NCJ Number
124459
Journal
Journal of Correctional Education Volume: 41 Issue: 2 Dated: (June 1990) Pages: 68-70
Date Published
1990
Length
3 pages
Annotation
This article discusses the concepts of competency-based and mastery-model instruction and then identifies and analyzes some common problems computer-based training (CBT) poses in such instruction.
Abstract
Competency-based instruction uses descriptions of learner performance to be developed or enhanced as the basis for curriculum design. Mastery-model instruction requires that learners master prerequisites before they begin instruction in a particular topic; learners stay in instruction as long as required to master learning objectives; and learners progress to the next segment only after they have demonstrated mastery of the topic or skill preceding it. Some common problems encountered in using CBT with such teaching techniques include the conflict between CBT self-paced instruction and classroom-style teaching, the failure to control entry-level knowledge and exit-level mastery, the failure to do curriculum alignment that verifies topic and taxonomy level, and conflicting values in teaching goals. Other problems involve test validity and reliability as well as administrative load. Ways of addressing these problems are proposed. (Author abstract modified)