ERIC Number: ED168114
Record Type: Non-Journal
Publication Date: 1976
Reference Count: N/A
SPECS 3. Component Three: Instructional Program Planning, Evaluation, and Communication.
Cole, Barbara; And Others
The School Planning, Evaluation, and Communication System (SPECS) is an overall design for districtwide program assessment and development. It is both a way of interrelating planning evaluation of individual programs and a way of comparing the outcomes of all district programs with the district's community-defined educational goals. Component Three of the five SPECS components focuses on the application of SPECS to instructional program planning and evaluation. Section One discusses the underlying rationale of the component, major objectives, and its relation to other components. The second section outlines the process a district might use in preparing for implementation. Section Three presents alternative formats for documenting instructional program's desired and actual outcomes, processes, and inputs. It includes descriptions and simulated examples of both the SPECS documents and several comparable documents developed or used during the past six years by teachers in the SPECS field-test sites. Section Four explores some of the issues related to combining, summarizing, and using data from multiple instructional programs to improve curricular scope and sequence. The final section of the booklet describes some of the potential benefits and spin-off effects of the SPECS approach to instructional program planning and evaluation. (Author/JM)
Descriptors: Achievement Tests, Administrator Guides, Communication (Thought Transfer), Educational Objectives, Elementary Secondary Education, Guides, Instructional Programs, Needs Assessment, Program Descriptions, Program Development, Program Evaluation, School Districts
CEPM Publications, Center for Educational Policy and Management, College of Education, University of Oregon, Eugene, Oregon 97403 ($2.50)
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Educational Policy and Management.