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Much of the literature related to modules has concentrated
on development and format. These references include: Houston
(32), Lawrence (40), Klingstedt (38), May (42), and Arends (4).
The Houston and Howsam Report lists the major components
of a module as follows:
(1) The Rationale is a clear statement explaining
the importance and relevance of the objectives to be
achieved. (2) The Objectives of the module are stated
in criterion-referenced terms, specifying the considerations for successful completion. (3) A Pre-assessment
tests the learner's competence in selected prerequisites
and evaluates his present competence in meeting the objectives of the module. On the basis of this preassessment, the learner may opt out of the module,
receive credit without further activities, or focus
his efforts on areas of greatest need. (4) The
Enabling activities specify several procedures for
attaining the competence specified by the module
objectives. (5) The Post-assessment, like the preassessment, measures competency in meeting the module objectives. Modules also include feedback mechanisms
by which students are kept informed of their performance
and progress. (33:10)
Of the six citations on modules in the AACTE bibliography
only one is a research study. Ricker conducted research to
determine the feasibility of using proficiency modules to
instruct students in an elementary science education class.
Seventeen senior students used a proficiency module entitled,
"Magnetism, Electricity, Heat, and Microscopic Viewing in
Science Instruction." Subjects evaluated the program by
answering six specific questions regarding the number of