Peter E. Pflaum - Golden Globe - The Synergy Network http://www.wiredbrain.net/ Pflaump@wiredbrain.com RE: Assessment The workbook on Goals "Needs Assessment for Florida Schools" ( Dr. Kaufman) is very clear on the difference between outcomes and process. This is tradition of MBO management systems. TQM, on the other hand, rejects quantified outcomes like the number of words spelled right. The great danger is goal displacement - teaching and learning for the test. The quality process has students who can express themselves in real situations. Certainly, they need to spell but that is a process not an outcome. The "Blueprint 2000" mixes goals with process and means. Goal 4, working conditions, is not, I think, a goal or is Goal 6, staff development - these are inputs; environment and staff are necessary but are not outcomes. Graduation rate and readiness for post- secondary education or employment maybe in conflict. Unfailing there will be these conflicts between TQM, MBO, and Aims or Goals done by a committee and the process and means. To keep these concepts clear is difficult but important. The current model for reform is based on assessment of real educational outcomes. Student should be able to do something. If people are to understand the difference between teaching ( a process) and learning (an outcome) state materials should be more careful not to get it mixed up. The goal is to have student who can think. We need educational systems which are careful thinkers and keep their ideas clear. I know how difficult Assessment is. I don't fix blame but want to fix the problem. I think a careful book like Dr. Kaufman's Needs Assessment should be more aware of the material in "Comprehensive Assessment", TQM, the national and state goals, criteria based assessment rather than norm based standardized testing. As our schools start on an improvement process critical ideas are not clear and likely to get more confused. This could make everyone perplexed and frustrated. Perhaps, this is the goal? Or do people really want to improve. "Comprehensive Assessment: Using Data to Improve Schools" OPRI (Office of Policy Research and Improvement, DOE Florida) July 1991 is a good review of current thinking in the area of performance. Russell French, University of Tennessee used as a source for a Comprehensive Assessment Model. In the examples, however, norm based standardized test scores are used. This constant confusion is due to the shift of thinking really required to understand assessment and TQM. ************************************************************ Peter E. Pflaum Ph.D. GLOBAL_VILLAGE_SCHOOLHOUSE 225 Robinson Road, New Smyrna Beach * IN THE WORLD - FL 32169-2176 (904) 428-9609 * BUT NOT OF THE WORLD PetePflaum@aol.com * ACTIVE - COOPERATIVE - PFLAUMP@mail.firn.edu * SMALL SCHOOLS JOURNALS pflaump@freenet.scri.fsu.edu, Pflaump@freenet.fsu.edu, ZEN IS THE ART OF GETTING YOURSELF OUT OF YOUR OWN WAY ************************************************************