DOCUSEXT SESOBE

ED 159 1470 CE 018 063

AUTHOR Dehlenty, Mary; And CtherSTITLE Pre-Vocational Performance Objectives. Beige

Economics.INSTITUTION Michigan State Dept. cf Educaticn, LanEing.

Vocational-Technical Education Service.PUB DATE Jun 78.NOTE 15p.; For related documents see CE 018 062-064; Not

available in hard copy becatse cf marginallegibility

EDRS PRICEDESCRIPTORS

MF- $0.83 Plus Postage. BC Not Available from EDRS.*Behavioral Objectives; Career Education; FcodsInstruction; *Home Eccmcgics; Hcme Management; Duman

. Development; Human Relations; Nutrition; Perfor_manceBased Education; * Performance Criteria;*Prevocational Educatisan; Secondary Education; SewingInstruction; Textiles Instructici

ABSTRACTOne of three documents presentipg performance

ohdectves r prevocat4cnal courses, this Occument containsperformance jectives for courses in hom econcmics including foodand nutrition, human growth and relatict iFs, clothing and textiles,and housing and home management. (The .er two documents present',performance objectives for prevocatio 1 courses in business, CE 018864, and industrial arts, CE 018 062.) Career education and safetycoMponents are integrated into each set of performance objectives.The career education aspects included are skills in mathematics,reading and language arts, self awareness, eccupational skills,exploration, consumer education, and'decisien making. Each set ofobjectiies is identified by a course design tion, and four columns ofinformation are used to present the ccrtent f each-objective:conditions, performance, criteria, and instr ctional resources.Forty-seven performance objectives for prevecational home economicscourses are included in this document. (Be) \

Sr.

*********************************************************************** Reproductions supplied by EDRS arethe best that can to made *

* from the original document.****************************************************************-*******

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"PERMISSION TO. REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RE RCESINFORMATION: CENTER (ERIC) AND'USERS OF THE ERIC SYSTEM."

- . ''U.S. DEPARTMENft..FHAEALTH,

11. WELFAREEDUCATION, NATIONAL INSTITUTEQ" F

EDUCATION..

.

THIS DOCUMENT HAS .BEEN REPRO-.OliCED EXACTLY AS RECEIVED FROMTHE PERSON OR.ORGANIZATION ORIGIN-.ATING I.T POINTS 0* VIEW OR OPINIONS.STATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY '.

. Michigan Departthen

Edmurtd.F.' Vended& . Annetta MOW.President Vice President, ,Houghton' ktuntmgion 'Wtodi

114;Barbara 'Robens. Mason' Dr. Gumecindo Sales,.

Secretary Treasgrer. 5::Lansing East Lansing

9

Dr. Paul B. Henry Norman Orli? Stookmeyer, Sr.Grand Rapids Westland

Ex-Otticlo Members

William G. Milliken D1 John W. PorterGovernor Super,ritenden of Public Instruction

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Cover Design byStudents in Gtaphic Arts and Photography

Mr. Richard Aldrich.. Insbructorpranchr Area CenterColdwater. Michigan 7.;

I.

OP'

ICHI AN PAFITMENI OF'EDUCATION

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Durini the 1976777 'school' year, performance objectives for 'prevocationalcourses in home economics, business andindustrial arfsedUcation were developedu'nder the direction of the Vocational-yechnical.Edumtion ServicestaffSherryAnderson, Mary' Brown and Gerald Briggs. The folloWing courses were identifiedfor the development of perfOrmance objectives:

HOME ECONOMICS-,Tood and Nutrition, Human Growth and Relati nships,Clothing and Textiles,- and Housing and I 6me Man-agement

BUSINESS EDUCATIONGeneral Business and Beginning Typingv INDUSTRIAL ARTSGeneral, Manufacturing/ConStruction, Graphic Coin-

munications, and Power and Energy

Career Education and Safety components were identified and integrated intoeach set of performance objectives. The Career Education aspects of Ihe perform-

objectiveS Included mathematics skills, reading and tanguage arts skills, selfawareness, occupational skills, exploAttion, consumer and decision-makling skills.

Local teaching personnel were identified by program area to serve as perform-ance objectives writing team thembers. Writing team selection criteria ndluded 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, 1917;to develPp atentative draft of performance objectives. Subsequently, the tentative drafts werereviewed by committees of teacher educators, vocational administrators, and high .11school 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 itecommendations-of the variousreview committees and individual reviews and forinulated a final set of objectives.

