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- W2500365613 abstract "This chapter focuses on defining and assessing specified educational goals in formative and summative evaluation. If the accomplishment of educational goals cannot be assessed, then it makes little difference what the referent, level, function, or agent of the evaluation may be. The chapter also highlights the importance of specified goals that refer to domains of knowledge and skill for which states that are equivalent to full attainment or mastery can be defined and recognized in the performance of learners. The content that is required of all learners is usually of considerable importance to the learner and to the society. Instruction should be designed so as to maximize each learner's chances of success. It is suggested that in spite of arguments to the contrary by Ebel (1971), it does appear that both academic and vocational curricula are likely to include a significant proportion of specified educational goals." @default.
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- W2500365613 date "1978-01-01" @default.
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- W2500365613 title "DEFINING AND ASSESSING SPECIFIED EDUCATIONAL GOALS IN FORMATIVE AND SUMMATIVE EVALUATION" @default.
- W2500365613 doi "https://doi.org/10.1016/b978-0-08-021813-7.50008-x" @default.
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