed by students in each course offered during the fall semester of the 1993-94 academic year. There were 743 usable evaluations which were analyzed using a statistical software program. A one-way analysis of variance was applied to the data. The analysis evaluated the impact of class size, course level, and student absenteeism in relation to five behavioral dimensions of instructional performance: manner of presentation, classroom/lab management, professional skills, relationship with students, and preparation/planning. Findings for class size were inconsistent but indicated that classroom/lab management, professional skills and relationship with students were significant while manner of presentation and course preparation were not. Course level appeared to be a consistent variable that displayed the greatest effect on student evaluation with students in more advanced courses indicating greater satisfaction with the instructor's performance. Results also consistently showed that, as absenteeism increased, student evaluation of instruction was less favorable. A copy of the instructor evaluation rating scale is attached. (JB)

This report summarizes the activities and accomplishments of the Elementary and Secondary Education Act (ESEA) Title III Project No. 2635 for the school year 1968-69. While the basic project goals continue to be to develop common measurement procedures and a complementary program of inservice education that interrelates the process of instruction and measurement, two new objectives were added for the 1968-69 school year. They are: 1) to develop final forms of criterion-referenced tests, and 2) to develop a usable ninth grade placement test. The achievement of these two objectives is described with emphasis on the discussion of three methods for predicting success or failure in the ninth grade foreign language experience. The experimental, statistical results of teacher recommendations, placement, and transfer tests are compared and described in this report. Project results and changes in participants' attitudes toward the use of behavioral objectives in planning curriculum are examined. Cooperating community agencies are listed. A student questionnaire, test scripts, and answer booklets are reproduced in the appendix. For a related document see ED 025 982. (RL)

This report summarizes the activities and accomplishments of the Elementary and Secondary Education Act (ESEA) Title III Project No. 2635 for the school year 1968-69. While the basic project goals continue to be to develop common measurement procedures and a complementary program of inservice education that interrelates the process of instruction and measurement, two new objectives were added for the 1968-69 school year. They are: 1) to develop final forms of criterion-referenced tests, and 2) to develop a usable ninth grade placement test. The achievement of these two objectives is described with emphasis on the discussion of three methods for predicting success or failure in the ninth grade foreign language experience. The experimental, statistical results of teacher recommendations, placement, and transfer tests are compared and described in this report. Project results and changes in participants' attitudes toward the use of behavioral objectives in planning curriculum are examined. Cooperating community agencies are listed. A student questionnaire, test scripts, and answer booklets are reproduced in the appendix. For a related document see ED 025 982. (RL)

This paper, prepared for a symposium on the interface of computer sciences and statistics, addresses the use of computers in the teaching of statistics. Two principle means of integrating the fields of computer science education with education in statistics are identified: (1) integrating the content of statistics in courses on computers, and (2) using computers as a method of statistics instruction. The first half of the paper provides a review of six textbooks in current use; three present statistical concepts and problems as examples of programming problems, while the remaining three are designed to teach statistics using computers as an aid in problem solving. The second half of the paper is devoted to a review of research and evaluation findings related to computer assisted instruction, simulations, and both interactional and non-interactional statistical packages. A bibliography containing 62 titles is included. (SD)

Since 1974 the Appalachian Education Satellite Program, which is described in this report, has delivered graduate level teacher training courses in diagnostic and prescriptive reading and in career education to elementary and secondary teachers in remote areas of Appalachia. Evaluation of the courses has focused on determining how they affected participants' learning and attitudes, the effectiveness of the learning activities and methods of presentation, the reliability of the equipment, the overall course evaluations, and the way the results compare with the results of previous deliveries of the course. This report presents the results of the 1977 deliveries of the two types of courses to elementary teachers. For each course, it provides a course overview and lists topics and objectives for the individual programs in the course, discusses procedures and instruments used in the course evalaution, and presents the evaluation results. The report includes numerous tables and provides samples of such materials as attitude and background questionnaires, instructional activities rating forms, and equipment report and student satisfaction forms completed by teachers. (GW)