It seems entirely appropriate forme to express,for the State Board of Educationand myself, our:appreciation tO all of the individuals and organized groups who ha'veexpended countless hours and_ much energy tol bring this project to fruition. Inparticular I would like to thank Dr. Emmett Mason, Central Michigan University,for without 'his contribution of the Career Education and Safety components this',project could not have been posible.

une, 1978

JOHN W. PORTER p-Superintendent of

Public Instruction

iJ

PREVOCATIONAL' PERFORMANCE OBJECTIVESDEVELOPMENT PROJECT DEFINITIONS

Overview .

A- performance objective is a description of what a learner should be"able-todo when he/she has learned a skill or acquired certain understandings:

.

Several Characteristics of these objettives must be understood to be adequatelyutilized:

1. Minimum: these objectives. represent the considered opinionof:the writers,:after Completion'of a structured review, asto the minimum skills and understandings necessary upon

. .completion of the courses.

Recommended: these objectives are those which the particular -

writingteaM recommends to the YoCational-Technical EducationService. and, in turn, the VocatiOnal-Technical Edutation Serviceto the LoCal Educational Agencies, for their consideration asreasonable-minimum learner objectives.

3.. .Terminal: these objectives deschbe'only'those-significantOetformances which are to be mastered by the end of the courses.It is likely that each Of these terminal Objectives containsseveral enabling 'objectives which are assumed to be necessaryto achieve the terminal objective. ..

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Grading/Passing: 'fhe:decision as to what grade a student willearn for achieving some, all,-br 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 for assigning grades. It is notthe intent. here to suggest that this practice must -change as aresult of perfoivance objectives. It is also recognized thatmany: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 designation. Thecourse designations are considered to be those most often used byLocal Educatfonal Agencies for the specific. course content. incltided.

2. Each-set.of objectives begins with the standard statement, "UpOncompletion of this course, students will haV'e the following skills.and understandings as,.measured by teacher-made' objective referencedtestIORT's), unless otherwise indiCated:". In order to avoid'''.unnecessaryduplication, this state nt Is,,presented as a constant,but it is to be interpreted as,part o each subsequent objective.

o

The decision as to the sequence or priority or performance objectiveswithin a given course'designation is a Local Educational Agency decision'.

f-

Note: -Industrial Arts-ftrformance Objectives/The performante'objective'cOnsidered to be applicable to all Industrial. Arts courses arenumbOred 1 through 51 and 85 through 128. Specific IndustrialArtsperformance objectiMts for skill development are. numberedas follows:

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52-70 Manufacturing/Construction71-78 Graphic Communications79-84 Power and Energy

Four columnS of information are used to present thecontent of eachobjective:

a. Conditions: description of the environment (materials, Supplies,etc.) to which the student will perforM at the time of evaluation.

RerfOrmance: an Observable, measurable description of what theStudent will do.

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c. Criteria: a description of thecpantitative-and qualitative standardsagainst which the performance is to be measured:

. ,Instructional Resources: this column is provided for teacher-notesregarding instructional.upplies, tools, equipment, techniques, etc.for each performance' objective.

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dune, 1978

For-further information,-write to:

Michigan DepartMent of EducationV cational-TeChnicall Education ServiceB x 30009Lansing, Michigan 48909 _

as.

Prevocational Performance ObjectivesDeyelopment Project

Writing Teams

BUSINESS EDUCATION

Kay ColemanEastern High SchoolEansing, MI 48910

Gwendlyn M. Hicks 4

Brake Junior'High SchoolTaylors, AI 48180 '

Vicki LindstaedtBaker Middle'School116-oy, MI 48084

Laura R4sterDetroit Public Schools.Detroit, MI 48207

Sandra WhiteCollege Avenue Skill CenterGrand Rapids, MI48,5A06

HOME, ECONOMICS

Mars 4DehlentyHastings JunicirHighHastings, MI pogi

MaureenEwasekAdams Jun?or High SchoolDearborn, MI, 48124

A

'Kathie LaRoyBaldwin Community Schools.Baldwin ; MI 49304 r

Betty.Mc6heeCroswell-Lexington .J, . 'High

Croswell, MI. 48422

Onita OlesM4sonJ4niOr High .

