DOCUMENT RESUME

ED 094 125 CE 001 620

AUTHOR Brown, R. W.; And OthersTITLE Painless Accountability.PUB DATE 14 Mar 74NOTE 12p.; Paper presented at the National Educational

Technology Conference (San Francisco,. California,'March 1974)

EDRS PRICE MF-$0.75 HC-$1.50 PLUS POSTAGEDESCRIPTORS *Accountability; Affective Objectives; *Behavioral

Objectives; Cognitive Objectives; *Computer OrientedPrograms; Cost Effectiveness; Curriculum Development;Indexes (Locaters); Individualized Instruction;Management by Objectives; Psychomotor Objectives;Taxonomy

ABSTRACTThe computerized Painless Accountability System is a

performance objective system from which instructional programs aredeveloped. Three main simplified behavioral response levelscharacterize this system: (1) cognitive, (2) psychomotor, and (3)affective domains. Each of these objectives are classified by one of16 descriptors. The second major characteristic of the system is thatit is based on taxonomics (keyword indexes) of curriculum areas,which might appear in any K-12 curriculum. The third distinguishingfeature is a coding procedure which allows an entire objective to bespecified in a maximum of 30 characters. Coding of more than 100objectives per hour is possible. Two of the significant outputs ofthe system are the performance objective chart, whose major functionis to promote continuous curriculum development, and the ManagementBy Objectives System (MBO) which is an economical data compiling aidfor administrators in: (1) planning, (2) monitoring, and (3)evaluation. Two printouts from this processing are the Gantt Chartand the monitoring report. The cost for a school district toimplement and maintain the computer program is also discussed.(BP)

BEST COPY. AVAILABLE PAINLE SACCOUINI ABILITY

U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINAT1NG IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION ORPOLICY

A performance objective, learneroriented, accountability system.

A process objective, administratorI oriented, accountability system.

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A unique computerized accountabilitytool aimed at achievingoverall school improvement.

SAN JUAN BOARD 0r ".00PERATIVE SERVICES SJEIOC;

PAIN LESS ACCOUNTABILITY

An ESEA Title III Project

The school districts of Bayfield, Durango, Ignacio, OurayPagosa Springs, and Silverton, Colorado are involved inthis accountability project. It is only with their patienceand cooperation during the development stage that wehave been able to successfully meet our project challenge.

Presented at the National Educational Technology ConferenceSan Francisco, California, 14 March 1974f. W. Bill Brown, Coordinator of Management and EvaluationMiller Student CenterFort Lewis CollegeDurango, Colorado 81301(203) 247-320

INTRODUCTION

The reasons for accountability are quite simple. Thestudent, parent, teacher, administrator, school board,and the entire taxpaying community all have a vestedinterest in knowing where education is now, where itis going, which road will take it there, and how muchwill the trip cost.

This accountability challenge has been much easier to throwdown via legislation than it has been for educators to success-fully implement the mandates of such laws.

Over twenty states have enacted some form of account-ability mandate. Similar legislation is pending in manyof the remaining states. These laws embody suchresearch jargon as formative evaluation, criterrion ref-erenced evaluation, performance objectives, managementobjectives, and program oriented budgeting. Both intheory and limited research prOjects, the practical valueof these concepts has been demonstrated. However, manyof these models become too cumbersome and too expen-sive when put to the test of broad scale application. Whenyou try to specify the entire range of a school districtsactivities, both in learning and administration and thentry to use this data for both short and long rangeplanning, for periodic monitoring purposes, and for bothqualitative and quantitative evaluation ... many modelssimply are not economically feasible.

The San Juan Board of Cooperativ.e Services (BOCS)anticipated the need for outside funding and had alreadyapplied for and received Title III funding for an"Accreditation by Contract" project when Colorado

enacted extensive accountability laws in 1971. Sinceaccountability was a prerequisite for "accreditationby contract" we were in a favorable position to beginmeeting the mandates of the law. The six schooldistricts associated with BOCS have provided achallenging, practical setting to pilot the developmentof "Painless Accountability" systems.