This report details the second of a two part project to design, develop, implement, and evaluate an authoring system which would provide a basis for the cost effective production of computer-assisted instruction (CAI) materials. It addresses the definition of a procedural model for CAI development, development of CAI Authoring Procedures Handbook, and evaluation of the complete authoring system. The procedural model consists of six major components: selection of target content, development of CAI materials, formative evaluation, definition and evaluation of student assignment rules, summative evaluation, and on-going evaluation. The Authoring Procedures Handbook describes the authoring procedures model and provides detailed instruction on use of the software tools. Evaluation of the system documents a substantial reduction in materials development time over that of conventional approaches. Additionally, the materials developed reduced average: lesson and objective failure rates, first attempt study time, lesson and objective failure rates, first attempt study time, lesson time to criterion, end-of-block objective failure rates, and end-of-block test objective failure rates as compared to non-CAI approaches. (Author)

Value judgments play a role in evaluation by determining the anticipated behavioral outcomes, what is measured, techniques for measurement, and decision making. Value judgments are usually faced only at the decision-making stage. Methods to analyze values will hopefully be given more emphasis in future evaluation enterprises. Studies using individual difference data and those evaluating group performance will be necessary to determine the mixture of techniques most appropriate for evaluating a specific instructional system. Studies in the development of cognitive styles and in the conditions under which a specific style is most favorable should also use individual difference data. It is necessary to present the desirability of such studies to administrators and innovators. Related documents are EA 002 406 and EA 002 473. (MLF)

Evaluated was grade 6 of a televised arithmetic program, "Patterns in Arithmetic." The major goal was to determine whether or not the technique of item-sampling could be incorporated into a design effective for formative curriculum evaluation. Approximately 60 classes near Madison, Wisconsin, participated in the study. Tests were administered at four times during the year to a random sample of students to provide a profile of performance change. As a result of these tests, changes were made in the television presentations. It was concluded that item-sampling had the following advantages over traditional achievement testing: (1) more detailed information is provided, (2) planning and review are more effective, (3) transient aspects become evident, (4) revision is more effectively accomplished, and (5) it is more economical of time and money. (Author/RS)

This report evaluated a 2-week summer workshop for 37 teachers, supervisors, and administrators involved in the study and implementation of individualized instruction programs in western New York. After a brief introduction, general objectives and planning procedures of the workshop were presented. Participation selection was based on a questionnaire designed to investigate backgrounds, interests, and attitudes toward individualized instruction. An assessment of this questionnaire resulted in the following areas of study covered in the workshop: overview of individualized instruction; curriculum adjustment for individualized instruction; skills training; objectives and organization of individualized instruction; systems of individualized instruction with emphasis on individually guided education, motivation, grouping, scheduling, assessment, and reporting for individualized instruction. The report presented the daily schedules of the workshop. The resulting success of the workshop was reported in two tables of data on the cognitive mastery level in each content area. The results showed an effective change in cognitive behavior in most of the participants. A post-workshop attitudinal questionnaire revealed that the participants' view of the workshop was highly beneficial. Suggestions for future workshops were made and the participant biographical and attitudinal questionnaires were included. The materials used in the workshop were also presented along with correspondence to the participants. (BRB)

The research evaluates oral program instruction used with a multitape recorder, the audio notebook, as a means of promoting adaptation to student differences and flexibility in instructional scheduling. Use of the Allied Naval Signal Book required by the CIC watch officer position was programmed for the audio notebook in terms of the same learning objectives as currently stated for the standard course for the watch officer. The oral learning program took less time, much less for those with Navy experience, and achieved the objectives better than the classroom lecture method. The Audio Notebook proved resistant to down-time. This makes it potentially useful for shipboard training. The learning program developed can be used in any school or shipboard situation where the learning objectives correspond to those of the watch officer course in which it was evaluated. It can be readily expanded to include additional objectives which might be needed.

The research evaluates oral program instruction used with a multitape recorder, the audio notebook, as a means of promoting adaptation to student differences and flexibility in instructional scheduling. Use of the Allied Naval Signal Book required by the CIC watch officer position was programmed for the audio notebook in terms of the same learning objectives as currently stated for the standard course for the watch officer. The oral learning program took less time, much less for those with Navy experience, and achieved the objectives better than the classroom lecture method. The Audio Notebook proved resistant to down-time. This makes it potentially useful for shipboard training. The learning program developed can be used in any school or shipboard situation where the learning objectives correspond to those of the watch officer course in which it was evaluated. It can be readily expanded to include additional objectives which might be needed.

