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ERIC Number: ED158436
Record Type: Non-Journal
Publication Date: 1978-Jun
Pages: 20
Abstractor: N/A
Reference Count: N/A
The Collection, Analysis, and Use of Needs Assessment Data for the Determination of Educational Priorities.
Utz, Robert T.; Glick, I. David
To be useful, educational needs assessment data must be properly collected, analyzed, and prioritized. Educators must ask parents, citizens, school staff, and students about their views of school needs. Likert-type instruments can be used to collect data that can be easily tabulated to determine highest priority needs. Typical forms (presented in the appendix) may cover general educational needs or specific subject areas, may require the respondent to prioritize needs, or may be simplified for elementary students. Educators will gather more responses from parents and citizens if the instruments are mailed near the end of the week, are short, include return envelopes, and guarantee that respondents will be informed of survey results. After data is collected, indexing formulas (included in the appendix) can be used to interpret and analyze the data. After highest priority needs are identified, these in turn must be ordered in terms of importance. Several models (contained in the appendix) for selecting highest priority needs through assessment committees and feasibility groups are possible. Some of these models stress help from lay persons, while others use more professional educators. After educators have responded to needs assessments, school boards should assess the legitimacy and seriousness of their efforts. (Author/JM)
Dr. Robert T. Utz, College of Education, University of Toledo, Toledo, Ohio 43606 (single copy free)
Publication Type: Guides - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A