ERIC Number: ED160653
Record Type: RIE
Publication Date: 1978-Jun
Reference Count: 0
The Design and Implementation of the Validation of the Competency-Based Curriculum In Language Arts/English and Science.
District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.
The validation of the competency based curriculum (CBC) of the District of Columbia Public Schools, prior to full scale implementation, is described. The CBC includes English, language arts, and science instruction in grades one through nine, and is based upon the demonstrated learning of specific behavioral objectives in the basic skills. The curriculum is individualized and proceeds in a progressive sequence, developing the ability to function successfully in life roles. The design and development of the validation are described, as well as the results, which are presented to identify the materials in need of revision or replacement. A number of instructional triads--including behavioral objectives, instructional activities, and assessment tasks--for various competencies and learning hierarchies are presented. The results generally indicate that the implementation of CBC in the Public Schools of the District of Columbia is feasible. This study has shown that: (1) the CBC materials seem generally to appeal to both students and teachers, according to teacher ratings; (2) while the CBC approach provides a useful instructional framework for teachers, it also includes the latitude for the development and implementation of creative approaches to teaching; and (3) the CBC approach provides students with a clear understanding of the behaviors they are expected to acquire. (Author/GDC)
Descriptors: Behavioral Objectives, Competency Based Education, Curriculum Development, Curriculum Evaluation, Elementary Secondary Education, English Curriculum, Language Arts, Mastery Learning, Pilot Projects, Program Development, Program Validation, Science Curriculum, Tables (Data), Urban Schools
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.
Identifiers: District of Columbia Public Schools
Note: Some tables are marginally legible