The School of Systems and Logistics is responsible for providing graduate and professional continuing education (PCE) to the Air Force and, in selected areas, to the Department of Defense (DoD). Neither the facilities nor the manpower, however, has been available to meet the demand for the continuing education program. As a result, AFIT implemented a telephonic educational delivery system to help provide the quantity of education necessary to prevent backlogs. the purpose of this study was to evaluate the learning effectiveness of TEDS versus nonTEDS instruction and the degree of TEDS acceptance by students and instructors. Based on an evaluation of three offerings of Systems Program Management, the author concluded that TEDS did not adversely effect learning, the majority of TEDS students considered TEDS acceptable, and instructors presented no clear consensus on TEDS acceptance.

http://uf.catalog.fcla.edu/uf.jsp?st=UF022856580%26ix=pm%26I=0%26V=D%26pm=1

The School of Systems and Logistics, Air Force Institute of Technology (AFIT), located at Wright-Patterson OH, is responsible for providing graduate and professional continuing education (PCE) to the Air Force, and in selected interest areas, to the Department of Defense (D0D). Neither the facilities nor the manpower, however, has been available to meet the demand for the continuing education program. As a result AFIT implemented a telephonic educational delivery system to help provide the quantity of education necessary to prevent backlogs. The purpose of this study was to determine (1)if the Teleteach Expanded Delivery System (TEDS) used was as effective educationally as the previous delivery system; (2) if the TEDS was an acceptable mode of learning for both students and instructors; and (3) if the TEDS was less costly on a per student basis than the previous mode. The authors concluded based on an evaluation of one continuing education course, LOG 220, that (1) TEDS is as effective educationally as the previous system; (2) TEDS is more economical on a per student basis than the previous system; and (3) TEDS is acceptable to both students and faculty. (Author)

Professor Lumsdaine, while in general agreement with Professor Glaser on the importance of behavioral objectives, stresses the need for providing an explicit rationale or foundation for evaluation. Emphasis is placed upon improving the technology of evaluation and creating a better market for assessment data and the standards for the adequacy of such data. Also indicated is the need for different procedures for different purposes of evaluation. (Author)

Elaboration theory is a prescriptive model of instruction which focuses on how to structure and organize subject matter while attempting to be consistent with cognitive theories of human learning. In this system, instruction in the subject matter should proceed sequentially, from the general to the specific, with each part explained and related to the general context. Although current writings on elaboration theory agree with the research on cognition, some criticisms can be made: (1) The writings often lack clarity and specificity; (2) Empirical support is needed, especially in the area of elaboration techniques; and (3) Elaborationists should focus on the learner rather than on the learning stimulus. Elaboration theorists can use relevant elements of assimilation theory as guidelines for developing their general learning theory, particularly in describing the effects of elaboration techniques and the roles of epitomes and advance organizers. (FG)

During the 1992-93 school year, the leadership of Benjamin Russell High School, located in Alexander City, Alabama, decided to experiment with blocked class periods. Under this option, sometimes referred to as the Copernican System, subjects are taught in double periods rather than in the conventional 50-minute periods normally used in most schools. One fewer subject is taught during any one semester. Four classes of ninth graders were chosen for the blocked treatments--one for each subject area--mathematics, science, English, and Alabama history/world geography. Data analysis included a review of students' grades. In three of the four academic areas, the performances of block students did not appear to differ significantly from those of regular-section students when preexisting student differences were controlled. Teachers initially had difficulties in planning and for students there was also an adjustment period. By the second semester, however, students expressed more positive attitudes toward the block schedule. Teachers were committed to try the block sections without having clarification on how the alternative time schedule could best be utilized. It is recommended that schools use a wider range of tools to measure student achievement. Five tables, two figures, and a master schedule are included. Contains two references. (LMI)

During the 1992-93 school year, the leadership of Benjamin Russell High School, located in Alexander City, Alabama, decided to experiment with blocked class periods. Under this option, sometimes referred to as the Copernican System, subjects are taught in double periods rather than in the conventional 50-minute periods normally used in most schools. One fewer subject is taught during any one semester. Four classes of ninth graders were chosen for the blocked treatments--one for each subject area--mathematics, science, English, and Alabama history/world geography. Data analysis included a review of students' grades. In three of the four academic areas, the performances of block students did not appear to differ significantly from those of regular-section students when preexisting student differences were controlled. Teachers initially had difficulties in planning and for students there was also an adjustment period. By the second semester, however, students expressed more positive attitudes toward the block schedule. Teachers were committed to try the block sections without having clarification on how the alternative time schedule could best be utilized. It is recommended that schools use a wider range of tools to measure student achievement. Five tables, two figures, and a master schedule are included. Contains two references. (LMI)

