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ERIC Number: ED132922
Record Type: RIE
Publication Date: 1976-Mar
Reference Count: 0
Who Wants Outcome Measures and Why Do They Want Them?
This paper raises three broad issues,each with sub-areas. First, what are the consequences of measuring and evaluating the parts of higher education that can be satisfactorily measured? What are the consequences for the parts of education that can not be measured, and for the total enterprise? Second, what kind of assessment systems will be best in the long run in providing incentives for higher quality, better performance, and greater innovation and flexibility? Should we attempt to incorporate the standards into the budget process, or should we emphasize program review and audit? Third, what are the appropriate roles in the process for the public, legislators, state higher education agencies, governing boards, and institutional administrators, faculty, and students? Can we devise a set of relationships that leave the central responsibility for the educational program with the educational institutions, but provides for appropriate consideration and input from the other concerned groups? What is appropriate concern and input? These questions have a new urgency today, because higher education is being influenced by internal and external pressures that are likely to produce incomplete and unsatisfactory answers. (Author/MSE)
Descriptors: Accountability, Budgeting, Cost Effectiveness, Educational Finance, Evaluation Criteria, Evaluation Methods, Higher Education, Innovation, Performance Criteria, Program Effectiveness, Resource Allocation
Institute for Educational Leadership, The George Washington University, Suite 310, 1001 Connecticut Ave. N.W., Washington, D.C. 20036 ($0.50)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: George Washington Univ., Washington, DC. Inst. for Educational Leadership.
Note: Paper presented at the Invitational Seminar on Innovation, Outcomes, and The State Budgeting Process (San Diego, California, March 22-24, 1976)