ED 159 469 AUTHOR.. TITLE INSTITUTION PUB DATE NOTE, EDRS PRICE DESCRIPTORS DOCONEEIVEESDEE CE C16 062 Gillet, Garth; And Others Pre-Vodational Perfatmance Objectives. Industrial Arts. Michigan State Dept. of Education, Lansins. Vocational-Technical Education Service. J-un 78 18p.; Por related documents see CE 018 06Z-064; Not available in hard copy tecausecf marginal legibility . MF-$0.83 Plus Postage. EC Not Availakle fici EDRS. *Behavioral Objectives; Building Trades; Career Education; Construction (Process); Energy; Graphic- Arts; *Industrial Arts; Manufacturing; Performance Based Education; *Performance Criteria; POwer Mechanics; *Prevocational Education; Trade and Industrial Education ABSTRACT One of, three documents presenting performance objectives tor preloCational co rseS, this document contains performance obiecves for cour es in industri arts including general industrial arts, manufa turing and cc truction, graphic communications, and power and energy. (The' c er two documents present performance objectives for prgsocat onal courses in business, CE 018 864, and home economics CE 018 863.) Career education and .safety components are integrated into each set cf performance objectives. The career education aspects included are skills in mathematics, reading add language arts, self awareness, occupational skills, exploration, consumer .education, and decision making. Each set Of objectives is identified by'a course designation, and four col6mns of information are used" to present the content of -each objective: conditions, performance, criteria; and instructibnal resources. One hundred and twenty-eight performance objectives for prevocational industrial arts courses are included in this document. (BM) *********************4****************-i******************************** * Reproductions supplied by EDRS are the best that car to made *I ,14 from the original document. ******************i****************************************************
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ED 159 469
AUTHOR..TITLE
INSTITUTION
PUB DATENOTE,
EDRS PRICEDESCRIPTORS
DOCONEEIVEESDEE
CE C16 062
Gillet, Garth; And OthersPre-Vodational Perfatmance Objectives. IndustrialArts.Michigan State Dept. of Education, Lansins.Vocational-Technical Education Service.J-un 7818p.; Por related documents see CE 018 06Z-064; Notavailable in hard copy tecausecf marginallegibility .
MF-$0.83 Plus Postage. EC Not Availakle fici EDRS.*Behavioral Objectives; Building Trades; CareerEducation; Construction (Process); Energy; Graphic-Arts; *Industrial Arts; Manufacturing; PerformanceBased Education; *Performance Criteria; POwerMechanics; *Prevocational Education; Trade andIndustrial Education
ABSTRACTOne of, three documents presenting performance
objectives tor preloCational co rseS, this document containsperformance obiecves for cour es in industri arts includinggeneral industrial arts, manufa turing and cc truction, graphiccommunications, and power and energy. (The' c er two documentspresent performance objectives for prgsocat onal courses in business,CE 018 864, and home economics CE 018 863.) Career education and.safety components are integrated into each set cf performanceobjectives. The career education aspects included are skills inmathematics, reading add language arts, self awareness, occupationalskills, exploration, consumer .education, and decision making. Eachset Of objectives is identified by'a course designation, and fourcol6mns of information are used" to present the content of -eachobjective: conditions, performance, criteria; and instructibnalresources. One hundred and twenty-eight performance objectives forprevocational industrial arts courses are included in this document.(BM)
*********************4****************-i********************************* Reproductions supplied by EDRS are the best that car to made*I ,14 from the original document.******************i****************************************************
I
.PERMISSION TO FIEFRODUcE,
THIS
MATERIAL HAS BEENGRANTED BY
TO EDUCATIONALSOURCES
INTHE
FORMATIONCENTER IERICI AND
USERS OF THE ERIC SYSTEM"
U,S OEPARTMENT'OF HEALTH,EDUCATION I IELFAilE. NATIONAL INSTITUTE OF
EDUCATION
THIS DOCUMENT HAS BEEN REPRO.D-UCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN.ATi NG IT POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLIO;
2
"a 1
7
ArinettaVice Presiclere,
Huntington Woacia-'1'
tr
Barbara ',Roberts Mason :. :Dr. "Gumecindo Sales,Secretary , TreesererLansing East Lansing
Barbara Dumcuchelle'Grosse lle
Dr.' Paul' B HenryGrand Rapids
Norman Qtto Stockmeyer, SrWestland-
Ex-Officio Members
%Mem G Milliken, , D John W 'PorterGovernor Supennt ndent of Public IngructIon\
Cover Design by=.Students in Graphic Arts and. Photography.
