Search

Your search keyword '"Measurement instruments"' showing total 3,875 results
Start Over Descriptor "Measurement instruments"
3,875 results on '"Measurement instruments"'

1. The Comprehensive Mathematics Inventory: A Research Instrument for Assessing Mathematics Achievement in Early Years.

Author

Reys, Robert E. and Rea, Robert E.

Abstract

The development, administration, results of administration, and limitations and problems of the Comprehensive Mathematics Inventory (CMI) are discussed. The CMI is an instrument for assessing mathematics competencies of children prior to or at the instance of entering school. In a pilot test of the CMI, 727 children in their first full week of school were administered the 200-item inventory. The items are included in subtests concerning number, money, measurement, pattern identification, recall, vocabulary, and geometry, in addition to which there are six open ended items. Results of the testing showed that the sample varied considerably in knowledge and skill, and point up the need for flexible, informal programs for beginning instruction. (DB)

Published
2024

2. North Dakota Vocational Education Assessment System.

Author

North Dakota State Board for Vocational Education, Bismarck. Research Coordinating Unit. and North Dakota Univ., Grand Forks. Dept. of Business and Vocational Education.

Abstract

The instrument was designed for an assessment program to assist schools and institutions in determining specific needs of their vocational programs and to provide the North Dakota State Board for Vocational Education with accountability data for use in program development. The form is divided into 12 sections to facilitate identification of program needs: philosophy and objectives, curriculum, instructional staff, administration, physical facilities and equipment, instructional materials and supplies, guidance, community involvement, student organizations, advisory committees, students with special needs, and occupational experience. Detailed criteria for each section are listed with ratings to be indicated on a five-point continuum ranging from major improvements needed to no improvements needed. The scale also provides a space for indicating that the criteria does not apply. Each page of the instrument, to be marked by a self-assessor and/or outside evaluator, is produced in duplicate for use with carbon paper. A rating scale (0-100) following each section represents a summary evaluation to be marked based on responses to the criteria for each section. Space for comments and recommendations is also provided. Finally, an assessment profile sheet contains space for indicating the summary ratings for the major sections and an overall program rating. (Author/MS)

Published
2024

3. A STUDY OF A MEASUREMENT RESOURCE IN CHILD RESEARCH, PROJECT HEAD START.

Author

Southern Illinois Univ., Edwardsville., BOMMARITO, JAMES, and JOHNSON, ORVAL G.

Abstract

MEASURES OF CHILD BEHAVIOR AND CHARACTERISTICS, NOT YET PUBLISHED AS SEPARATE ENTITIES, WERE COLLECTED THROUGH A PAGE-BY-PAGE SEARCH OF ISSUES OF 46 JOURNALS (LISTED IN APPENDIX A) PUBLISHED DURING THE PERIOD OF JANUARY 1956 TO DECEMBER 1965 AND 50 RELEVANT BOOKS. CORRESPONDENCE WITH RESEARCHERS AND AUTHORS OF MEASURES YIELDED ADDITIONAL MEASUREMENT RESOURCES. AS PRESENTED IN THE REPORT, THE MEASURES WERE GROUPED INTO SIX KINDS, (1) DEVELOPMENT, ACADEMIC APTITUDE, AND ACHIEVEMENT, (2) PERSONALITY, (3) ATTITUDES, (4) SOCIAL INTERACTION AND SKILLS, (5) PERCEPTUAL SKILLS, AND (6) MISCELLANEOUS. THE LISTING FOR EACH TEST INCLUDED ITS NAME, THE AUTHOR, THE AGE OF THE POPULATION FOR WHOM IT WAS DESIGNED, THE GENERAL AREA OF INTEREST, THE TYPE OF MEASURE, AND THE SOURCE FROM WHICH A COPY OF THE MEASURE MIGHT BE OBTAINED. A DESCRIPTION OF THE MEASURE (OFTEN QUOTING ITS AUTHOR) INCLUDED SAMPLE ITEMS AND AN OUTLINE OF THE ADMINISTRATIVE AND SCORING PROCEDURES. WHEN AVAILABLE, RELIABILITY AND VALIDITY DATA WERE BRIEFLY SUMMARIZED. A BIBLIOGRAPHICAL REFERENCE WAS PROVIDED FOR EACH MEASURE. (MS)

Published
2024

4. APPENDIX, STUDIES I, II AND III. ORIGINAL INSTRUMENTS USED AND BIBLIOGRAPHY.

Author

WOLFF, MAX

Abstract

SEVEN INSTRUMENTS WERE USED TO TEST HEAD START CHILDREN'S PROGRESS IN KINDERGARTENS IN NEW YORK CITY IN 1965. ONE OF THESE INSTRUMENTS WAS THE CALDWELL PRE-SCHOOL INVENTORY. THE REMAINING SIX, DEVELOPED SPECIFICALLY FOR THIS STUDY, APPEAR IN THIS APPENDIX. (THE THREE-PART STUDY CAN BE FOUND UNDER THE FOLLOWING TITLES (PS 000 281) SIX MONTHS LATER. STUDY I, A COMPARISON OF CHILDREN WHO HAD HEAD START, SUMMER, 1965, WITH THEIR CLASSMATES IN KINDERGARTEN, A CASE STUDY OF THE KINDERGARTENS IN FOUR PUBLIC ELEMENTARY SCHOOLS, NEW YORK CITY. (PS 000 282) SIX MONTHS LATER. STUDY II, FACTORS INFLUENCING THE RECRUITMENT OF CHILDREN INTO THE HEAD START PROGRAM, SUMMER 1965, A CASE STUDY OF SIX CENTERS IN NEW YORK CITY. (PS 000 283) SIX MONTHS LATER. STUDY III, LONG-RANGE EFFECT OF PRE-SCHOOLING ON READING ACHIEVEMENT.) (LIST OF REFERENCES INCLUDED) (LG)