The primary thesis of the "audread" model of language development is that children in a literate society first learn to think, then they learn to communicate and receive thoughts through oral language, and then they learn to communicate through written language (graphic representations). Four projects based on concepts from the audread model are an experimental evaluation of the extent to which first grade students learn to read their own and their peers' spoken language, the development of an experimental test for measuring adults' auding/reading comprehension abilities (decoding skills), a program designed to improve the oracy skills of primary school children, and a job-related literacy training program for adults. Analysis of these projects shows how the audread model affects them first by suggesting relationships among skills to be explored, and then by constraining the decisions related to content, sequence, and modality in evaluation and instruction. (A transcript of the discussion following presentation of the paper is included.) (Author/RL)

The primary thesis of the "audread" model of language development is that children in a literate society first learn to think, then they learn to communicate and receive thoughts through oral language, and then they learn to communicate through written language (graphic representations). Four projects based on concepts from the audread model are an experimental evaluation of the extent to which first grade students learn to read their own and their peers' spoken language, the development of an experimental test for measuring adults' auding/reading comprehension abilities (decoding skills), a program designed to improve the oracy skills of primary school children, and a job-related literacy training program for adults. Analysis of these projects shows how the audread model affects them first by suggesting relationships among skills to be explored, and then by constraining the decisions related to content, sequence, and modality in evaluation and instruction. (A transcript of the discussion following presentation of the paper is included.) (Author/RL)

The primary thesis of the "audread" model of language development is that children in a literate society first learn to think, then they learn to communicate and receive thoughts through oral language, and then they learn to communicate through written language (graphic representations). Four projects based on concepts from the audread model are an experimental evaluation of the extent to which first grade students learn to read their own and their peers' spoken language, the development of an experimental test for measuring adults' auding/reading comprehension abilities (decoding skills), a program designed to improve the oracy skills of primary school children, and a job-related literacy training program for adults. Analysis of these projects shows how the audread model affects them first by suggesting relationships among skills to be explored, and then by constraining the decisions related to content, sequence, and modality in evaluation and instruction. (A transcript of the discussion following presentation of the paper is included.) (Author/RL)

A year-long institute was held at Tennessee Technological University to train teachers as school librarians, with emphasis on using the media center in reading instruction. The institute's objectives were: 1) to provide economically and educationally deprived teachers with graduate training; 2) to train participants in the use of media centers in reading instruction; 3) to demonstrate the feasibility of interdisciplinary graduate programs which met the needs of students in the Southern Appalachian Area; and 4) to demonstrate a graduate program which could be implemented at other universities. The 19 participants took courses in reading, children's literature, library science, the psychology and sociology of the disadvantaged child, testing, research and the use of media, a practicum and an interdisciplinary seminar were also provided. The institute was judged a success, for each of its four objectives was achieved. Eighteen of the participants received the M.A. degree and returned to positions of professional responsibility in media centers or related fields, the majority in the Southern Appalachian Area. (PB)

The Crew Interface Coordinator (CIC) is responsible for real-time voice and procedural communication between the payload crew on the orbiter and the payload operations team on the ground. This function is dedicated to science activities and operations, and may also include some responsibilities for crew training. CIC training at Marshall Space Flight Center (MSFC) consists of mission-independent training, mission simulations, and line-organization training. As identified by Schneider, the program provides very good generic training; however position-specific training may be obtained in a very unstructured way. A computer-based training system, identified as Mac CIC, is currently under development to address this issue. Mac CIC is intended to provide an intermediate level of training in order to prepare the CIC for the more intensive mission simulations. Although originally intended as an intelligent tutoring system, Mac CIC currently exists as a hypertext-based application. The objectives of this research is to evaluate the current system and to provide both recommendations and a detailed plan for Mac CIC's evolution into an intelligent tutoring system.