-Drayton PTains, ML 48020

Of

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HOME ECONOMICS (Continued)

Judy RamsowerWest Intermediate SchoolsMt. Pleasant, III 48858

Mary Ann WasgngrNankin Mills Junior HighWestland, MI 48184 ,'

INDUSTRIAL ARTS

;GarthGarth GilletNorth East Junior High.Grand Rapids, MI 49505

David KnowltonBridgnian High SchoolBridgman, MI 49106'

Ron-MehalskjSouth Middle SchrolGrand Rapids,\MI 49507

(Donald StrohmierWest .Junior High choolMt. Pleasant, MI 48858

Terry Turklyrrn Junior High Schoolerling Heights, MI 48092

Charles WilliamsCarter Junior High SchoolWarren, MI 48093

r

ational'Performance'Obje?Ivs,Prey

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Development Project;Review Teams

BU 'NESS EDUCATION

'Grace BookerMonroe Junior High-Monroe, MI 48161

Sandy McQuespon,Coleman High School.Coleman, TH 48618

Betty Moy -Dandero High SchoolRoyal oak, MI '48067-

Robert Ristau.

Eastern Michigan UniversityYpsilanti, MI 48197

Alexandria TakisBerkley School DistrictBerkley, MI 48072

Ellis Thoma§Michigan State UniversityEa t,,Lansing, MI 48824

HOME ECONOMICS

Jeanne ClrkBentley High SchoolBurton#, MI 48509

N1

Donna ColisonReed City High SchoolReed City, MI 49677

Marilyn DukeAlbion CollegeAlbion, MI 49224

Denise HobbsHolt High SchoolHolt, MI 48842.

C

HOME ECONOMICS (Continued)b'

Phyllis John OnC.J. .DeJong JuftiortfighLudington, I . 49431

Mary KriegerEastern"Michigan Universi.tyYpsilanti, MI 48197

Russell MapleS.l_ansingPublic'SchoolsLansirig, MI 48933

Jim Olin.Shiawassee I.S.D.'Corunna, III 48817

INDUSTRIAL ARTS4

John Altovelli.

Escanaba Public SchoolsEscanaba, MI 49829

,George FernsMichigan State UniversityEast Lansing, MI 48824

#

Mel FrancisPortage Public. SchoolsPortage, MI 49081 ,

EmmettMasonCentral Michigan jiniversityMt. Pleasant, MI 48859

Larry RoUse. Portage Public SchoolsPortage, MI 49081

Roger SzeszulskiMidland Public SchoolsMidland; MI 48640

Richard lianAlmenL'Anse Creuse Schools 'Mt. Clemens, MI 48045

RECOMMENDED MINIMUM PREVOCATIONAL PERFORMANCE OBJECTIVES

Prevocationaj

Desigpation: Home Economics - Foods and Nutrition

, Upon completion of.tilis course:-students will haLe the following skills and'undelistandingS as measured+b:*,teacher-made objective refel-enced tests.(ORT's), unless otherwise indicated:

Performance Criteria

ithOUt referenCe materials s

r

2'. Without refererkce materiels

liven a ?orkSAPet and appropriatecharts

. ,..,

Z. GiV n:the Basic Four food guideAk

f' rs\'

5.: Given. example nutrition labels,pprice,lists,, adWrtiSements, etc.

.1Given the necessary equipment

. Given social situationsmeal service

. Given necessary equip nt;

andsppplies and cost li" tationsr

Givenilgessary equipment andmaterials

10. Given a'list of food terms;,abbreviatiod5 and measuringequivalents

Given equipment,. supplies, and_a-iecipe with English and/ormetric measurements

12. Given basic food preparationeqUipment and utensils

13. Given materials and,pquipment

;

the.student will iden6iyphd .

list t6e-Basic Four, food 4rodups,daily-eequilecrservings andexallepIes of foods from eSthgroup J.

-acc ing.tO DA .Standards

with 7.5%jirof iency:'4

the student will.list 65majornutrient groups.(vitamins,mineraM,.etc.) and explain therelationship'to the Basic Fourand what,thigir functionSlerP

the student will evaluate his/. .

her 24-bour.food intake

the student will write a menufor one day

the student will list andeveluatesfactors to considerin'comparing food prodbcts for)urchase

the student vIJ1 demonstratesetting a table

the student- will, emonstratebehavior compatible with' thesituation,

the student will. and serve a si e meal

_ . .