Published
2024

5. Title IX: A Guide for Financial Aid Administrators

Author

Caliendo, Nat and Curtice, John K.

Abstract

An instrument entitled "Title IX Self-Assessment Guide for Financial Aid Offices" has been developed to assure that sex is not a barrier to accessing campus-based student aid. It should help financial aid administrators with compliance of Title IX's requirement to self-evaluate. (LBH)

Published
1977

6. The Delaware Function Rater: A Method of Quantifying Classroom Behavior.

Author

Gaynor, John F. and Gaynor, Mary F.

Abstract

Developed was a student behavior rating system for use by teachers in identifying and assessing behavior problems and as an aid in classroom management. A time coding instrument was used, with behavior expressed as relative frequencies of a hierarchy of four mutually exclusive, exhaustive categories of behavior--relevent, unproductive, disruptive, and aggressive. Teacher training studies suggested stability in the rank order of categories across various special and elementary education settings, with mean relative frequencies of 67% relevant, 25% unproductive, less than 10% disruptive, and less than 1% aggressive. The instrument demonstrated that the classification definitions were commonly understood, that inter-rater reliability was high, that it was sensitive to behavior chanqes based on chanqing classroom conditions, and that there was broad applicability to various classroom structures. (Mechanics for rating individuals and groups are described, and rating conventions are provided in an appendix along with an analysis of classroom behavior in terms of active responses and passive states. (Author/IM)

Published
1976

7. Assessment of Spoken English.

Author

New Zealand Council for Educational Research, Wellington. and Rolfe, Elizabeth

Abstract

This study examined the usefulness of an evaluation procedure designed to measure performance in spoken English. Rating involved assessment of the prose reading and conversation skills of 57 first-year students at Wellington Teachers' College, New Zealand. Specific topics of investigation included the consistency of "general impression" ratings between evaluators, the extent to which teachers can differentiate between factors on the rating scale, the degree of correlation between assessment of prose reading and conversation, the performance differences between younger and older students, and differences between evaluator ratings in a live interview and in a taped session. Many factors were found to influence the assessment of oral language--the personality of the evaluator, the number of evaluators used, and the administrative practicability of the test instrument itself. Other findings indicated that a high correlation existed between ratings of taped and live situations, that older students performed better than did younger students, that a fair degree of consensus was achieved between evaluators, and that prose reading and conversation were two different skills. (KS)

Published
1975

8. The Development and Pilot Testing of Self-Review Instruments for Vocational Education Programs in Kentucky.

Author

Ohio State Univ., Columbus. Center for Vocational Education., Adams, Kay A., and McCaslin, N. L.

Abstract

Local and regional advisory councils can provide vocational programs with unique and essential evaluation information. Most advisory councils are asked to review components of vocational programs about which they have limited experience and/or knowledge, such as philosophy, objectives, and management. There are several, often overlooked areas in which the expertise and consequent advice of the advisory council would be most helpful and appropriate. The Kentucky Advisory Committee Evaluation System (KACES) was designed to tap the resource potential of the advisory council. KACES is a four-step evaluation which includes orientation, investigation, interpretation, and recommendation. The evaluation is based on two forms utilized by the advisory councils at the State, regional, and local levels. Reactions to the KACES program were very positive, and recommendations about the KACES program were based on the pilot testing and revisions and include points such as clearly defining the vocational teacher's role in evaluation and developing alternative interviewing times and techniques. (TM)

Published
1976

9. SIRF: System for Implementing Review and Follow-Up.

Author

Purdue Univ., Lafayette, IN.

Abstract

The objectives of this project were to: (1) identify instruments that could be utilized to obtain followup information of vocational graduates, (2) develop a methodology that could be used to obtain followup information of vocational graduates, (3) field test the instruments and methodology for data collection on sample schools, (4) develop a method for summarizing and analyzing data that could be used by both local and state agencies, (5) provide a system for interpretation of the data to insure usage of the data at local levels in addition to usage at statewide levels, and (6) train local vocational guidance personnel to use the system developed. An advisory committee was appointed to guide the project staff in the preparation of instruments and methodologies, which were then field tested in three to five local schools. Job performance as assessed by the student and by the employer was obtained. Perception of guidance and placement assistance was also secured as well as an interview with a sample of guidance personnel at the local level. The primary outcomes of this project were the development of three elements that could be utilized in a statewide system for followup of vocational graduates: (1) A Student Followup Model, (2) a Counselor Followup Model, and (3) an Employer Followup Model. (HD)

Published
1975

10. 1973-74 Evaluation of Project Components. Hawaii District Office.

