The introduction of computer assisted instruction (CAI) in correctional facilities in Minnesota is described. This experimental program indicated no increase in achievement or attitude attributable to CAI for the participants, but that computers are useful in motivating students, increasing their problem-solving skills, and providing repetitious…

Discusses the individualization of instruction as it relates to learner characteristics, instructional environment, instructional treatment, and their interaction. Practical considerations for learners, instructional treatments, and learning outcomes emanating from the literature on aptitude-treatment interaction are suggested. (RAO)

Describes a computer program for designing tests and grading students in a college chemistry course. (RAO)

Findings of a survey of the use of television in 398 businesses, nonprofit organizations, and government agencies indicate no direction in its use, and no pattern of realization of objectives or cost benefits through the use of media in these sectors. (RAO)

Study attributes personality and motivation of students choosing supervised or unsupervised study in a group of high school juniors, and, using discriminant analysis, derives profiles of students who chose independent or dependent study. (RAO)

Discusses curriculum development efforts aimed at defining what curriculum is actually taught vs an intended curriculum. Curriculum mapping--used to record content, and curriculum variance--actual differences in content, are explained. (RAO)

Describes videotaped simulations of classroom incidents and interviews intended to elicit faculty discussion about teaching. The use of video as a discussion device is addressed and an analysis of vignette discussions is given. (RAO)

Discusses the identification and application of instructional support services to the instructional development process. To determine the full extent of these support services a matrix is presented, listing services and criteria for their inclusion in the ID process. (RAO)

Challenges the use of the term instructional psychology by those involved in instructional technology and discusses the lack of an adequate definition of instructional psychology. (RAO)

Describes a methodology for determining the extent of implementation of instructional innovations. The structural equations model used to measure the interaction among teacher, curriculum, and student, is given. (RAO)

Presents a technical description of Radio Shack's TRS-80 microcomputer system. Storage and memory are discussed, as well as limitations of the system and a sample program for coding and scoring true-false questions is given. (RAO)

Describes a self-instructional practice test utilizing negative-image slides of multiple choice questions and subsequent correct answer slides to provide immediate feedback. (RAO)

Describes the instructional redesign of a physical therapy course through the stages of planning, implementation, and evaluation following a model developed by the Instructional Development Institute. (RAO)

Compares methods of scoring multiple-choice tests and discusses right-number scoring, guessing, and omitted items. Test instructions and answer changing are addressed, and attempts to weight test items are reviewed. It is concluded that, since innovations in test scoring are not well-established, the number right method is most appropriate. (RAO)

Outlines a technique for setting priorities among competing needs, and examines the strengths and weaknesses of several popular needs assessment models. Relevance of goal attainability and force field analysis to curriculum decision-making is also discussed. (RAO)