Technical b r Report - International Military Testing Association

In this endeavor, we determined to work toward changing old concepts
and practices into new ones using a proactive-retroactive transitional
rationale described by the present author (5) in 1964. On,the way we
noted that Popham 16), at least as early as 1968, warned the educa-
tional cotnmunit~ i!lat many arguments against “stating instruction31
goals in terms of measurable learner brhaviors” were being voiced.
Popham felt that all these arguments KCI’C invalid, SO, in order to
refute them, he c-odified these arguments into eleven reasons why a
behavioral model \vas or is said to be improper. Innovators at the
Infant t-y S~*hool, at Illinois State University, (3) and Louisville Public
Schools (1) encountered several of these “reasons” when changing from
one instructional or testing model to another. Therefore, it set-ms
appropriate to compare experiences and management techniques at
these three schtwls, using the negative arguments as focal points.
Perhaps others planning to roll toward pedagogical innovations may
profit by our rt-invention of the wheel.
Popham’s negative reason number 1 is shown on this slide.
(SLIDE 4 OS)
SLIDE 4 ~EG\TIVE KEASON 1 TRIVIAL LEARSER EEIIAVIORS
(SLIDE (1 E’F)
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