Author

Hawaii Univ., Honolulu. Social Welfare Development and Research Center.

Abstract

This report describes the project components of this Elementary and Secondary Education Act (ESEA) Title I program in Hawaii in 1974. It identifies the extent of education achievement and specifies those influences which encourage positive learning behavior in children. The components of the project are: the reading resource rooms; the remedial support services, operation tutor, preschools, the measurement of academic gain, and the Peabody Individual Achievement Test. Data is available on subjects' pre and post-test results of the Peabody Individual Achievement Test, rank order of gains by schools and by grade levels, pupil attendance records etc.

Published
1974

11. The Aesthetic Eye Project. Appendix. Final Report.

Author

Los Angeles County Superintendent of Schools, CA. and Hine, Frances D.

Abstract

Appendices to the final report of the Aesthetic Eye Project are arranged chronologically according to the project's phases. Appendix A contains the letter to prospective participants, project proposal, application form, planning session form for phase 1, and agenda for summer seminar. Appendix B involves phase 2, the inservice teacher seminar, and contains the Aesthetic Eye Inventory, results of six judges' ratings, logs, and summary of assessment comments. Appendix C presents documents from phase 3, classroom implementation. These include the visitation report form, collectables, art reproduction postcards and folk art objects, teacher reports, assessment instruments, worksheet comments, and the project evaluation form. Appendix D provides the profile of project participants. (ND)

Published
1976

12. Teacher's Resource Handbook for Asian Studies: An Annotated Bibliography of Curriculum Materials, Preschool through Grade Twelve.

Author

California Univ., Los Angeles. Committee on Comparative and International Studies. and Hawkins, John N.

Abstract

This handbook is an annotated bibliography of 1,586 instructional materials for teaching about Asia. Existing materials are identified that can be used by precollegiate teachers of all subject areas. The handbook is arranged by grade levels--preschool to grade 3, grades 4-6, junior high, senior high, and ungraded. Within each section, materials are divided by geographic region and listed alphabetically according to their instructional formats. The region divisions include East Asia, South Asia, Southeast Asia, and Pacific Islands. Types of materials include multimedia, books, films, filmstrips, slides, maps and transparencies, records and tapes, and posters and study prints. Bibliographies, miscellaneous resources, and selected journals are listed separately. Entries contain title, date, description, price, and publisher. Some annotations provide an evaluation of the material's cross-cultural instructional value. A list of publishers and distributors is included for ordering materials. The handbook concludes with two model evaluation forms which may assist teachers in selecting materials on the basis of their cross-cultural value and for purposes of general assessment. (ND)

Published
1976

13. Teacher's Resource Handbook for Russian and East European Studies: An Annotated Bibliography of Curriculum Materials, Preschool through Grade Twelve.

Author

California Univ., Los Angeles. Center for Russian and East European Studies., Hawkins, John N., and Maksik, Jon

Abstract

This handbook is an annotated bibliography of 633 instructional materials for teaching about Russia and East Europe. Existing materials are identified that can be used by precollegiate teachers of all subject areas. The handbook is arranged by grade levels--preschool and kindergarten, elementary, junior high school, junior and senior high school. senior high school, advanced and nongraded. Within each section, materials are divided by the two regions and listed alphabetically according to their instructional formats. Types of materials include films, books, records and tapes, filmstrips and slides, maps and transparencies, posters and pictures, and multimedia. Entries contain title, date, description, price, and publisher. Some annotations provide an evaluation of the material's cross-cultural instructional value. A list of publishers and distributors is included for ordering materials. The handbook concludes with two model evaluation forms which may assist teachers in selecting materials on the basis of their cross-cultural value and for purposes of general assessments. (ND)

Published
1976

14. Teacher's Resource Handbook for Latin American Studies: An Annotated Bibliography of Curriculum Materials, Preschool through Grade Twelve. UCLA Latin American Center Reference Series, Volume 6.

Author

California Univ., Los Angeles. Latin American Center. and Hawkins, John N.

Abstract

This handbook is an annotated bibliography of 1,347 instructional materials for teaching about Latin America. Existing materials are identified that can be used by precollegiate teachers of all subject areas. The handbook is arranged by grade levels--preschool and kindergarten, grades 1-3, grades 4-6, grades 7-9, grades 10-12, and ungraded. Within each section, materials are divided by geographic region and listed alphabetically according to their instructional formats. The region divisions include Caribbean, Central America, Mexico, South America, and Latin America. Types of materials include multimedia, books, films, filmstrips and slides, records and tapes, maps and transparencies, and posters and pictures. Bibliographies and journals are listed separately. Entries contain title, date, description, price, and publisher. Some annotations provide an evaluation of the material's cross-cultural instructional value. A list of publishers and distributors is included for ordering materials. The handbook concludes with two evaluation forms which may assist teachers in selecting materials on the basis of their cross-cultural value and for purposes of general assessments. (ND)

Published
1975

15. The Development and Field Test of an Objective Career Counseling Instrument. Final Report.

Author

Education Service Center Region 17, Lubbock, TX. and Wircenski, J. L.

