Criterion-Referenced Testing for Outcomes-Based Education

Manatt, Richard P.; Holzman, Glenn R.

doi:10.4148/0146-9282.1546

Cited by 7 publications

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“…to the "what" as to the "how" of instruction (Manatt & Holzman, 1991). Therefore, curriculum committees were formed for all K-12 subject areas.…”

Section: Research On Obe Resultsmentioning

confidence: 99%

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An examination of outcome-based education practices, standards, and factors that enhance implementation of OBE

Hoffman

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“…to the "what" as to the "how" of instruction (Manatt & Holzman, 1991). Therefore, curriculum committees were formed for all K-12 subject areas.…”

Section: Research On Obe Resultsmentioning

confidence: 99%

“…. .and given the premise that students will generally forget the vast majority of what is presented to them, what is the essential information they must retain" (Manatt & Holzman, 1991).…”

Section: Research On Obe Resultsmentioning

confidence: 99%

An examination of outcome-based education practices, standards, and factors that enhance implementation of OBE

Hoffman

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“…given the opportunity to guide curriculum renewal in physical education and the related psychomotor aspects of evaluation. The use of the SIM model has been linked to the success in raising student achievement in the basic subjects of arithmetic, science and social studies (Manatt & Holzman, 1991). Can similar results be expected in practical areas as found in vocational/technological education?…”

Section: Political Compromise-"mentioning

confidence: 91%

“…A six part framework for developing curriculum was adopted: a) philosophy statement; b) strands of learning; c) program goals; d) instructional objectives; e) instructional activities (students' and teachers'); and f) criterion-referenced measures. Of paramount importance in this project was the notion of curriculum alignment, that is, the congruent relationship of the written, taught, and tested curriculum, the main question being: Does each one support the other two (Manatt & Holzman, 1991)?…”

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confidence: 99%

Development of a curriculum model for vocational/technology education

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The School Improvement Model (SIM) research team, centered in the Research Institute for Studies in Education at Iowa State University, has been very successful in implementing the assessment of outcomes with standards in many school districts. It ensures accountability of students, teachers and administrators (Manatt, 1993a). The success of SIM is-in a large part-due to the planning and direction from a stakeholders' committee. Manatt (1989) further stated that "The stakeholders are cast in the role of clients who want to build a new 'house,' the SIM consultants and technicians are the architects and builders" (p. 5). The philosophy of the SIM model requires key learning points to be teacher-driven with locally made selection. Curriculum alignment in the SIM model uses pre-and post criterion-referenced tests which assures high curriculum density. Recently, curriculum as such has received a great deal of attention. Curriculum alignment has, in part, been called by several different names, such as curriculum renewal, curriculum mapping and curriculum reform; however, the basic emphases have remained the same-that careful measurement of student achievement leads to accountability of all parties (Manatt, 1990; English, 1992; Fullan, 1993). Curriculum alignment is the assurance of continuity between the written curriculum, the taught curriculum and the tested curriculum. Confusion arises when people speak about curriculum. When curriculum is referred to, it might concern any of the following (Harkins, 1992): ... curriculum as found in published documents (pubUshed curriculum); or curriculum that a teacher actually teaches (taught curriculum); or curriculum as measured by test results (tested curriculum); or curriculum the student actually learns (learned curriculum), (p. 56) Many present-day defenders of student achievement would argue there is one main reason that the test results appear so dismal. The claim of the defenders is that

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“…The SIM materials comprise the original curriculum developed by Hot Springs Number 1, Therraopolis, Wyoming (Manatt & Holzman, 1991) as the foils containing the incorrect answers. One of the teachers stated that: "These will tell us what the child is not understanding, which will help us with reteaching.…”

Section: What Specifications For Curriculum Outcomes Can Be Identifiementioning

confidence: 99%

Curriculum renewal and achievement assessment via computer management systems in mathematics

Ralph

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10 8. provide a skills and concepts assessment process; and 9. prepare a manual to serve as a handbook for future development of curriculum driven assessment based upon the SIM research. Basic Assumptions 1. The outcome based approach selected by Gilbert and numerous other districts will persist in spite of the lack of state mandated outcomes. 2. Teachers will select appropriate activities and test items given a properly arranged set of choices. 3. A computer package exists that can manage student performance data which will facilitate formative testing. 4. Gilbert Elementary School is representative of other small districts in its progress toward improved curriculvun alignment and assessment. Delimitation or Scope of Investigation 1. This experiment will be delimited to the Gilbert School District in the school years 1992 to 1994. 2. The study will involve only fifth and sixth grade mathematics. 3. The computer software package will be the Instructional Management Systems Performance Plus^*^ provided by National Computer Systems (NCS) Corporation. 4. The data gathered are limited to mathematics at the fifth and sixth grade levels. 3. The computer software package will be the Instructional Management Systems Performance Plus^'' provided by National Computer Systems (NCS) Corporation. 4. The data gathered are limited to mathematics at the fifth and sixth grade levels. 5. Only conventional instruction and materials used by the Gilbert fifth and sixth grade teachers will be utilized. 6. Formative components will be based on existing summative components from the School Improvement Model and teacher-made and text book items from the Gilbert Elementary School. Definition of Terms Criteria-A standard or test that can be used to judge performance. Criterion-referenced measure-Test items that relate directly to the written objectives of the instructional program. Curriculum alignment-The match between the written, the taught, and tested curriculum. Curriculum assessment-The evaluation of information and material. Curriculum renewal-The process of reviewing a curriculum to determine needed additional material. Formative evaluation-The use of systematic evaluation in the process of curriculum construction, teaching, and learning for the purpose of improving any of the three processes (Bloom et al., 1971, p. 117). 12 Mastery learning-A model of learning in which all students are expected to achieve over time the mastery of predetermined subject matter and skills. Rubric-Scoring or grading or (conceivably) ranking guide for a test.

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Criterion-Referenced Testing for Outcomes-Based Education

Abstract: The district wanted Imp rov ed stu dent achievement but not at the expen se of low teacher morale, dissatisfied parents, or ex• ploited st udent s.

Cited by 7 publications

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An examination of outcome-based education practices, standards, and factors that enhance implementation of OBE

An examination of outcome-based education practices, standards, and factors that enhance implementation of OBE

Development of a curriculum model for vocational/technology education

Curriculum renewal and achievement assessment via computer management systems in mathematics

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