Mr. Richard Aldrich. InstructorBranch AreaCinterColdwater, Michigan
1'
MICHIGAN DEPARTMENT or. EDUCATION
LANSING, MICHIGAN
Din-ing the 197, -77 ochool year,' performance objectives for prevOcationalcourses in home economics, business`and industrial arts education were developedunder the directipn of the VocatiOnal-Technical Education SerVice , staffSherryAnderson,'Mary/Brown and Gerald Briggs. The following courses were identifiedfor the develOpriterit of performance objectives:
HOME ECONOMICS Food and Nutrition, Human Growth and RelationshipsClothing and Textiles, and Housing and Homeagement
BUSINES EDUCATIONGeneral Business and Beginning TypingINDUSTR AL ARTSGenerah, Manufacturing/Construction, Graphic Com-
. munications, and Power and Energy
Career Education and Safety components were identified and integrated intoeach set of performance objectives. The Career Education aspects of the perform-'ance objectives 'included mathematics skills, reading and language arts skills, selfawareness,, occupational skills, exploration, consumer and decision-making skills.
Local teachikg personnel were identified by program area to serve as perform-ance objectives writing team members. Writing team selection criteria included, aworking knowledge of Competency Based Education, experience in teaching thecourses being" addressed, and representation from various locations across theState. The writing teams met in November, 1976; and February, 1977, to develop atentative draft of performance objectives: Subsequently-, the tentative drafts werereviewed by committees of teacher educators, vocational administrators, and highschool and junior high school teachers. In addition, the materials were sent to andreviewed by junior high school; teachers in every Career Education Planning Dis-trict in the State. The writing teams considered the recommendations of the variousreview committees and individual reviews alcd formulated a final set of objectives.
It seems entirely appr.opriate for me to express, for the State Board of Educationand myself, our appreciation to all of the individuals and organized groups who haveexpended countless hours and much energy to bring this'project to fruition. Inparticular I would like to thankDr. Emmett Mason, Central Michigan University,for without his contribution of the Career Education and Safety components thisproject could not have been possible,
A performance objective is a description of what a learner should be able lodo when te/she has learned a skill or acquired certain understandings.
Several characteristics of these objectives must be,understood to be adequately.utilized:
1. Minimum: these objectives represent the cOnsidered:opinionof the writers, aftercompletion of a structured review, asto the"Minimum skills and understandings necessary uponcompletion of the courses.
2. Recommended: these Objectives are those which the particularwriting team recommends to the Vocational-Technical Education'Service and; in turn, the Vocational-Technical Education Serviceto the Local Educational Agencies for their consideration asreasonable minimum learner objectives.
3ts.
Terminal: these objectives describe only,thoSe significantperforMances which are to be mastered by the end,of the courses.It is likely that.each'of these.terminal objectites-contains
. Several enablingobjectives'whiCh are assumed to be necessaryto achieve the terminal objective.
4. Grading /Passir: the decision to what grade: a student wil),earn for achieving some, all, or in excess of the minimumperformance objectives is a Local Educational Agency decision..Some districts choose to include factors other than the achieve-ment of objectives as the basis fbrassigning grades. It is notthe intent here to suggest that this practice must change as aresult of ,performance objectives. .It is also recognized that,many factors may affect the decisiOn as to whether credit fora course, should be assigned to a particular student who Mayachieve less than the minimum objectives of the course.
'Format
1. Each set .of objectives is identified by a course designatipp.' Thecourse deSignations are considered to be those most often used byLocal Educational Agencies for the specific course content included.
2 Each set of objectives begins with the standard statement, Alponcompletion of this course, students will have the following. skillsand understandings as measured by teacher-made'olelective referencedtest (ORT's), unless-Otherwise indicated: ". In order to avoidunnecessary duplication, this statement is presented as- a constant, ,.
'but it is to be interpreted as part of each subsequent objective.
3. The decOon as to the sequence or priority of performance objectivesWithin a given course designation is a Local Educational Agerz decision.
. ..
..
Note: Industrial ArtsTerformance Objectives /The performance objectiveconsidered to be applicable to all Industrial Arts courses are 4numbered 1 through 51. and 85 through 128." Specific Industrial
:Arts performance objectives for skill development are numbered'as folic:Ms: ' .