Abstract

In an effort to develop stronger guidance and counseling programs for vocational education, career counseling instruments were designed to objectively record and relate all variables which guidance personnel and vocational teachers normally evaluate as they interview and counsel students for program placement (one instrument for each of four programs representing four different service areas). The instruments were then field tested at four geographic sites in vocational service areas which have traditionally been in high demand. Data collected produced findings in four areas: (1) Correlations between the instrument's prediction and instructor's prediction of student job placement, (2) correlations between the instrument's prediction and guidance counselors' prediction of student job placement, (3) correlation between two similar career counseling instruments and the instructor's prediction, and (4) results of field testing the counselor handbook. Based on the correlation scores, it was concluded that the instruments are excellent predictors of student job placement. Guidance counselors also appeared to have very little difficulty in using the handbook to develop instruments. A bibliography, correspondence, the 15 revised career counseling instruments developed, and sample forms are included in the document. (RG)

Published
1976

16. A Critique of a Research Instrument Involving Teacher Perceived Problems as Seen By Pre- and In-Service Teachers.

Author

Doak, J. Linward and Michalak, Dan A.

Abstract

This research examined teacher behavior as a primary source of data collection and analysis for study of teacher failure. The results of two studies using the teacher-perceived problems procedure developed by Donald R. Cruickshank are reported. Study I surveyed 120 experienced elementary teachers enrolled in a master's program; Study II involved a sample of student teachers engaged in a Right-to-Read Project. All subjects completed the Teacher Problems Checklist (TPC) based on 66 most common problems identified by teachers. The two studies revealed significant limitations in the TPC instrument's validity and accountability for geographic and cultural variables. (MM)

Published
1976

17. Studies of the Ability of Preservice Social Studies Teachers to Stage Score Moral Thought Statements.

Author

Napier, John D.

Abstract

The report describes two experiments involving the ability of preservice social studies teachers to stage score moral thought statements. Stage scoring is defined as keeping a record of statements in accordance with the stages of moral development originated by psychologist Lawrence Kohlberg. The two experiments involved the use of three stage scoring rater guides. They were designed to help teachers overcome content influence in order to stage score correctly on the basis of the structure of moral thought. The procedure for the first experiment was to randomly assign 32 preservice social studies teachers enrolled in a required methods course to two treatment groups. One group was given Kohlberg's sentence rater guide and the other was given his global rater guide. In the second experiment, 40 preservice teachers in the same course the following semester were assigned to similar treatment groups, one of which used an additional, updated, global rater manual. For both experiments, the preservice teachers were given information on Kohlberg's moral education program and instruction on how to use the rating guides. Findings indicate that none of the stage scoring rater guides aided teachers to overcome content influence and that, therefore, teachers should refrain from stage scoring until further research indicates which factors cause successful use of the stage scoring system. References related to teacher training, moral development, and assessing the moral reasoning of students are included. (Author/DB)

Published
1977

18. The Development of an Instrument for Determining the Nature of Elementary School Children's Environmental Decisions.

Author

National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program., Voelker, Alan M., and Horvat, Robert E.

Abstract

This report describes the formulation of a conceptual base for conducting research on elementary school children's orientation toward their environment and details procedures for developing a battery of instruments for measuring these orientations. A definition of environmental orientations is formulated. This definition is used to focus construction of instruments to generate information about elementary and middle school children's orientation towards their environment. Development (pilot and field-test) procedures are presented for three instruments. "Our World of Today/Tomorrow" uses a semantic differential to approximate children's orientation to the present and future world situation. "The Environment and Pollution" uses a Likert scale to approximate student's orientation to general pollution and environmental problems. "The Environmental Decisions Inventory" uses a Likert response format to approximate children's orientation to alternative solutions to specific environmental problems. Estimates of validity, stability, and reliability, and factor analyses are presented. (Author/BT)

Published
1974

19. Educational Technology, Organizational Structure and Teacher Perceptions of Effectiveness. Final Report.

Author

Harkin, Roy E.

Abstract

This study was concerned with the relationship between (1) educational technology employed by a high school English department and the structure of that work group, and (2) the technological-structural congruence and teacher perceptions of organizational effectiveness. It was suggested that the research findings would be useful for inducing effective change in educational systems. The sample was comprised of English departments in thirty-seven North Carolina high schools offering grades ten through twelve and employing at least fifty teachers. Data were collected from each department with respect to technology, work group structure, and teacher perceptions of organizational effectiveness. Teacher perceptions of effectiveness were measured by means of the Organizational Climate Description Questionnaire (OCDQ), the Classroom Environment Scale (CES), and Job Description Index (JDI). Findings revealed a positive linear association between technological complexity and four measures of structure--departmental discretion, departmental power, lateral exchange, and vertical exchange. Additional findings, while inconclusive, revealed enough evidence of association between technological-structural congruence and teacher perceptions of effectiveness to warrant further investigation. Methodological limitations of the study are discussed, and suggestions for further study are offered. (Author/SC)

Published
1975

20. Assessing the Level of Implementation of New Programs.

Author

Owens, Thomas R. and Haenn, Joseph F.

