Program Evaluation and Pupil Information in Special Education [electronic resource]
Described are two new models for educational evaluation with emphasis on special education: the Consumer Model for Program Evaluation and the Synthesis of Abilities Model for Pupil Information. It is explained that the Consumer Model for Program Evaluation covers the governance structure of educatio...
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Full Text (via ERIC) |
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| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1975.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED136524 | ||
| 099 | |f ERIC DOC # |a ED136524 | ||
| 110 | 1 | |a California. |b State Department of Education. | |
| 245 | 1 | 0 | |a Program Evaluation and Pupil Information in Special Education |h [electronic resource] |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1975. | ||
| 300 | |a 40 p. | ||
| 500 | |a ERIC Document Number: ED136524. | ||
| 500 | |a Sponsoring Agency: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 520 | |a Described are two new models for educational evaluation with emphasis on special education: the Consumer Model for Program Evaluation and the Synthesis of Abilities Model for Pupil Information. It is explained that the Consumer Model for Program Evaluation covers the governance structure of education and emphasizes the pupil as the focal point with the chief features being responsibility, budget, trained people, reporting, use of information, design, measures, and basis for evaluation. The Synthesis of Abilities Model for Pupil Information is noted to be applicable to all pupils in all learning situations with the chief features being abilities, spheres of response, analyses, and synthesis. Ten abilities are identified in five spheres of performance and quantitative and contrastive analyses are discussed. Emphasis in the model is placed on pupil performance elements in three phases of learning: preparation, acquisition, and use. Learning is defined as a measurable, verifiable change in performance. Program evaluators and managers at all levels of the governance structure of education are encouraged to work with consumers to clarify their information needs, specify the evidence required, and provide the resources necessary to supply accurate, timely, and helpful information. (Author/DB) | ||
| 650 | 1 | 7 | |a Conceptual Schemes. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Evaluation Methods. |2 ericd. |
| 650 | 0 | 7 | |a Exceptional Child Education. |2 ericd. |
| 650 | 1 | 7 | |a Handicapped Children. |2 ericd. |
| 650 | 1 | 7 | |a Models. |2 ericd. |
| 650 | 1 | 7 | |a Program Evaluation. |2 ericd. |
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