Feedback consequences and steps toward implementation

SOME DISCUSSION QUESTIONS PRESENTED, WITH NOTES FOR THE DISCUSSION LEADER, ARE: CAN A LIST BE MADE OF WAYS IN WHICH OUTCOME MEASUREMENTS HAVE AN IMPACT ON EDUCATION? WHAT TEACHER TRAINING ACTIVITY CAN BE UNDERTAKEN TO FACILITATE ANALYSIS AND ASSESSMENT OF EDUCATIONAL PROGRAMS AND PROJECTS? HOW ARE TEACHERS USING OUTCOME MEASURES TO IMPROVE THEIR TEACHING? WHAT ARE THE ADMINISTRATIVE USES OF OUTCOME MEASUREMENTS? WHAT IMPACT DO OUTCOME MEASURES HAVE ON FAMILIES AND STUDENTS? HOW ARE EDUCATIONAL OUTCOME MEASUREMENTS IMPLEMENTED? WHAT AGENCIES OR UNITS SHOULD BE RESPONSIBLE FOR MEASUREMENT? HOW CAN THE NECESSARY INTERAGENCY COOPERATION BE ACHIEVED? WHAT PROCESSES OF OUTCOME MEASUREMENT SHOULD BE DESIGNED TO FACILITATE ACCESS OF NONFORMALLY EDUCATED PERSONS TO FORMAL EDUCATIONAL CHANNELS? THE GUIDEBOOK CONTAINS SCHEMATICS OR TABULAR FIGURES ON THE FOLLOWING TOPICS: INTERACTION OF CORRELATES AND EDUCATIONAL OUTCOMES; COMPONENTS OF TEACHER TRAINING FOR USE OF OUTCOME MEASUREMENTS; USE OF OUTCOMES AS A TEACHING AID; ADMINISTRATIVE USE OF OUTCOME MEASUREMENTS; AND STEPS IN IMPLEMENTATION OF OUTCOME MEASUREMENT.