Thirty-eight regular classroom teachers took a college-level course in the identification of handicapped children via computer-assisted instruction at the beginning of the 1971 school year. During the following summer they received a 16-item questionnaire to determine their feelings about the course content, computer-assisted instruction, and the effect of the course on their teaching behavior. Thirty-one teachers responded to the questionnaire. Results indicated positive reaction to the course, the means of delivery, and the effect it had on the teachers' ability to identify handicapped children in their classrooms. (A copy of the questionnaire and results are included in the text.) (Author)

Reported are some of the outcomes of the second year of a large computer assisted instruction program for drill and practice in elementary school arithmetic. Conclusions drawn from an examination of the amount of computer assisted instruction completed by the students and the effect of the drill and practice program on the students were that: (1) pupils were exposed to about one-third the number of lessons originally intended, (2) software did not appropriately compensate for individual differences, (3) achievement test results showed no consistent pattern favoring CAI or non-CAI groups, (4) the amount of drill and practice in CAI and non-CAI classes were not observably different, and (5) attitudes toward the program of students, teachers, administrators, and parents were favorable. (Author/FL)

This article is from BMC Medical Education , volume 11 . Abstract Background: Seven years after implementing a new curriculum an evaluation was performed to explore possibilities for improvements.Purposes: To analyze students' study habits in relation to exam frequency and to evaluate effectiveness of instruction. Methods: Time spent on self study (TSS) and the quantity of instruction (QI) was assessed during the internal medicine and the surgical semester. Students and faculty members were asked about study habits and their evaluation of the current curriculum. Results: The TSS/QI ratio as a measure of effectiveness of instruction ranges mainly below 1.0 and rises only prior to exams. Students and teachers prefer to have multiple smaller exams over the course of the semester. Furthermore, students wish to have more time for self-guided study. Conclusions: The TSS/QI ratio is predominantly below the aspired value of 1.0. Furthermore, the TSS/QI ratio is positively related to test frequency. We therefore propose a reduction of compulsory lessons and an increase in test frequency.

A system designed to provide a framework for the individualization of reading instruction is discussed. The heart of the system is a mastery checklist of reading skills for each child which provides teachers with a means for discovering the specific skill needs of their students. Initially, the system depended upon individual assessment exercises as the main source of specific skill measurement, but because the administration of these exercises was not an efficient use of time, work began on group assessment exercises designed to test the same skills. A discussion of the construction, format, and revision of these group prototypic assessment exercises measuring word attack, comprehension, and study skills is presented, and it is noted that information from the exercises provides a basis for appropriate choices of instructional approaches and of materials for each student. Sample exercises and checklists are provided. One reference is included. (RT)

One higher education institution initiated a context based, situated learning environment to guide an introductory freshman engineering course that was designed to overcome many problems in traditional engineering education. Instructors used situated environment to facilitate: student acquisition of intellectual curiosity, appropriate framing and resolving of ill-defined problems, and effective communication skills. Students developed solutions to ill-defined problems in astronautical, civil, electrical, and mechanical engineering. The course promoted positive student change, but formative evaluation (faculty interviews, questionnaires, and observations) uncovered problems with scaffolding that detracted from overall course success. These problems included: (1) disregard of its value by some professors at the expense of students lacking prerequisite skills; (2) student confusion regarding inherently vague concepts like reflective judgment and confusing problem-solving tasks; and (3) differing approaches to scaffolding taken by several instructors within the course. Suggestions for solving the problems included: incorporating technology supports into the course; direct instruction on reflective judgment and problem solving strategies rather than repetitive mentioning of catch words; and exposure of instructors to standards of scaffolding as a point of reference upon which to base performance. (Contains 28 references). (SM)

Professor Stake feels that Professor Glaser's paper does not give adequate attention to how descriptions and judgements of the instructional process can be used to facilitate educational decisions. He also asserts that behavioral specification, as it is usually defined, is often impractical and unnecessary, and he challenges the primacy of goal specification as a first logical step in instruction or evaluation. Objectives must be reported, but attention must be given to how they change over time and the priority given by different groups to different objectives. (Author)

This report presents an evaluation of the Louisiana state-wide program of French instruction at the primary level for the academic year 1974-75, the third year of the program's implementation. The focus of the evaluation is on the attainment of linguistic objectives and the measurement of the community's support of the program. The program consists of four major components: instruction of French as a second language in elementary schools, career education, an inservice teacher training program, and adult night classes. The linguistic progress findings in the report, which follow a summary of findings and demographic statistics, apply to the first two components. Samples and results of the surveys of attitudes of parish superintendents, supervisors, principals, parents, and adult French students constitute the body of the report, along with a summary of the inservice teacher training program. Comments and recommendations conclude the report. Following the report is a copy of Louisiana Senate Bill No. 639, the act which authorizes the teaching of second languages in grades 1-12 in Louisiana schools. (CLK)

