CRITERION VARIABLES FOR THE EVALUATION OF GUIDANCE PRACTICES, A TAXONOMY OF GUIDANCE OBJECTIVES. NATIONAL STUDY OF GUIDANCE, PHASE I, PRELIMINARY REPORT.
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| Title: | CRITERION VARIABLES FOR THE EVALUATION OF GUIDANCE PRACTICES, A TAXONOMY OF GUIDANCE OBJECTIVES. NATIONAL STUDY OF GUIDANCE, PHASE I, PRELIMINARY REPORT. |
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| Authors: | Missouri Univ., Columbia. |
| Peer Reviewed: | N |
| Page Count: | 34 |
| Publication Date: | 2025 |
| Descriptors: | Classification, Evaluation, Guidance Programs, Objectives, Research Criteria |
| Abstract: | THE ESTABLISHMENT OF EVALUATIVE CRITERIA FOR GUIDANCE OBJECTIVES IS AFFECTED BY THREE MAJOR CONSIDERATIONS--(1) SPECIFYING GUIDANCE OBJECTIVES, (2) TRANSLATING THESE OBJECTIVES INTO DESIRED BEHAVIORAL OUTCOMES, AND (3) MEASURING AND REPORTING THESE BEHAVIORAL OUTCOMES. THE MAJOR PROBLEM IS FINDING UNIVERSALLY ACCEPTABLE OBJECTIVES WHICH ARE SPECIFIC ENOUGH FOR RESEARCH AND YET EMPHASIZE THE INDIVIDUAL. AN ATTEMPT IS MADE TO IDENTIFY GUIDANCE OBJECTIVES IN TERMS OF THE PRIMARY DEVELOPMENTAL AND PROBLEM NEEDS OF STUDENTS WITHIN THEIR EDUCATIONAL, VOCATIONAL, AND SOCIAL DOMAINS. WITHIN EACH OF THESE DOMAINS, OBJECTIVES ARE CLASSIFIED ACCORDING TO A HIERARCHY OF DEVELOPMENTAL LEVELS. THE FIRST LEVEL CONTAINS PERCEPTUALIZATION OBJECTIVES WHICH INCLUDE KNOWLEDGE OF, AND CONCERN WITH, ASPECTS OF THE ENVIRONMENT AND THE SELF. THE SECOND LEVEL EMPHASIZES CONCEPTUALIZATION OBJECTIVES AND RESPONSES TO PERCEPTIONS OF THE ENVIRONMENT AND THE SELF. AT THE THIRD AND HIGHEST LEVEL ARE GENERALIZATION OBJECTIVES WHICH ALLOW THE INDIVIDUAL TO (1) ACCOMODATE CULTURAL AND ENVIRONMENTAL DEMANDS, (2) ACHIEVE SATISFACTION THROUGH ENVIRONMENTAL TRANSACTIONS, AND (3) EXPERIENCE MASTERY OF SPECIFIC TASKS. EXAMPLES OF SPECIFIC OBJECTIVES AND CRITERIA FOR GUIDANCE ARE PRESENTED IN TERMS OF THE EDUCATIONAL, VOCATIONAL, AND SOCIAL DOMAINS. (SK) |
| Entry Date: | 1968 |
| Accession Number: | ED012471 |
| Database: | ERIC |
| Abstract: | THE ESTABLISHMENT OF EVALUATIVE CRITERIA FOR GUIDANCE OBJECTIVES IS AFFECTED BY THREE MAJOR CONSIDERATIONS--(1) SPECIFYING GUIDANCE OBJECTIVES, (2) TRANSLATING THESE OBJECTIVES INTO DESIRED BEHAVIORAL OUTCOMES, AND (3) MEASURING AND REPORTING THESE BEHAVIORAL OUTCOMES. THE MAJOR PROBLEM IS FINDING UNIVERSALLY ACCEPTABLE OBJECTIVES WHICH ARE SPECIFIC ENOUGH FOR RESEARCH AND YET EMPHASIZE THE INDIVIDUAL. AN ATTEMPT IS MADE TO IDENTIFY GUIDANCE OBJECTIVES IN TERMS OF THE PRIMARY DEVELOPMENTAL AND PROBLEM NEEDS OF STUDENTS WITHIN THEIR EDUCATIONAL, VOCATIONAL, AND SOCIAL DOMAINS. WITHIN EACH OF THESE DOMAINS, OBJECTIVES ARE CLASSIFIED ACCORDING TO A HIERARCHY OF DEVELOPMENTAL LEVELS. THE FIRST LEVEL CONTAINS PERCEPTUALIZATION OBJECTIVES WHICH INCLUDE KNOWLEDGE OF, AND CONCERN WITH, ASPECTS OF THE ENVIRONMENT AND THE SELF. THE SECOND LEVEL EMPHASIZES CONCEPTUALIZATION OBJECTIVES AND RESPONSES TO PERCEPTIONS OF THE ENVIRONMENT AND THE SELF. AT THE THIRD AND HIGHEST LEVEL ARE GENERALIZATION OBJECTIVES WHICH ALLOW THE INDIVIDUAL TO (1) ACCOMODATE CULTURAL AND ENVIRONMENTAL DEMANDS, (2) ACHIEVE SATISFACTION THROUGH ENVIRONMENTAL TRANSACTIONS, AND (3) EXPERIENCE MASTERY OF SPECIFIC TASKS. EXAMPLES OF SPECIFIC OBJECTIVES AND CRITERIA FOR GUIDANCE ARE PRESENTED IN TERMS OF THE EDUCATIONAL, VOCATIONAL, AND SOCIAL DOMAINS. (SK) |
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