Abstract

Attention of research and evaluation specialists has often focused on methodology for assessing program outcomes with less attention given to techniques for describing important characteristics of a program or methods for assessing the degree to which a program may faithfully reflect a particular model. The purposes of this paper are to describe a rationale for assessing the degree of program implementation, to identify some common misperceptions regarding program fidelity, and to discuss approaches used in assessing the degree of program implementation of a large-scale career education program called Experience-Based Career Education (EBCE). The authors' experiences in developing and using an EBCE Essential Characteristics Checklist and an EBCE Process Checklist in pilot sites in four states are described. Attention is also given to alternative uses of instruments that assess program implementation that can be made by program staff and by evaluators. (Author)

Published
1977

21. The Compensatory Potential of Competency-Based Education.

Author

Thompson, B. and Cunningham, C. H.

Abstract

This paper summarizes the results of a study of student achievement and student attitudes toward competency-based curriculum in one high school in the Houston Independent School District. Students were asked to rate instructional modules they completed during one academic year. They were given parts of the California Achievement Test and the Vocational Preference Test (intended to measure personality factors), in addition to the Module Opinionnaire. The findings indicate that competency-based education's compensatory potential is not inherently limited by requirements that students have high reading skills or certain other characteristics. Student ratings of modules on factors labeled "difficult,""useful," and "dull" are but little related to academic skills or personal characteristics of high school students. (Author/DS)

Published
1977

22. Development and Possibilities of Message Measurement Inventories.

Author

Smith, Raymond G.

Abstract

The Message Measurement Inventory was designed to determine the dimensions which listeners consider when they judge a message. This paper outlines the development of the inventory and describes some of the first studies using it. In addition, the paper discusses tests of the validity, reliability, and precision of the scales and scaling procedures of the instrument. Six general observations, made from the tests of the instrument and the applications made to date, are presented. (JM)

Published
1977

23. Children and Their Families in Two Counties of New York State: An Exploration of the Ecological Utility of the DIPOV Index.

Author

City Univ. of New York, NY. Center for Social Research. and Kogan, Leonard S.

Abstract

The DIPOV Index as an indicator of "the state of the child" in various ecological settings is examined in a study based on extensive interviews with mothers or mother-surrogates of children aged 1 to 10. Several hundred households were sampled in two upstate New York counties with strongly contrasting DIPOV Indices. Developed as an instrument for measuring the quality of child life, the DIPOV Index consists of five variables related to an underlying dimension termed "disorganized poverty." These five are concerned with incidence of: (1) dependent children among families receiving Aid to Families with Dependent Children, (2) children living in incomplete families, (3) premature births, (4) out-of-wedlock births, and (5) venereal disease among persons under twenty. In the major anlaysis of the study, a hierarchical multiple regression model was used to determine relationships between several DIPOV Indices and a large number of child and parent variables. Evaluation took the form of a distal-to-proximal ecological progression: from counties to Primary Sampling Units (sub-county areas), to neighborhoods and families. It was found that the DIPOV Index is related to many child and parental problems at the sub-county and family levels, but is not as broadly successful as a county-level indicator. (BF)

Published
1976

24. Student Goals Catalog and Handbook for Utilization.

Author

Florida State Dept. of Education, Tallahassee. Div. of Community Junior Colleges.

Abstract

A Student Goals Inventory (SGI) for use in the community college was developed by a committee of Florida community college personnel. Six general goal categories were identified: career development, personal development, social development, academic development, cultural development, and community development. From six to seventeen goals are subsumed under each category, with goals in one category not necessarily exclusive of those in another category. The purpose of the SGI is not to provide conclusive data regarding student goals, but rather to provide information so that trends might be identified. Information derived from the SGI may be utilized in a number of ways for a variety of purposes. Examples of such use are presented in the areas of counseling, program development and evaluation, and accountability. Tabulated data resulting from a pilot-testing of the SGI on 848 students in six Florida community colleges and tabulated data resulting from an administration to 302 students of a shorter version of the SGI which includes biographical questions are appended. The SGI is designed to be flexible in order that it might be adapted by institutions for their specific purposes. (JDS)

Published
1976

25. The Application of Performance Measures in a Sample of Illinois Public Libraries.

Author

Illinois Univ., Urbana. Library Research Center. and Powell, Ronald R.

Abstract

Sixty-six public libraries selected by random sample, substitutions and participation requests, tested Rutgers University 1970 Performance Measures Manual to gather information on the evaluation and improvement of public libraries. Selection was based on geographic location and budget categories. Following instructions for manual's use at workshops, participating libraries conducted a 3-day study, tabulated and summarized the resulting data. The Library Research Center prepared and sent a computerized profile of each library's scores and comparison statistics as well as questionnaires for feedback on the study. Most participating libraries were capable of conducting the study and summarizing data; most found reasonably clear with the instructions sufficiently easy to follow. Some questioned the manual's relevance and validity for small libraries. The research center found the manual useful in providing data, but was disappointed in its traditional approach. They suggested research be done to refine the manual for use by small libraries. Also mentioned was the need for more detailed instructions, more subjective-type measures and follow-up activities for feedback. (KP)

Published
1976

26. Tests Used with Exceptional Children: Annotated Bibliography.

Author

Drake Univ., Des Moines, IA. and Miller, Susan

Abstract

Provided is an annotated bibliography of 86 measurement instruments which are used in screening and formulating diagnoses for exceptional children. The following components are included in each test summary: title, date of the most recent revision, author, range (in terms of chronological age or grade placement), administration (group or individual, time required, and training of administrator), brief description, development (including standardization), reliability (including validity), and name and address of distributor or publisher. Tests are categorized into the following areas: visual and auditory acuity, intelligence, social-emotional, early screening, speech, language and concepts, auditory perception, visual perception and visual-motor integration, gross motor, learning disabilities, reading readiness, reading, arithmetic, and general achievement. (IM)

Published
1975

27. Development of a School Bus Fuel System Integrity Compliance Procedure. Final Report.

Author

Ultrasystems, Inc., Phoenix, AZ. Dynamic Science Div., Morrow, G. W., and Johnson, N. B.

