It occurs to me that I sometimes forget that the way we do things here in Massachusetts is not the same way that other states do ABE business.
 
Here, funding for adult ABE is routed through the state Department of Education, and through the Regional Training Boards.  Then diverse agencies response to an RFP and may be able to provide adult ed.  It could be community-based organizations, local educational organizations, higher ed providers, unions or others.  
 
Each kind of organization brings its owns ideology, its own priorities, its own philosophy and pedagogy... its own goals and outcomes, in other words.
 
I understand that in other states this isn't always the case; in some states adult ed is strictly the bailiwick of higher ed, for example.  I know that this can lead to different agendas when it comes to ed assessment (focus on basic lit, transitional skills, oral communication).  
 
But how has this affected the ground-level focus on goals?  Does the funder in your  state have particular favorites?  
-----Original Message-----
From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov]On Behalf Of Marie Cora
Sent: Wednesday, December 07, 2005 2:38 PM
To: AssList
Subject: [Assessment] another thought about....Outcomes


Hi again,
 
I'm also thinking about the "outcomes" part - a goal is one thing, but the outcome is another.  They are related, can sometimes be one and the same, sometimes be completely different from each other.
 
What are your ideas, thoughts, and questions about goals as they relate (or not) to outcomes?
 
marie
-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/assessment/attachments/20051208/215c76da/attachment.html