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ERIC Number: ED253510
Record Type: RIE
Publication Date: 1984
Pages: 10
Abstractor: N/A
Reference Count: 0
Performance-Based Approach to Continuing Professional Development.
Fellenz, Robert A.
One of the greatest frustrations of the curriculum developer in adult continuing professional education settings is the diverse entry levels of potential participants. One way of dealing with diversity of entry level, and at the same time relating instruction to individual needs, is through a system that bases curriculum on professional performance yet allows learners to move in and out of the instructional program at will. Performance-based education programs lend themselves to the individualization needed to keep them flexible enough to meet the needs of the learners. Unless the task expressly calls for interaction with others, or can be learned only through such interaction, a performance-based approach places no unnecessary restrictions on individualization. To be effective, a performance-based system must include such elements as: performance identification, assessment techniques, training methods as well as training resources, and opportunities for continued improvement both of the system and of those involved. (JD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Denton, Jon, Ed.; Peters, William, Ed. and Savage, Tom, Ed. New Directions in Teacher Education: Foundations, Curriculum, Policy. See SP 025 654.