Abstract

This report presents a program that derived a compliance test procedure for school buses with a gross vehicle weight of 10,000 pounds or greater. The objective of this program was to evaluate Fuel System Integrity (FMVSS 301) in relation to school buses, conduct a limited state-of-the-art survey and run full-scale dynamic tests to produce an effective procedure that will improve the crashworthiness of school bus fuel systems. (NTIS)

Published
1975

28. Measurement of Teacher Knowledge of Reading.

Author

Narang, H.L

Abstract

This paper provides a survey of evaluative instruments which measure teachers' knowledge of the process of reading. These tests can be divided into three categories: those which measure specific skills in teaching reading, those which appraise the diagnostic ability of the teacher, and those which assess the teacher's knowledge of reading practices and instructional techniques. Strengths and weaknesses of such instruments as Durkin's Phonics Test for Teachers, Wallen's Competency in Teaching Reading, and Artley and Hardin's Inventory of Teacher Knowledge of Reading are discussed. For elementary teachers, only one test was found to be comprehensive in scope. (KS)

Published
1977

29. Evaluating Programmatic Impact in Education.

Author

Dick, Walter

Abstract

This document reports the first-year activities of Teacher Corps projects demonstrating the training framework entitled, Adaptation of Research Findings. These projects incorporate into their design the results of research, empirical practices and processes that have proven effective and relevant to the educational processes for schools serving low-income populations. Chapter I provides an overview. Chapter II presents an in-depth look at the evaluation process and discusses the differences between impact and process evaluations. A comparison is made among projects that focus on either student outcomes, teacher outcomes, or institutional outcomes, and the implications of these different foci are discussed. Considerations of where to begin to conceptualize the evaluation process are presented in Chapter III. The fourth chapter discusses the design of impact evaluation studies and presents some alternative approaches to evaluation such as quasi-experimental designs and the establishment of criterion standards. Chapter V discusses the design and selection of evaluation instruments. A variety of instruments are considered as well as behavioral indicators that can be used to evaluate project outcomes. Chapter VI argues that the process of evaluating ongoing activities during the course of the project is of critical importance both to the management of the project and to the eventual sharing of the project's outcomes. The importance of careful preparation of data gathered during the evaluation process is considered in Chapter VII, and the importance of the organization, display, and interpretation of data in order to maximize usefulness is emphasized. Chapter VIII focuses on some of the major problems that arise in the impact evaluation process. The final chapter summarizes the importance of both process and impact evaluations. (MM)

Published
1976

30. Education for Citizenship: A Bicentennial Survey. User Manual for Replicating the Citizenship Survey.

Author

Education Commission of the States, Denver, CO. National Assessment of Educational Progress.

Abstract

Procedures for assessing citizenship education among 13-year-old and 17-year-old students are outlined. The document is designed to be used by over 1,600 district and school personnel who have the responsibility for conducting assessments using the National Assessment of Educational Progress guidelines (NAEP). It provides information on the assessment process, performing assessment tasks, and analyzing assessment results. Topics discussed in the 12 chapters include looking at requirements for replicating the NAEP survey; setting an assessment schedule; selecting students to be assessed; performing preassessment tasks, assessment tasks, and postassessment tasks; scoring assessment booklets; and analyzing results and comparing them with NAEP data. Teachers are instructed to follow manual directions closely so that differences between individual students and the national sample will be the result of "real" causes rather than inconsistent assessment procedures. Five appendices include a discussion on survey sampling; scoring guides; listing of assessment questions, answers, themes, and objectives; citizenship objectives; and definitions of National Assessment reporting groups. (Author/DB) Primary type of information provided by report: Procedures (Replication).

Published
1976

31. National Day Care Study First Annual Report. Volume III: Information Management and Data Collection Systems.

Author

Abt Associates, Inc., Cambridge, MA. and Goodrich, Nancy

Abstract

Volume III of the National Day Care Study First Annual Report funded by the Office of Child Development describes the information management system which was developed and tested during Phase I. In addition, the volume includes overviews of the sample instruments from the three major data collection systems developed during the year: the Research Program Information System; the Research Cost Accounting System; and the Parent Measures. Interview questionnaires, day care record forms, financial worksheets and measures of parent background attitudes are among the items included. The NDCS, being conducted over a period of three years, is designed to answer major policy questions about federally funded day care centers and the children they serve. Appendices include the Telephone Survey and the Spring Baseline Survey. (MS)

Published
1976

32. The Diagnostic Value of Psychologically Meaningful Teaching Units as Expressed in Children's Classroom Drawings.

Author

Brooks, Douglas M.

