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ERIC Number: ED040754
Record Type: RIE
Publication Date: 1969
Pages: 6
Abstractor: N/A
Reference Count: 0
The Misplaced Adaptation to Individual Differences.
Holland, James G.
The current interest in an educational technology that stresses adaptation to individual student differences has resulted in such individualized systems as Individually Prescribed Instruction (IPI) and Computer Assisted Instruction (CAI). However, such systems are not the answer to an avoidance of standardization of students. No one has yet resolved the basic dilemma between the cost in time-and-effort efficiency and the demands of test theory for validity and reliability of tests. This dilemma means that while good teaching items should have a low error factor in order to elicit the correct response and then reinforce it, good diagnostic items (needed for individualization) should not have a low error factor. Thus, good teaching items meet criteria incompatible with those met by good diagnostic items. This problem is not insurmountable, but none of the existing programs of individualized instruction have solved it. The most persuasive point against the existing programs is that they are individualized only in terms of what the student brings to the lesson; they still result in the production of uniformity. (MH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.
Identifiers: Individually Prescribed Instruction
Note: Paper originally presented as a part of the symposium at the 1969 convention of the American Psychological Association, Washington, D.C.