-17
is causing the teacher to become a practitioner to the exclusion of becoming a technologist, i.e., a practitioner informed by knowledge and understanding (13). Edwards questioned practical problems involved in PBTE such as the change of evaluation and grading from a norm referenced model to a criterion referenced model and the difficulty of students to adjust to a self-imposed schedule. He also raised questions concerning the essence of PBTE such as the difficulty of specifying teaching competencies and the means of'appropriately measuring these competencies (23).
Professional organizations are cautiously studying and warning teachers about moving into the movement without considering the effects (19:20). Albert Shanker warned that "if performance-based certification is imposed as a quickie solution without preparation, research and development, it will end up on the junk pile with the many other innovations" (56:3).
Although the literature related to the question of PBTE is profuse, very few research reports are cited. Burdin and Mathieson in a review of research on PBTE for Educational Technology cite fifteen studies. The majority are basically concerned with teacher effectiveness while three sources relate to evaluation of training materials (14).