Abstract

This study examined student drawings as an unobtrusive measure of attitudes toward school. A total of 94 fouth, fifth, and sixth grade students were asked to draw two pictures: one of a teacher; and one of a teacher and a pupil, imagining that they had just asked the teacher a question and the teacher was answering it. At the conclusion of the drawing session students were administered the Describe Your School Inventory (DYS), a measure of pupil attitudes toward school. Five teachers, all of whom had contact with the students in the sample, were asked to place these students in categories labeled accepting, concerned, indifferent, and rejecting. Measures of interpersonal proximity and teacher-pupil size ratios were obtained for the drawings. Student attitudinal data were analyzed with analysis of variance. A procedure suggested by Hoyt was employed to analyze the reliability of the teacher ratings. Results are listed for all analyses run. Results tend to support the hypotheses that: (1) children with high DYS scores would position themselves closer to the teacher in situational drawings, and (2) as the ratio of teacher height to pupil height approached 1.00, the pupil nomination into a teacher perception group would approach the accepted category and the pupil's DYS score would increase. The significance of the method is discussed. (Author/SB)

Published
1976

33. A Study of the National Upward Bound and Talent Search Programs. Final Report. Appendixes to Volume IV. Evaluation Study of the Upward Bound Program.

Author

Research Triangle Inst., Durham, NC. Center for Educational Research and Evaluation. and Burkheimer, Graham J.

Abstract

Constituting part of the final volume of a four volume report on the results of a national study of the Upward Bound (UB) and Educational Talent Search (ETS) programs, the appendixes are comprised of: (1) data collection and preliminary processing procedures; (2) sampling methodology and sampling error computation; (3) instrumentation; (4) instruments and important letters; (5) data management and manipulation; (6) standardization or balancing and adjustment for nonresponse; (7) aggregation, reduction, and analysis procedures; and (8) list of Advisory Council members, Analysis Advisory Committee members, Student Panel on Instrumentation, and other consultants. (Author/AM)

Published
1976

34. The Teachers' Conceptions of Reading Project--Institute for Research on Teaching.

Author

Falk, Julia S.

Abstract

The Institute for Research on Teaching, a major center funded by the National Institute of Education, has as its central mission the determination of the mental life and decision-making processes of teachers, with particular reference to the teaching of reading. The Teachers' Conceptions of Reading Project, part of the Institute, is exploring research techniques and conducting studies on the views, beliefs, and knowledge of practicing classroom teachers, with respect to reading and the teaching and learning of reading. This paper reports on the project's research: (1) a content analysis of books on reading authored by teachers and teacher educators, (2) a review of the research literature for 1965-1976 on teachers' concerns and conceptions of reading and the teaching of reading, and (3) four research techniques that permit teachers to reveal their conceptions of reading without prejudice from the instruments serving to elicit those views. (Author)

Published
1977

35. Person/Situation Selection Research: The Problem of Identifying Salient Situational Dimensions. Research Report No. 13.

Author

Maryland Univ., College Park. Dept. of Psychology. and Schneider, Benjamin

Abstract

The study was concerned with the persistent problem in conducting person/situation research--the identification of relevant dimensions or features of the situation. Since the usual strategy for discovering relevant perceptual dimension of organizational life is to ask organizational employees to respond to a set of predetermined questions, this study made use of systematic procedure for identifying the dimensions with which employees characterize their work organization--the open-ended interview and a questionnaire. Sixty-seven employees of a large middle Atlantic coast utility company were interviewed and responded to a questionnaire. Fifteen interview content categories, or issues, were identified and interviews were coded for frequency (mention of the issue), importance of the issue, and effect with which the issue was raised (the average positiveness or negativeness with which issues were mentioned). Issues mentioned most frequently were promotion/evaluation, company management, pay/security, and supervision. The most important issues were promotion/evaluation and supervision. Affectively, bureaucracy was most negative and friendships was most positive. It was concluded that the need exists to begin focusing on the assessment of issues meaningful to individuals in the work situation, and that were attitude measures constructed to be more salient to people both in the kinds of issues raised and the directions used, they might prove more useful in attempts to document the perceptual dimensions with which employees characterize their work settings and as in aid in gaining more reliability in person/situation research, especially that which emphasizes the interaction of employee perceptions of the work world and other employee attitudes as a strategy for understanding employee behavior. (SH)

Published
1977

36. ABGs in Agriculture. Volume Two. Appendices. ACTION Evaluation.

Author

ACTION, Washington, DC.

Abstract

Appendixes to a study of the effectiveness of Peace Corps volunteers in agriculture who are AB generalists (individuals with a bachelor of arts degree in English, liberal arts, or social science) are contained in this document. Section 1 contains a glossary of terms used in the study. Section 2 describes the study's methodology and includes the instruments used (project summary sheet, management unit analysis sheet, interview summary sheet, and questionnaire). Section 3, Data Sources, contains comparative completion data, costs, project analysis and issues, and questionnaire analysis. (TA)

Published
1975

37. Facilitating the Career Development of Home-Based Adults: The Home/Community-Based Career Education Model. Final Report. Volume III. Appendices.