The third annual external evaluation of the Choctaw Special Alternative Instruction program is reported. The program has its roots in two efforts by the Mississippi Band of Choctaw Indians to improve their schools, an English-as-a-Second-Language education effort, and a curriculum implementation program. The Mississippi Band preserves many traditional customs and is aware of the need to retain their own heritage while preparing children for the demands of the future. The Special Alternative Instruction Program continued the prior curriculum reform efforts and promoted cultural awareness among teachers. The evaluation of this program was conducted in six elementary and one middle and secondary school in the reservation area. Program curriculum specialists in the schools stressed the whole language approach, promoted bilingual education, and implemented the new curriculum. Interviews with at least four teachers and three Choctaw aides from five schools indicate the effectiveness of the program specialists and program management. Achievement gains in language arts demonstrate program effectiveness. Recommendations for program continuation include a renewed emphasis on curriculum implementation and additional help for teachers bridging language and cultural differences. Seven tables present findings about student achievement. A list of recommendations includes continuing curriculum development, developing curriculum training for teachers and aides, and providing Choctaw language instruction for teachers. (Contains 4 references.) (SLD)

Algebra I and General Mathematics courses using tutorial instructional programs under computer control supplemented by "off-line" materials (included in the computer controlled testing) have been developed for a ninth grade student population. This summary report (preliminary reports are EM 011 046 and EM 011 050, and the teacher's manual is EM 011 054) describes the structure of the individually adaptive curriculum, the computer system and the curriculum development. Evaluations involving both normed and non-normed achievement tests suggest that students achieve at least as well with the use of computer assisted instruction as from conventional instruction alone. (EM 011 037 through EM 011 043, EM 011 046, EM 011 047, and EM 011 049 through EM 011 058 are related documents.) (RH)

Data were collected on 80 diverse items concerning student perceptions of teaching for a representative sample of 189 classes at a large university. The items were subdivided by type of focus into four categories: course content, objectives, and structure; instructor's behavior; instructional methods and materials; outcomes of instruction. The research investigated the interactions between type of item and student, course, and instructor characteristics such as degree of difference between actual and expected grades, instructor's highest degree earned and type of graduating institution, and cognitive complexity of the course. Test items used are included in the appendix. (Author/DEP)

Evaluation and instruction play very important roles in curriculum implementation. As a result, the two concepts are often enshrined in the curriculum document. This article therefore examined the Visual Arts curriculum and its relationship with evaluation and instruction. Furthermore, the roles of Evaluation and Instruction in curriculum planning and implementation were investigated. The article was approached as follows: Overview of curriculum; Overview of Art Education and the Visual Arts curriculum; Evaluation; Instruction; and Relationship between curriculum, instruction and evaluation. It was revealed that curriculum, evaluation and instruction are inextricably linked. That, while the Visual Arts curriculum is planned by the curricularist, instruction is what the Visual Arts teacher plans to realize the curriculum; that, evaluation is an enterprise carried out by the teacher at the implementation level. The findings were discussed as they apply to the Art Education Programme.

Evaluation and instruction play very important roles in curriculum implementation. As a result, the two concepts are often enshrined in the curriculum document. This article therefore examined the Visual Arts curriculum and its relationship with evaluation and instruction. Furthermore, the roles of Evaluation and Instruction in curriculum planning and implementation were investigated. The article was approached as follows: Overview of curriculum; Overview of Art Education and the Visual Arts curriculum; Evaluation; Instruction; and Relationship between curriculum, instruction and evaluation. It was revealed that curriculum, evaluation and instruction are inextricably linked. That, while the Visual Arts curriculum is planned by the curricularist, instruction is what the Visual Arts teacher plans to realize the curriculum; that, evaluation is an enterprise carried out by the teacher at the implementation level. The findings were discussed as they apply to the Art Education Programme.

