Generating outcome measurements, achievements and attitudes

IT FOCUSES ON THE TOPIC OF HOW TO OBTAIN INFORMATION ON EDUCATIONAL ACHIEVEMENTS AND ATTITUDES AS OUTCOMES. AMONG THE QUESTIONS IT PRESENTS AND DISCUSSES ARE: WHAT DATA ARE NOW AVAILABLE THAT COULD BE USED IN MEASURING EDUCATIONAL ACHIEVEMENTS AND ATTITUDES? WHAT NEW DATA HAVE TO BE COLLECTED? ARE UNIFORM TESTS USEFUL FOR EDUCATIONAL PLANNING NOW BEING GIVEN? ARE NEW INSTRUMENTS AND METHODS NEEDED? WHAT HAS BEEN THE EXPERIENCE WITH TEST OR SURVEY FORMULATION? WHAT HAS BEEN THE EXPERIENCE WITH ADAPTING EXISTING TESTING INSTRUMENTS? IN WHAT WAYS DOES IT SEEM FEASIBLE AND EQUITABLE TO USE TEACHERS" EVALUATIONS TO ASSESS EDUCATIONAL OUTCOMES? IS THERE AGREEMENT WITH A MEASUREMENT SPECIALIST WHO URGES THAT SELF-ESTEEM AND EXTERNAL-INTERNAL CONTROLS ARE ESPECIALLY IMPORTANT NONCOGNITIVE CAPACITIES TO BE DEVELOPED THROUGH EDUCATION? OR ARE ATTITUDES ABOUT WORK -- ESPECIALLY MANUAL LABOR -- A MORE SIGNIFICANT OUTCOME FOR DEVELOPING COUNTRIES? FIGURES PRESENTED IN THE GUIDEBOOK INCLUDE A SCHEMATIC ON STEPS IN CONSTRUCTION OF TESTS AND A TABLE ON RELATIVE CHARACTERISTICS OF STANDARDIZED TESTS AND TEACHER EVALUATION.