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Educational Outcomes and Indicators for Grade 4 [microform] / James E. Ysseldyke and Others
Bib ID 5574485
Format BookBook, MicroformMicroform, OnlineOnline
Author
Ysseldyke, James E
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1994 
26 p. 
Summary

This document presents a model of educational outcomes for learners in grade 4 and the indicators of these outcomes for all students. This includes students identified as having disabilities or developmental delays. The document begins with a presentation of the conceptual model, with Educational Resources (Inputs and Contexts) influencing Learning Opportunity and Process. These, in turn, influence the Outcome Domains, which have a return influence on both the Educational Resources and the Learning Opportunity and Process. The Outcome Domains include Presence and Participation, Family Involvement/Accommodation and Adaptation, Physical Health, Responsibility and Independence, Contribution and Citizenship, Academic and Functional Literacy, Personal and Social Adjustment, and Satisfaction. The conceptual model is extended by identifying outcomes within each outcome domain, with "outcomes" being defined as the results of learning experiences or interactions between children and the educational process. Indicators, which are numbers or other symbolic representations that can be used to determine whether desired outcomes are achieved, are then presented. Finally, examples of possible sources of data for the seven indicators within the Physical Health domain are provided. (JDD)

Notes

Availability: Publications Office, National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455 ($8) or Council for Exceptional Children, 1920 Association Drive, Reston, VA 22091-1589 (Stock No. S5070, $8).

Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.

Contract Number: H159C00004.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Data Collection.  |  Disabilities.  |  Educational Assessment.  |  Evaluation Methods.  |  Grade 4.  |  Intermediate Grades.  |  Measurement Techniques.  |  Models.  |  Outcomes of Education.  |  Student Educational Objectives.  |  Student Evaluation.  |  Performance Indicators
Form/genre Guides, Non-Classroom.
Other authors/contributors Saint Cloud State Univ., MN  |  National Center on Educational Outcomes, Minneapolis, MN  |  National Association of State Directors of Special Education, Alexandria, VA
Available From ERIC 
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001 5574485
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008 080220s1994    xxu ||| b     ||| | eng d
035 |9(ericd)ED374624
037 |aED374624|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aYsseldyke, James E.
245 1 0 |aEducational Outcomes and Indicators for Grade 4|h[microform] /|cJames E. Ysseldyke and Others.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1994.
300 |a26 p.
500 |aAvailability: Publications Office, National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455 ($8) or Council for Exceptional Children, 1920 Association Drive, Reston, VA 22091-1589 (Stock No. S5070, $8).|5ericd
500 |aSponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.|5ericd
500 |aContract Number: H159C00004.|5ericd
520 |aThis document presents a model of educational outcomes for learners in grade 4 and the indicators of these outcomes for all students. This includes students identified as having disabilities or developmental delays. The document begins with a presentation of the conceptual model, with Educational Resources (Inputs and Contexts) influencing Learning Opportunity and Process. These, in turn, influence the Outcome Domains, which have a return influence on both the Educational Resources and the Learning Opportunity and Process. The Outcome Domains include Presence and Participation, Family Involvement/Accommodation and Adaptation, Physical Health, Responsibility and Independence, Contribution and Citizenship, Academic and Functional Literacy, Personal and Social Adjustment, and Satisfaction. The conceptual model is extended by identifying outcomes within each outcome domain, with "outcomes" being defined as the results of learning experiences or interactions between children and the educational process. Indicators, which are numbers or other symbolic representations that can be used to determine whether desired outcomes are achieved, are then presented. Finally, examples of possible sources of data for the seven indicators within the Physical Health domain are provided. (JDD)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aData Collection.|2ericd
650 1 7 |aDisabilities.|2ericd
650 1 7 |aEducational Assessment.|2ericd
650 0 7 |aEvaluation Methods.|2ericd
650 0 7 |aGrade 4.|2ericd
650 0 7 |aIntermediate Grades.|2ericd
650 0 7 |aMeasurement Techniques.|2ericd
650 0 7 |aModels.|2ericd
650 1 7 |aOutcomes of Education.|2ericd
650 1 7 |aStudent Educational Objectives.|2ericd
650 0 7 |aStudent Evaluation.|2ericd
653 1 |aPerformance Indicators
655 7 |aGuides, Non-Classroom.|2ericd
710 2 |aSaint Cloud State Univ., MN.
710 2 |aNational Center on Educational Outcomes, Minneapolis, MN.
710 2 |aNational Association of State Directors of Special Education, Alexandria, VA.
856 4 1 |uhttps://eric.ed.gov/?id=ED374624
984 |aANL|cmc 2253 ED374624|d77000000380886
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