EVALUATION OF CONTINGENCIES BETWEEN INSTRUCTIONAL VARIABLES AND THEIR MULTIPLE EFFECTS PROVIDES AN IMPORTANT INSTRUMENT FOR SECURING KNOWLEDGE ABOUT THE PROCESS OF EVALUATION. BEFORE KNOWLEDGE ABOUT INSTRUCTION CAN BE DEVELOPED, IT IS NECESSARY TO DEVELOP KNOWLEDGE ABOUT THE EVALUATION OF INSTRUCTION. INSTRUCTIONAL EVALUATION CAN BE IMPROVED IF THREE PROBLEM AREAS ARE OBSERVED--(1) EVALUATION SHOULD BE MADE OF INSTRUCTIONAL VARIABLES, NOT COMPLEX INSTRUCTIONAL TREATMENTS, (2) EVALUATION SHOULD BE MADE OF INTERACTIONS BETWEEN INSTRUCTION AND CONTEXTS, NOT ONLY PRIMARY EFFECTS, AND (3) EVALUATION SHOULD BE MADE OF THE EFFECTS OF INSTRUCTION, NOT THE EFFECTIVENESS OF INSTRUCTION. AFTER CONSIDERING THESE FACTORS, THE EVALUATION RESEARCHER CAN INTRODUCE, FOR EXAMPLE, TWO DIFFERENT MATHEMATICS CURRICULUMS INTO SEVERAL SCHOOLS AT RANDOM. ANALYSIS CAN THEN BE MADE BETWEEN THE INDEPENDENT VARIABLES (INSTRUCTIONAL AND CONTEXTUAL) AND THE DEPENDENT VARIABLES (THE EFFECTS OF INSTRUCTION). THIS PERMITS ASSESSMENT OF INSTRUCTIONAL EFFECTIVENESS AS WELL AS IDENTIFICATION OF SOME OF THE INSTRUCTIONAL AND CONTEXTUAL VARIABLES DIFFERING ACROSS TREATMENTS. (GB)

Region One Education Service Center (Region One) was awarded an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education, entitled Project Health Education for ALL (HEAL[superscript 2]). Project HEAL[superscript 2] i3 initiative served a pipeline of high school grades 9 to 12 students in deep South Texas. Region One implemented the Project HEAL[superscript 2] program across three independent school districts (ISDs), also referred to as Local Education Agencies (LEAS), and their 11 high schools. The following include the implementation ISDs: Pharr San Juan Alamo (PSJA) ISD, La Joya ISD, and South Texas ISD. All have worked in cooperation with key partners and the greater surrounding community to implement Project HEAL[superscript 2] in support of students in their high schools, including: Pharr San Juan Alamo ISD's six high schools: PSJA North Early College High School, PSJA Southwest Early College High School, PSJA Early College High School, PSJA Memorial Early College High School, PSJA Thomas Jefferson T-STEM Early College High School, and PSJA Sonia M. Sotomayor Early College High School; La Joya ISD's four high schools: La Joya High School, Palmview High School, Juarez-Lincoln High School, and Thelma Salinas T-STEM Early College High School; and South Texas ISD's one high school: South Texas High School for Health Professions. The goal of Project HEAL[superscript 2] is to increase the Health-integrated (STEM-design) Nursing competencies of low-income and under-represented students, specifically students from minority backgrounds, through creativity, innovation, and engagement activities that promote diversity in education. The study used a three-year, longitudinal, two Cohort quasi-experimental design (QED) to assess the impact of Project HEAL[superscript 2] on students' achievement on: (1) the American College Test (ACT) and (2) a single health education readiness assessment: Health Education Systems Incorporated (HESI) at the end of (Cohort 1 and Cohort 2) program exposure. The ACT outcomes were compared of Project HEAL[superscript 2] students with similar students from the same schools that did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] high school students were matched to comparison high school students at the same school. The HESI outcomes compared Project HEAL[superscript 2] high school students with traditional college-level students who were accepted into the same Nursing (ADN) program and were administered the same HESI assessment but did not participate in Project HEAL[superscript 2]. For the study, Project HEAL[superscript 2] students were matched with traditional ADN nursing program students determined as the comparison students. This study is written to meet What Works Clearinghouse (WWC) Group Design Standards with Reservations. While the results of the study indicated there were no apparent group differences comparing all the Project HEAL[superscript 2] treatment group students to all the non-Project HEAL[superscript 2] business-as-usual control students, there were instances where Project HEAL[superscript 2] treatment group students significantly outperformed controls at certain school districts on the ACT outcome. Secondly, the results of the study also indicated that the traditional ADN nursing program students who formed the business-as-usual comparison group reported a higher HESI outcome than the treatment group. The duration of students' exposure to Project HEAL[superscript 2] fidelity of implementation, alignment between Health-integrated (STEM-design) instruction and the HESI (single health education readiness) standardized assessments, and other program-related factors that might have weakened the intervention strength relative to ADN business-as-usual conditions are discussed as possible factors that account for these findings. The report concludes with a discussion and suggestions for future research and implications for education policy. [The report was produced by EGT Institute, Inc.]