1:Ian, pltepare

the student will measure liquidand dry ingredients

the student will define theterms, equivalents andabbreviations

the student will prepare afood product

the st4derit will demonstratethe,6afe and appropriate useof the equipment and utensils

114the student will demonstratesanitary proCedures in focidhandling arid storage

D

I

/acAordipg to currentnu-fri ional iAfOrmatien.

-.-with accuracy.

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according:to theiDasicFour fOod guide.

meeting-thsidaily require-ments according to theBasic Four food 'Oide

actording to ..teacherspecified criteria

.

according to standardprinciples, of tablesetting.

acCorbingto,standardftincipls of etiquette

f.according to tPacher/.,F,student determinedcriteria.

according to English.and/or metric units ofmeasurement,

with 75% .accuracy

(A

according to teacherestablished criteria.

according to teacherspecified criteria whiChm'eets state and federal'regulations.

according to teacherspecified criteria which,meet local, g'.tate, andfederal health negu-fations.

'

noun, situations

15 Wit, outthe uAg of refprencem eria)A_

the st440en

the atrillt-tiyelY

O.__Nome EcornMit lat

iStuden+ wi3l'ideneifY.__Nome Occu-,,rpations Til.Nutrition

,

ortiiratecoWera-.

(">

ti

Criteria

according to pr9determinedcriteria,

according to preyiouslygiven' references.

Ipstructibnd-Resources

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Prevocational

RECOMMENDED MINIMUM PREVDCATIONL'PER6PRMANCi OBJECTIVES!it/ iA

Designation:'"Home Economics - Human Growth a44 klatiOnships_

, , .

Aporpcompletion of this course, students will have the following skills and understandingsby teache0-made'9pjective referenced tests (ORT's), unless otherwist indicated:.

) ,

..

as measured

Conditions Performance Criteria InstructionalResources

V

1. GiYen a fictional situationdeseribing adolescents

2.( Given descriptionsof peerrelationships

3., .Given the-necesSarY resources

4. /Given the necesslry resources anda specified time period

-1

5. GivLn specliic situations.(roleplaying, case study, fictional'situations, etc.)

r-.

6. -Given situations

7. Given babysitting situations AO

8. Gi'Ven child care situations(i.e:actual, case study, personalexperienced, etc.)

9., iven babysitting prOblems inwhich the Student' is the respon-

sible agent

10. GiverLcase,studies involvingvarious family structures

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11. Given probleM solving.situations

121. Without the use Of referencek materials

the student will explain-physical and emotional similari-tios and differences A

-he.student.will appraise. theserelationships °

the student will identify theirvalues and goals

the student will develop a planfor achieving one of theirshort-term goals and willevaluate their progress towardthat go4l . 4

the student'will explain and/ordemonstrate how arpositivelyreinforce a child's behavior

the student will identify anddemonStrate play activities forchildren of various ages

the student'will list theresponsibilities of the parentand the babysitter

.

the student will-explain and/ordemonstrate safe and healthycare of childrbn

see /he Will expain andmonstrate how to handle the

-situations

'Wed. on an authpritattve,text or equivalent .

reference material.

according to `teacher'/student prepared criteria.

through self;evaluatiod:

according to student/.teacher. establishedcriteria,

according to student Andteacher prepared check-list.

Naccprding to a teacherand student preparedlist. .

.

.according to teacher/1',student levised criteria.

A

according to teacher and,student e ablishedguidelines

the student will analyze theresponsibilfties of the members

the student will analyze theresponsibilities Of a citizento others in a commttity t

the student will identify HomeEconomic Related Occupationsin Human Growth and Relation-ships

acco4i to teacher/reparefcriteria.

I

accqrding to tedcher/student establishedguidelines.

according to teacher/student establishedcriteria.

according to p vioUslyA

given referen

NA%

sr

RECOMMENDED MINIMUM. PREVOCATIONAL PERFORMANCE OBJECTIVES

PrevOcational - '.i

PPs1A0.4ion: Home Economics'- clothing and Textiles1 /

.

Upon completion of this cpUrse, 5tUdenis will have the_followipg skills apd unde'rstandings'as_measured-t .- by teacher.made objective referenced tests (ORT's), unless otherwis* indicated:- ;

, .

.;- .

,r, ,

... %.

