Generating Outcome Measurements: Achievement and Attitudes. A Guide to Educational Outcome Measurements and Their Uses. Seminar No. 3.

Autor/inn/en	Mushkin, Selma J.; Billings, Bradley B.
Institution	Georgetown Univ., Washington, DC. Public Services Lab.; Centro Multinacional de Investigacion Educativa, San Jose (Costa Rica).
Titel	Generating Outcome Measurements: Achievement and Attitudes. A Guide to Educational Outcome Measurements and Their Uses. Seminar No. 3.
Quelle	(1975), (35 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Academic Achievement; Affective Measures; Comparative Education; Educational Assessment; Educational Planning; Educational Testing; Guides; Measurement; Measurement Techniques; National Surveys; Outcomes of Education; Program Development; Seminars; Standardized Tests; Student Attitudes; Student Evaluation; Test Construction; Testing Problems; Testing Programs + Suchen Sie Ihr Suchwort? Schulleistung; Vergleichende Erziehungswissenschaft; Education; assessment; Bewertungssystem; Bildungsplanung; Handbuch; Leitfaden; Messverfahren; Messtechnik; Lernleistung; Schulerfolg; Programmplanung; Seminar; Standadised tests; Standardisierter Test; Schülerverhalten; Schulnote; Studentische Bewertung; Testaufbau
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 graphic form, the guide presents topics for discussion in a seminar dealing with how to obtain information on educational achievements and attitudes as outcomes. 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 specific choices have to be made about selecting proxies or indicators of several types of outcome measures that come as close as is feasible to capturing the defined purposes and providing a reasonably accurate and valid count; (2) Understand what some of the major classes of choices about outcome measurement are in terms of counting knowledge, skill, and attitudes; (3) Be familiar with general approaches to obtaining the information required; and (4) Be able to enumerate the major arguments in favor of or opposed to major options in obtaining the information required. (RC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01