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This module, the fourth of four units about vocational competency measurement, is module 20 in the Vocational Education Curriculum Specialist series. The purpose stated for the document is to help in the validation of a competency test after it has been developed, in the determination of how test results will be reported, and in the consideration of ways of setting standards for passing or failing the test. Content is organized into three sections, each of which focuses on one goal and two or more objectives. The first section discusses possible approaches for determining the content validity of a competency test. It also comments on predictive validity and maintaining test validity. Section 2 considers possible uses for vocational competency tests and how test results can be reported in accordance with the intended use. The module concludes with the question of how to set standards for passing or failing a test. Each section concludes with individual study activities, discussion questions, and group activities. Self-check items and possible responses to them are appended for use as a pretest and review of the module content. (YLB)

This module, the third of four units about vocational competency measurement, is module 19 in the Vocational Education Curriculum Specialist series. The purpose stated for the document is to help in the development of both written and performance competency tests based on the needs identified for testing a particular program and the standards and priorities established for job-related tasks. Content is organized into four sections, each of which focuses on one goal and two or more objectives. Section 1 summarizes important considerations in vocational competency-test development, including test validity, reliability, practicality, and testing individuals with special needs. In section 2, important considerations in designing initial test specifications are overviewed. Sections 3 and 4 discuss the critical tasks in developing paper-and-pencil and performance tests. Each section concludes with individual study activities, discussion questions, and group activities. Self-check items and possible responses to them are appended for use as a pretest and review of the module content. (YLB)

This volume is the second module, "Monitoring," of the evaluation report documenting how states met the requirements of Title I of the Elementary and Secondary Education Act of 1965, as amended in 1978, and identifying exemplary State management practices and documents. The module begins with the history of monitoring provisions under Title I up to its replacement by Chapter 1 of the Educational Consolidation and Improvement Act. The next section of the module presents States' preliminary views on the future of monitoring and their tentative plans for operating under Chapter 1. All but 3 of the 49 respondents would like to continue some form of monitoring, though shortages of staff and monetary resources are anticipated problems. The last section presents examples, selected from those supplied by the States, of monitoring practices and materials organized by both processes (team approach and onsite reviews); and materials (checklists, handbooks, and feedback reports). Brief descriptions of the practices are given, and the actual monitoring documents are presented. (MLF)

One of five modules in the administrative series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section examines the process of effecting change in vocational education. Terms are defined, characteristics of people most likely to accept innovations are described, and characteristics of innovative programs most likely to be accepted are discussed. The second section focuses on the role of the change agent. In the final section are overviewed the various stages of the change process. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include a glossary, suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the administrative series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section discusses management responsibilities in which the curriculum specialist might become involved. In section 2 are summarized the characteristics, advantages, and disadvantages of major planning and management techniques for use in vocational education. The third section reviews accountability in education, looks at essential components of an accountability system in vocational education, and describes the role of the curriculum specialist in the system. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the curriculum development series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section discusses sources of instructional materials for use by vocational teachers. Focus of section 2 is judging quality of instructional materials for a variety of vocational student interests and abilities. Opportunity is provided for using typical evaluation and selection criteria, readability formulas, style manuals, and assessment instruments. The third section explains development of instructional materials that meet acceptable standards of production. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the curriculum development series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into two sections, each based on one of the goals. Several instructional strategies are described in the first section. The second section examines criterion-referenced tests designed to assess students' accomplishments of the instructional objectives of a course. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the curriculum development series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into two sections, each based on one of the goals. Two general activities associated with objectives are dealt with. Section 1 concerns derivation of objectives for instruction, including location or development of general job description, task analysis, selection of tasks for instruction, description of target population, and determination of course prerequisites. Section 2 focuses on specification of objectives, including writing objectives and selecting their content. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include a description of the Dictionary of Occupational Titles coding system, suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the curriculum development series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into four sections, each based on one of the goals. Section 1 explains how a vocational needs assessment contributes to the curriculum development process. Focus of Section 2 is on techniques for conducting labor needs analyses. The third section then examines techniques for identifying student needs. The final section shows how needs assessment information can be used to propose new or improved vocational programs. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. A concluding activity and carrier project are provided here. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the curriculum development series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section identifies barriers to equal education faced by special students and legislation to eliminate these barriers. The second section focuses on developing action plans including techniques for assessing and instructional methods for meeting needs of special students. In section 3 are provided procedures and guidelines to review and modify biased curricula, facilities, and materials. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include a fact sheet on sex stereotyping in measurement instruments, suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)