L-,

Conditions . Performance Criteria Instructional-Resources

. With necessary resources. -.and,

'equipmeW

. Given equipment and' materials

3. :Given a pattern book and measuringequipment

4. Men des.criptibns of figure types

5

.1,Giyen necessary material andcharts

6. Without the aid of references

7. Given basic sewing equipment-

8. Usingthe necessary equipment andmaterials $1,

9. Using a class projectM such asgarment, accessory, stuffedanimal, or'sample, etc., and .,using necessary equipment andmaterials

azt

:}0. Using reference materials

a

11. Without the use of referencematerials -

a

trl'e'studerrt will demonstrate.and/or explain basic body, careprocedures such is harid care,skin care, hair,card, exercise,posture, etc.

the student 11 take bodymeasuremen in Englin and/ormetric un is

the student will select a,-patterh.of.the' correct size

the student will recommendgarment seleption for each type

the student will selett the'Correct supplies for a"project(garment, accessories, StuffedanImals',' etc.)

the student willilkienttfy andexplainAermS and symbols usedon the - pattern and/or patternguide o

the student will identify anddeMonstrate the safe.a.ndappropriate

theStudent will construct a-'project using constizuctiontechniques .

the student will demonstratethe following-techniques: '''

1) seams2) seam finish3) hem 44) sewing on,a button5) facing 'and,interfacing

(to include grading.an4understitching)..

-6) fabric and notion pre-,-treatmelit

7) darts.8)'zipper application.9) pressing

the student will explainprocedures for home care ofgarments including laundryand pressing

. ,

the learner will list a minimumOf five characteristics to look4for when purchaSing ready7to-wear clothing

I, according to.PreyiousiyeatablfshecT criteria-

accordingspecified

to teacherprocedures.

according to'the'PatternsStandard Size Chart.

according to principlesof design..

With l00%_aCcUracy.

wih_75% accuracy.-

according to teacher,specified criteria.

incorrect sequ nce andaccording to es ablished

,standards:

according to teacher/student establishedcritdria.

'according't6 preVfoustyestablfshed criteria.-,

according to 'student!,teacher established)`'criteria, ,

kr'

b.

onditions

s

12. WithbUtthe use of referencematerialS4

d

4

Per ce ,criteria Instructional. Resources

the student will identifyHome Economics Related Occu-pations. in-Clothing andTextiles

9

according to previouslygiven references:

v.

RECOMMENDED MINIMUM PREVOCATIONAL PERFORMANCE OBJECTIVES

PrevocationalDesignation:' Home Economics Housing and Honte Management

Upon completion of this course, students will have the, following skills and understandings as measuredby teacher-made objective referenced tests (ORT's), unless otherwise indicated:

Conditions

Given an ihdividual's basicpersonal needs and availableresources for a given period oftime

Given a" specific situation(i.e. bedroomAathroom, kitchen,etc.)

3. Given a labeled product

4. Given a checklist

5. Given a current advertisement

6. Without the use of references

7. Given a case study

8. Without the use of referencematerials

Performance Criteria InstructionalResources

the student will develop abudget

tKe student will develop a planfor-basic household cleaningprocedures and tasks (daily,

1 weekly, monthly; seasonal)

the student will explain.and/ordemonstrate the use of thatproduct

the student will identify anddevelop a plan to alleviatepotential safety hazards.inthe home

the student will analyze itfor implications of the(messakje?)

the student will identifynatural resource conservationtechniques

the student will develop a planfor the use of human resources(time, energy, and people)

the student will identify HomeEconomics Related Occupationsin Housing and Home Management

whit stays, within theavailable resources.

according to student/teacher criteria.

4Waccording to the direc-tions on the label.

according to student/teacher establishedcriteria.

according to student/teacher specifiedcriteria.

t"

according to a pee-established checklist.

according to teacher/student establishedcriteria.

according. to previouslygiven references.

.

4

MICHIGAN STATE BOARD OF _EDUCATION

STATEMENT OF ASSURANCE OF COMPLIANCE WITH FEDERAL LAW

The Michigan State Board of Education hereby agreesthat it will complywith Federal laws- prohibiting discrimination and with all requirementsimposed by or pursuant to regulations of the US: Department of Health,Education and Welfare. Therefore, it shall be the policy of the MichiganState Board of Education that no person on the basis of race, color,religion, national origin or ancestry, age, sex, or marital status shall bediscriminated against, excluded from participation sin, be denied the benefits,of, or be otherwise subjected to discrimination under any federally fundedprogram or activity for which the Michigan State -Board of Education isresponsible or for which it receives federal financial- assistance from theDepartment of Health, Education and Welfare. This .policy of non-discrimination shall also apply to otherw. e qualified handicappedindividuals.

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