The BOCS accountability project was charged with threemajor responsibilities:

1. Districts would effectively satisfy the Colorado account-ability laws.

2. Districts would attain accreditation by contract-a pro-cedure based on planned educational outcomes ratherthan inputs or process.

3. Accountability procedures usable by other districts ofany size would be developed.

In response to these challenges a computer based systemsapproach to accountability has emerged and come to beknown as "Painless Accountability". It has been describedby several sources as unparalleled and well ahead of thefield. Admittedly, Painless Accountability is not reallypainless. However, if legislators and the public actuallywant the extensive data suggested in accountability mandates,and if the many advantages of performance based instruc-tion and management by objectives are to be realized...therapid, economical, and comprehensive procedure of"Painless Accountability" promises an immediate solution.

PERFORMANCE OBJECTIVE SYSTEM

The performance objective system is a learner orientedpractice! means to develop and implement outcome basedinstructional programs. The advantages of the systeminclude:

1. An autonomous means of setting your own objectives2. Rapid implementation and maintenance3. Continuous modicability of objectives4. Applicable to any educational model5. Need horizontal and vertical clarification and

communication6. Individualized instruction facilitated7. Objective based formative and summative evaluation8. Economical to implement and maintain

While many models exist for writing performance(behavioral) objectives, Painless Accountability has chosenthe following six part format:

1. Who is the objective intended for?2. What is the instructional content?3. What is the expected behavior?4. What is the expected proficiency level?5. What are the time constraints?6. What is the method of evaluation?

Three main features characterize this system:

The use of simplified behavioral response levels inthe cognitive, psychomotor and affective domains(adapted from Bloom's, Krathwohl's, and Dave's).Behavioral levels provide a comprehensive yetmanageable means of consistent communicationbetween educators. Any objective can easily beclassified by one of sixteen level descriptors.

COGNITIVE DOMAIN

1. Knowledge (K)2. Comprehension (C)3. Application (A P)4. Analysis (AN)5. Synthesis (S)6. Evaluation (E)

PSYCHOMOTOR DOMAIN

1. Imitation (I)2. Manipulation (M)3. Precision (P)4. Articulation (A)5. Naturalization (N)

AFFECTIVE DOMAIN

1. Receive (RC)2. Respond (RS)3. Value (V)4. Organization (0)5. Characterization (CH)

2. The second major characteristic of the system is thatit is based on taxonomies (keyword indexes) ofcurriculum areas. These taxonomies are used inspecifying the content of performance objectives.They are simply comprehensive sets of categories forany content which might appear in any K-12curriculum of any district. They have been developedby compiling and reorganizing other available taxon-

omies, tables of content, indexes, and suggestedcurricula from related texts. These taxonomies arenot curriculum guides, but only a means by which thecurriculum content of any district can be coded.There is no assumption that the particular curriculumof any district should include all of the contents foundin the taxonomies.

SJBOCS

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3. The third distinguishing feature of the "Painless"system is the use of a unique and simple coding pro-cedure which allows time economy and reading thedata for objective machine processing, advantages notshown by the typical narrative format. Use of thenarrative format has typically required considerablewriting time and a minimum of 20 to 30 words. Thetaxonomy based procedure of "Painless" allows anentire objective to be specified in a maximum ofthirty characters. (The mean in the pilot districts beingapproximately seven characters.) Coding of more thanone hundred objectives per hour is possible.

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One of the more significant outputs of the system is theperformance objective chart. The format of the chartis as follows:

1. Top of chart indicates grade (or mastery) levels infull school year increments.

2. The left column of the chart corresponds to theleft side of the taxonomies.

3. Category printout appears only where a correspond-ing objective has been specified.

4. The main body of the chart consists of the actualcontent of all the instructional objectives specifiedby a particular district.

5. These abbreviations (K, C, AP, etc.) refer to thebehavioral levels desired. The chart above listsmastery objectives by the grade level in which theyoccured for a particular district. Other districtsmight locate specific objectives elsewhere, or in anon-graded approach, objectives might be listedby expected accomplishment date or by some devel-opmental sequence.

