ERIC Number: ED275880
Record Type: RIE
Publication Date: 1986-Dec
Reference Count: 0
Do We Really Need Performance Objectives?
Duenk, Lester G.
Trade and industrial education (T&I) has been using performance-based instructional systems long before competency-based education (CBE) emerged as a creative innovation in other subject areas. Allen devised the forerunner of the present CBE system in 1917 by carefully plotting competencies and delineating job analyses from these, and Fryklund's work around 1946 helped lay the foundation for compiling and teaching from sequentially ordered task lists. After examining the standard cumulative series of T&I job sheets in terms of the three essential components of the contemporary performance objective (condition, performance, and standard), one realizes that what is known today as the performance objective has by and large been addressed quite adequately in T&I over the years. This leads one to wonder why so many state departments of education and local administrators have required T&I teachers to spend endless hours rewriting existing curricula to include formal performance objectives. Not only does using a sequentially ordered competency list with a matched series of job sheets that include all the elements of the performance objective eliminate needless paperwork, but it also results in the following benefits: procedural steps would be available for the student, safety precautions would be listed along with steps in given activities, illustrations would be placed where needed, and special notes could be placed where tricky or difficult manipulations occur. (MN)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the American Vocational Association (Dallas, TX, December 1986).