By Robert L. Schalock
Outcome-based overview keeps to play a valuable function within the higher box of coverage research and speaks to the wishes and pursuits of directors, scholars, policymakers, funders, shoppers, and educators. In a thoroughgoing revision of the 1st version of this vintage textual content and reference, released by way of Plenum in 1995, the writer broadens the insurance from his past emphasis on developmental disabilities to incorporate different parts of human and social provider supply equivalent to schooling, wellbeing and fitness, psychological health and wellbeing, getting older, substance abuse, and corrections.
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In comparing OBE with other approaches, we found that outcome-based evaluation is 23 Whats and Whys both timely and appropriate because it reflects both the intent of educational and social programs and fits well the current zeitgeist's quality revolution, consumer empowerment, increased demands for accountability, supports paradigm, pragmatic evaluation paradigm, and emphasis on enhanced functioning. It is now time to move on. " As we address these questions, please do not forget the major importance of outcome-based evaluation: It encompasses the central question of what educational and social programs ought to achieve for their customers: equitable and efficient services that result in valued, person-referenced outcomes.
5. How could you use the analyses identified in Question 4 for formative feedback and internal program evaluation? 6. 2 summarizes four public laws under which many education and social programs operate. If you are working in an area affected by additional public laws, what are they? What are their desired general outcomes? 7. 2. Note that these outcomes are pretty general. For each, develop more specific outcomes that are person-referenced, objective, and measurable. 8. 3 that lists a number of potential person-referenced outcomes for different program types.
D. Quality of life. Each person completed (on his/her own or with assistance in reading and interpreting the question) the 30-item Quality of Life Questionnaire (Schalock & Keith, 1993) that used a 3-point rating scale to assess three quality-of-life factors: environmental control, social interactions, and community integration. Results Three groups emerged on the basis of participants' current programmatic status, living-work placement, and financial status: 29% maintained their living and work placements or moved into comparable environments; 47% had changed their placement categories with current statuses including living independently but unemployed or employed only part-time, being in a mental health facility, or living with family and unemployed; and 24% returned to the training program.