52-70 Manufacturing/Construction71-78 Graphic'Communications.79784 Power and Energy
r
our columns ofinformation are used to present the content of each.jttive:
,irs
.
1. Conditions: a destriPtion pf the environment (materials, supplies,etc.) in which the student will perfOrm at the time of evaluation.
i .,k..,.Performance:. en observable, measurable description of what the.iv y ' student will do. .
(
Criteria: a description of thecpantitative.and. qualitative standardsagainst which the performance is to be measured;'
Instructional Resources: this column is provided for teacher notesregardingifinstructional supplies, tools, equipment, techniques, etc.for each performance objective.
Larry Rouse.Portage Public S"choolsPortage, MI 49081
Roger SzeszulskiMidland Public Schools
:Midland, 'MI 48640
Richard VanAlmenL'Ans Creuse SchoolsMt. Cle ens, MI 48045
4'
RECOMMENDED MINIMUM PREVOCATIONAL PERFORMANCE
cationalnation:. Inddstrial Art*
_. . .4-.
.
on cqmpletion of" this COurse, students will have'the Aiollowing skills and Undelarstandingsteachev-made objedtive.referenced tests (ORT's) unless otherwise_indicated:
JEETIVES ..
,Ai.en 241m. scale, and A-
.... %:.r.
2. "Given a 12",U.S. ruler, and-.30"CA.a metric ruler andip-MeeuratiQO
t , objetts
3. ..Given a 0 - 1" micrometer and a0 - 2.54 CM metric mitrometer.
4 'Given the formulas for area,;:volume, board feet-i-ClrcumferenceancriO problems
1
51' Given a kno ledge of (1) rests...
jianCe, (2)% urrent, and (3).. .
voltage an tWeluation for.0hms Law'
.
Given unit c9st inthumter ofunits for 10 problems
%
Given a list of-fractions;decimals, and cdnversien charts(metric, ecimar, and fractionalequivald ce)
el*is. Given p nject assignments and
measuring equipment
a drawing assignmentGiven
JO..-' Gi4m a list;mattergterms
of:subject
11. Given symbols or abbreviationrepresentetive-ef subject are
1,
T2a: Liven a reading assignmentto subject matter
(i.e.vblueprints, schematics-, .
texts, instruc onal manuals)
13. Given a list of terms:appropriateto area
14.
15.
-Ter4mance
thdastudene will identify tendescribed -increments 11P) each.sCale
f-the' student will measurN10'objeots a
the Audeht will measur/ ten_different size objects
ilstuent.will=ttalculate
the student will compute the.missing factor°
the student will'calculate thetdst df mA'terials , '
the student will convert equiv-alent valves ,
the student*will add, subtract,,divideorand multiply
the student will add, subtract,divide, and multiply ' /
the ktudent will (1) write,or (2)' mateli the correct-
definition. -
the student will identify, correctly
the student will identifyimportant points of,theassignment .
the student will
Given a plan sheet and choice the. will complete theof projects plannihg sheet
the stUdentIviil
spell
After appropriate research
16. Given a choice Of jndus fal
related topics
' *See Project Definitiun.,
L_
the student willclass
write a report
4give oral
:04.iteria
....With a Succelsof'/each scale. .
4 . 2ts
70.E o
so, welpat 7 /1p aremeasure tp the nearest.1/16" coptlimm. /.
. 112. Given the career interest, the student will research, dis,course descriptions and counselor cuss, and 'consider course
selections
113.Given the local vocationalprograms
114. After having listened to asafety lectu're on appropriatematerial to doyer the area inwhich is ring taught,
115. Given proper verbal instruction,'visual demonstrations, and reading appropriate Literature foreach power woodworking machineto be used by the student
116. .Given proper verbal instruction,Visual demonstrations, and read-
,ing appropriate literature foreach power woodworking hand tool,to.be used by the student in the.setting he/she will be working in
117. Given proper verbal instructions,visual demonstrations, and readappropriate literature foreach metal working dower machine'
1 the student will be using duringthe course
118. Given proper verbal instructions,visual demonstrations,. and read-ing appropriate literature forthe .safe and proper use of theArc Weldor
119.-Givep proper verbal instructions,'visual,demonstrations,'and read-ing. appropriate literature for..the'safe use of gas equipment
120. Given verbal instructions, anda visual demonstration on theproper use of all required safetyequipment
121. Given a school shop or workstation which requires eye
. protection
122. Given a sharp hand tool andappropriate material
the .student will identify thetwo which host 'closely matchhis/her-Occupational goals
the student will take,a safety, exam made grby the instructorin charge (fitting the 'area of'Industrial. Education being; ..,
.
