4.

Skill: Develop Competency-Based

Criterion-Referenced Materials
Introduction and Objectives
The idea underlying competency-based instruction is
that training should deal with those attitudes, skills and
knowledges (competencies) that are needed to succeed
on the job. Since competencies are job-specific there
;tre many situations where preprepared competencybased instructional materials are not available for
related instruction. As a result, it is frequently the
responsibility of related instructors to develop their
own competency-based, criterion-referenced materials
materials which are responsive to their particular
instructional objectives, This chapter will prepare you
for this instructional task. After completing the chapter,
you should be able to:
1.
Describe the components of competency-based
instructional materials;
2.
Identfy
competency areas appropriate for materials development;
3.
Develop competency-based materials for use by
your apprentices in related instruction.
Components of
Competency-Based Materials
Competency-based, criterion-referenced materials
are tools that you can use to convey knowledge, attitudes and skills to trainees. Each of the following components contributes to the development of competencies. In a sense they are building blocks through which
competence is developed:

Background Information facts,

knowledge,
concepts,
rules and principles on which competencies are based.

Application of Information illustrations of how

knowledge, concepts and so forth are applied in
the trade(s).

Competency
Development opportunities
for
apprentices
to
develop
competencies
through
practice and exercise.

Competency Demonstration opportunity to exhibit mastery of competencies.

Materials arc Individualized to the extent that apprentices arc able to work at their own pace. This is because
in competency-based instruction achievement is not
measured by exposure time but by the attainment of
L'ompetcncies. You can improve the probability of .success even more by providing for other differences in
apprentice characteristics, such as motivations, preferred modes of learning and degree of independence.
Thus, competency-based materials often take on the
form of self-instructional, individualized materials.
Developing Individualized learning modules is the topic
of the final chapter of this booklet. Use that information
as you prepare to develop competency-based, critcrionrefereneed materials.

Why and When to Develop

Competency-Based Materials
The major reason for using competency-based,
criterion-referenced materials is to assure that instruction is relevant to the skills and knowledge required on
the job. This in turn creates a favorable attitude on the
part of the apprentices towards the materials as they seethe utility of what is being learned. By generating a
positive attitude toward learning, more is learned.
Competency-based materials offer an opportunity for
the apprentices to practice what they are learning until
competence is achieved. This attainment of a predefined criterion at an Individual's own pace usually
appeals to apprentices. People differ in their abilities
and experiences, thus attainment of competencies will
not always require the same amount of time or effort for
all apprentices.
Because of the advantages of competency-based
materials for job-related instruction, you should consider using them for providing instruction. Commercial
materials are available for some competency areas.
When materials arc not available for particular Instructional objectives or competency areas, you must
develop them.
How to Develop Competency-Based
Instructional Materials
A five-step process is suggested as the technique for
developing materials. The first step is to identify competencies for materials development and to outline:
steps toward mastery of the competencies, The remaining four steps are guidelines for developing each of the
four components of competency-based instruction;!!
materials.
http://archive.org/stream/DevelopingInstractionalMeterialsForApprantice/TXT/00000020.txt

The Systematic Design, Development, and Evaluation of

Competency-Based Instructional Materials for Employability
Skills.
Kromhout, Ora M.; And Others
Described in this paper is the development and evaluation of the Employability Skills Series by the Florida Department of
Education, 1975-1977. Focusing on skills involved in getting and keeping any job, the series is intended for use with secondary
students and adults and is on approximately a fifth grade reading level. It consists of six student booklets, an instructor's guide for
each, an annotated resource guide, an educational game, and a filmstrip/cassette. Four features are considered essential in the
competency based series: (1) the statement of objectives as measurable, observable activities, (2) the possession of objectives by
students as well as instructors, (3) the matching of instruction and tests to objectives, and (4) criterion referencing for student
evaluation. When the project staff consulted teachers and district and state administrators about the type of materials considered
most useful, teachers requested the adaptable, student-oriented type rather than curriculum guides. Materials were tested three
times during the development (one-on-one testing, small group testing with one or two classrooms, and a field test which
involved four to six classrooms), and pre- and posttests were administered to measure effectiveness. Tested classes ranged from
seventh grade to adult, and eighty-six classes and fifty-nine teachers in ten counties were involved in the small group tests and

field tests. The decisions considered most important in designing the series were to develop validated student materials and to
choose a format which allows an instructor to choose individual units and select objectives. It was concluded that, based on
reaction to date, those were good decisions. (Data tables and references are appended.) (VB)
http://eric.ed.gov/?id=ED156832

e are any special