ERIC Number: ED327565
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Outcome Assessment in Special Education: Lessons Learned.
DeStefano, Lizanne; Wagner, Mary
The use of outcome assessment in special education is reviewed. Outcome assessments differ widely in design, measures, and data collection, but they share a common focus on outcomes as individual achievements, statuses, or behaviors. Assessments of special education outcomes often have an evaluative purpose in reflecting how well the special education system in general is performing. The assessment process consists of the following sequence of key activities: (1) identifying key issues and information needs; (2) developing a conceptual framework to guide the assessment; (3) specifying the nature of comparisons to be made; (4) designing and selecting a sample; (5) selecting and operationalizing outcome measures; (6) choosing independent variables to illustrate outcome variations; (7) selecting data sources and collection methods; (8) choosing appropriate analysis methods; and (9) communicating findings to encourage their use in policy making and program planning. Each of these activities is described in detail, and examples are drawn from various projects, with emphasis on the National Longitudinal Transition Study of Special Education students, a study of over 8,000 special education students aged 13 to 21 years. Five tables and six figures illustrate the discussion. A 60-item list of references is included. (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: SRI International, Menlo Park, CA.; Illinois Univ., Champaign. Secondary Transition Intervention Effectiveness Inst.
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students