the tticifent will be tested
...eitherY(1) by written exam,'.(2),verbal testing, or (3)visually demonstratinga safe,and correct method of use foreach'power machine
the student will (1) take asafety exam, (2) demonstrateproper usage, and (3) verballyrecite the safety precautionnecessary fer'the safe use ofthese items
the student. will (1) take anexam; (2) verbally expreSs thesafety precautions, and (3)demonstrate the correct use aw
of all items concerned
the student will (1) take awritten exam, (2) give verbalsafety instructions, and (3)demonstrate the proper,uSe ofthe equipment and set-upsequence
theludent will (1) take awritten exam, (2) give verbalsafety instructions, and (3)demonstrate the proper safeuse of the equipment
the student will -(1) take awritten exam, ,(2) give verbalinstructions for-the correctand proper use for all safetyequipment, and all work. areasconcerned, and (39 demonstratecorrect adjusting and wearingof all safety-equipment
the student will wear approvedeye protection
the student will use the tool
f
so they are able to makechoices relative tointerest, vocational oravocational.
name two programs. .
and pass by a minimum of
85%.
to a satisfaction 80%by theinstructor incharge'on the writtenportion; and 100% on theverbal, and/or demonstra-tion.
to a satisfaction of amin,imUm of 80% on-thewritten dortion, and 100%on the Jerbal.and demon-stration prior to use.
with a minimum.,of 80% onthe written exam, and100% on the verbal anddemonstration pHor touse.
with a minimum of 80%onthe. witten exam,'and100% on 'the verbal and
%demonstration of usageprior to use.
with a minimum of 80% onthe written exam, and100% on the verbatl anddemonstration prior touse..
with a minimuM of 80% onthe written. exam, and100% on the verbal anddemonstration of usageof all appropriate safetyequipment and apparel.
eye protection in placeat all times.
so that there is nopersonal injury.
'-
-v r
.
.
.
Criteria
100% of the answers willbe acceptable.
so that no damage isdone to the power tool andno personal-injury occurs.
100% of the answers willbe acceptable.
the. rearranged list willmatch the teacher's key.
as specified by,gIOSHAor accepted occupationalstandards.
all key equipment, exits,and routes must beincluded.
<,
'
.
1
"Instructional
,
Resources
%
.
.
,
,
.
Conditions Peformance
.
,
123. Given a test,over general .safety.
124. Given a power tool and appropriatematerial
..
125/ Given a safety test over one ormore-powee.too1,6
.
126. Given a scrambled list of safeprocedures for 'a 'process or tool
operation
127. Given a shop situation whichrequires safety clothes
128. Given a shop situation
_4
,
.
c
1
.
-
,..,
the stude(t) will write answersin longhand and sign with,alegal sighature .
the student will operate thetool at an appropriate skilllevel
..
the studerit will write answersin longhand and sign a legalsignature. '.
the student will rearrange thelist into a logical safe list
the studehkwill wear safetyclothes
the student will point out orexplain the fire equipment andfire exits or routes
.
.
,
*The performanCe objectives considered to be applicable to all Industrial Arts courses are numbered 1 through 51
and 85 through 128. Specific InduslHal Arts performance objectives for skill development are numbered as follows: ,
12-70 Manufacturing/Construction71-78 Graphic Communications79-84 Power and Energy
,.
.
/
. ,
..,>
.
.
i
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r
C
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MICHIGAN, STATE BOARD. OF EDUC
STATEMENT OF ASSURANCE OF 'COMPLIANCE.
TIO
H FEDERAL LAW
The Michigan State Board of Education hereby a rees that it will complywith Federal laws ,prohibiting discrimination and with, all requirementsimposed by or pursuant to regulations of the U.S. Department of Health,Eciucat'on end/Welfare. Therefore, it shall be `the policy of the MichiganState oard, of Education that no person on the basis of race, color,religio n Urinal origin or ancestry, age, sex, or marital status shall bediperi ted against-, excluded from participation in, be denied the benefitsof, or be otherwise subjected' to discrimination under any federally fundedpr&grarre or activity for which the Michigan State Board. of Education° isresponsil3le or for which it receives federal financial assistance from theDepartment of Health, Education and Welfare. This policy of non-discrimination shall also apply to otherwise qualified handicappedindividuals. . e