Types of Outcome Measurements: A Guide to Educational Outcome Measurement and Their Uses. Seminar No. 1.

Autor/inn/en	Mushkin, Selma J.; Billings, Bradley B.
Institution	Georgetown Univ., Washington, DC. Public Services Lab.
Titel	Types of Outcome Measurements: A Guide to Educational Outcome Measurement and Their Uses. Seminar No. 1.
Quelle	(1975), (33 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Cost Effectiveness; Daily Living Skills; Educational Assessment; Educational Finance; Educational Planning; Educational Policy; Educational Resources; Evaluation Criteria; Evaluation Methods; Guides; Individual Development; Measurement; Outcomes of Education; Program Evaluation; Resource Allocation; Seminars; Social Development + Suchen Sie Ihr Suchwort? Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Alltagsfertigkeit; Education; assessment; Bewertungssystem; Bildungsfonds; Bildungsplanung; Politics of education; Bildungspolitik; Bildungsmittel; Handbuch; Leitfaden; Individuelle Entwicklung; Messverfahren; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Ressourcenallokation; Seminar; Soziale Entwicklung
Abstract	This guide is essentially designed as a teaching aid for those who would inform planners, officials of educational ministries, school administrators, principals, and teachers about educational outcome measurements. In outline and grapic form, the guide presents topics for discussion in a seminar dealing with types of outcome measurements. An outline is presented and is intended as a preliminary "lesson plan." A discussion leader, selected by the group, will select materials appropriate for his or her group, adding and illustrating materials that are of particular interest to his or her country's (or region's) educational system. Steps required to use the seminar format are listed. At the end of the seminar those participating should: (1) Understand that educational outcomes sought are a function of the school, educational system, and national educational policies; (2) Understand that educational outcomes are multidimensional having short range, intermediate, and intergenerational effects, and be able to identify such idfferent outcomes; (3) Be able to compare the hypothetical structure of outcome measurements with measures now in use in the school, region, or country; and (4) Understand how outcomes fit into the overall educational planning system. (RC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01