ERIC Number: ED058166
Record Type: RIE
Publication Date: 1971-Dec
Reference Count: 0
Performance Based Teacher Education. What is the State of the Art?
This document clarifies the concepts of Performance Based Teacher Education, examines their potential, and identifies problems and questions. Five essential elements are identified: 1) teaching competencies to be demonstrated are role-derived, specified in behavioral terms, and made public; 2) assessment criteria are competency-based, specify mastery levels, and are made public; 3) assessment requires performance as prime evidence and takes student knowledge into account; 4) the student's rate of progress depends on demonstrated competency; and 5) the instructional program facilitates development and evaluation of specific competencies. Characteristics include program individualization and modularization; emphasis on exit rather than entrance requirements; the systemic, open approach, with feedback loops and program alternatives; and student and program accountability. The advantages of PBTE are identified and include the attention to individual abilities and needs, the focus on objectives, the emphasis on the sharing process by which these objectives are formulated and used as the basis of evaluation, and efficiency. There are problems in the lack of valid evaluation criteria and in the domination of PBTE by competencies which are easy to describe and evaluate. (MBM)
Descriptors: Accountability, Evaluation Criteria, Performance Criteria, Program Evaluation, Teacher Education
American Association of Colleges for Teacher Education, One Dupont Circle, Washington, D.C. 20036 ($2.00; Quantity discount)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: American Association of Colleges for Teacher Education, Washington, DC.
Note: PBTE Series No 1