Author

Education Development Center, Inc., Newton, MA., Guilfoy, Vivian M., and Grothe, Mardell S.

Abstract

This third volume of a three-volume final report contains appendixes related to the 3-year project to design, develop, and implement a comprehensive delivery system to meet the career-related information, guidance, and referral needs of home-based adults, those 16 and older neither working nor attending school on a full-time basis. Appendix A describes the project manuals, independent products, and films. Appendix B is comprised of data collection instruments used by the project, and appendix C presents the various occupational classification systems used in the analysis. (Volume 1 of the final report covers the nature, context, and products of the model. Volume 2 presents research and evaluation findings, with primary focus on home-based adults who used the career counseling service.) (TA)

Published
1976

38. Metrics for Copy Preparation, Layout and Design, Type Composition.

Author

Ohio State Univ., Columbus. Center for Vocational Education., Cooper, Gloria S., and Magisos, Joel H.

Abstract

Designed to meet the job-related metric measurement needs of students interested in copy preparation, layout and design, and type composition, this instructional package is one of six for the communication media occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

Published
1976

39. Metrics for Recreation & Tourism.

Author

Ohio State Univ., Columbus. Center for Vocational Education., Cooper, Gloria S., and Magisos, Joel H.

Abstract

Designed to meet the job-related metric measurement needs of recreation and tourism students, this instructional package is one of three for the hospitality and recreation occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

Published
1976

40. Metrics for Hotel and Lodging.

Author

Ohio State Univ., Columbus. Center for Vocational Education., Cooper, Gloria S., and Magisos, Joel H.

Abstract

Designed to meet the job-related metric measurement needs of students interested in hotel and lodging, this instructional package is one of three for the hospitality and recreation occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

Published
1976

41. Metrics for Food Services.

Author

Ohio State Univ., Columbus. Center for Vocational Education., Cooper, Gloria S., and Magisos, Joel H.

Abstract

Designed to meet the job-related metric measurement needs of food services students, this instructional package is one of three for the hospitality and recreation occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

Published
1976

42. Metrics for Plumbing, Pipefitting.

Author

Ohio State Univ., Columbus. Center for Vocational Education., Cooper, Gloria S., and Magisos, Joel H.

Abstract

Designed to meet the job-related metric measurement needs of plumbing and pipefitting students, this instructional package is one of three for the construction occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

Published
1976

43. Metrics for Commercial, Industrial, Residential Electricity.

Author

Ohio State Univ., Columbus. Center for Vocational Education., Cooper, Gloria S., and Magisos, Joel H.

Abstract

Designed to meet the job-related metric measurement needs of students interested in commercial, industrial, and residential electricity, this instructional package is one of three for the construction occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

Published
1976

44. Metrics for Air Conditioning & Refrigeration, Heating, Ventilating.

Author

Ohio State Univ., Columbus. Center for Vocational Education., Cooper, Gloria S., and Magisos, Joel H.

Abstract

Designed to meet the job-related metric measurement needs of the air conditioning and refrigeration, heating and ventilating student, this instructional package is one of three for the construction occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

Published
1976

45. Metrics for Litho Photography, Offset Stripping, Offset Platemaking.

Author

Ohio State Univ., Columbus. Center for Vocational Education., Cooper, Gloria S., and Magisos, Joel H.

Abstract

Designed to meet the job-related metric measurement needs of students interested in litho photography, offset stripping, and offset platemaking, this instructional package is one of six for the communication media occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

Published
1976

46. Metrics for Offset Printing Press Operation.

Author

Ohio State Univ., Columbus. Center for Vocational Education., Cooper, Gloria S., and Magisos, Joel H.

Abstract

Designed to meet the job-related metric measurement needs of offset printing press operation students, this instructional package is one of six for the communication media occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

Published
1976

47. Metrics for Commercial Photography.

Author

Ohio State Univ., Columbus. Center for Vocational Education., Cooper, Gloria S., and Magisos, Joel H.

Abstract

Designed to meet the job-related metric measurement needs of commercial photography students, this instructional package is one of six for the communications media occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to devlop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Units 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

Published
1976

48. Metrics for Bindery Operation.

Author

Ohio State Univ., Columbus. Center for Vocational Education., Cooper, Gloria S., and Magisos, Joel H.

Abstract

Designed to meet the job-related metric measurement needs of bindery operations students, this instructional package is one of six for the communication media occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

Published
1976

49. Metrics for Architectural, Civil, Mechanical Drafting.

Author

Ohio State Univ., Columbus. Center for Vocational Education., Cooper, Gloria S., and Magisos, Joel H.

Abstract

Designed to meet the job-related metric measurement needs of architectural, civil, mechanical drafting students, this instructional package is one of six for the communication media occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activites, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

Published
1976

50. Metrics for Secretarial, Stenography.

Author

Ohio State Univ., Columbus. Center for Vocational Education., Cooper, Gloria S., and Magisos, Joel H.

Abstract

Designed to meet the job-related metric measurement needs of secretarial, stenography students, this instructional package is one of three for the business and office occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

Published
1976

Catalog

Books, media, physical & digital resources
See catalog results