Volume 6, Issue 4 (1977)
Evaluation of a Performance-Based Program in School Psychology
M.R. Gavilan, D.C. Smith, C.A. Ryan, R.E. Anderson
Performance-based, criterion-referenced programs of training provide a unique opportunity for the application of evaluation strategies. Unlike more traditional models of instruction, such programs clearly define training objectives, identify behavioral objectives, and commit themselves to specific instructional resources and experiences. The programs are committed not only to ongoing evaluation of their product (the graduates), but also to a continued precise re-evaluation of training competencies, behavioral objectives and resources. Such re-examination involves a continuing monitoring of context, input, process and product variables-the four elements of an overall evaluation strategy.
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