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A major function of the chart format is to promote con-tinuous curriculum development. Regularly scheduledcomputer runs allow modifications of a district's objectivesto occur throughout the year. The chart format readilypromotes needed horizontal and vertical communication.

Decisions about the adequacy of a curriculum are entirelya local matter. It is the intent of the Painless Accountabilitysystem to process local data in such a way as to facilitatelocal decision making.

In looking at the chart, the following things become readilyapparent. Problems could include the same content appear-ing in two or more grade levels, a content becoming lesscomplex or behavioral levels becoming less complex in highergrade levels. Blank fields on the chart may call attention toholes in the curriculum. Heavy loadings of low behaviorallevels across the chart may indicate need of curriculum re-evaluation.

Objectives which are taught in specific courses such asAlgebra Land Beginning Poetry are printed on specialelectives charts. The format is identical to the performanceobjectives charts, except that a course title replaces gradelevels.

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Composite charts for both the general curriculum andelectives have also been developed as an outgrowth of thePainless Accountability system. All objectives, in eachcurriculum area, submitted by all participating districtsare banked and printed out together on a single chart.These composites have been used as a basis for expandingdistrict curricula, and can be used by a new district tobegin its efforts in establishing performance objectives.

Perhaps one of the most logical, and exciting extensions ofthis system are performance objectives based report cards.Various formats are being piloted at this time. This kindof reporting summarizes progress made by each student. In-stead of a normative grade, the report describes every cap-ability students have mastered.

MANAGEMENT BY OBJECTIVES SYSTEM

The Painless MBO system provides districts andother agencies with an efficient means of imple-menting management by objectives practices ineducation. The system is based upon budgetingcategories from Financial Accounting, HandbookII, Revised.

Characteristics of this system include:

1. Inherent flexibility - allows use by any educational agency2. Simple to implement - less than two hours of

staff training time.3. Provides complete description information -

objective classification by program functionand level.

4. Output allows easily interpretable monitoring ofresources allocated to various objectives (hours,cost etc.).

This MBO system is based upon a four part processobjective. These parts include:

1. WHO is the person responsible?. What ACTIVITY will be performed?

3. WHEN will the activity be performed?4. What DOCUMENTATION will result from

completion of the activity?

Managetnent objectives are specified using a coding process.Using this process, an entire objective including the person'sname, job title, district, operational unit, the function,program, level, activity, expected beginning and endingdates, actual completion dates, documentation, andexper'Jed time can be entered onto a single IBM card forprocessing.

All MBO data are submitted using a special form. Oncea staff member has specified his MBO's, they are keypunchedand computer processed. Two printouts result from thisprocessing; the Gantt chart and the monitoring form.

SJIBOCS,

5

GANTT CHART PROCESS OBJECTIVESThe Gantt chart format was selected as a convenientmeans of illustrating work loads at any given time,and to provide continuous monitoring of progress.The chart may be arranged on a five year basis tofacilitate five year planning. One example of sucha chart is presented below. Along the top andbottom of the chart are dates arranged by fiscalyear and months in five day increments for thecurrent year. The subsequent four years arearranged by just year and month. The left sideof this chart lists the activities to be performed

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I HOW MUCH DOES PAINLESS ACCOUNTABILITY COST?

A whole lot if you want to start from scratch and re-inventthe wheel yourself.

Very little if you want to adopt our basic programs.

PERFORMANCEOBJECTIVES SYSTEM

No matter what size of student body and faculty you may.have ... no matter what curriculum you may choose,Painless Accountability can work as well in New York Cityas it can in Bug Tussel, Texas.

PROCESS OR MANAGEMENTOBJECTIVES SYSTEM

SPECIAL EDUCATIONOBJECTIVES SYSTEM

DEVELOPMENT COST

Staff developmental timeTaxonomiesMathLanguage ArtsHealthPhysical EducationDriver's EducationGeneral concept of systemPiloting of system in districtsManualsFormsSecretarial timeEPIC workshop & other servicesComputer timeProgrammer timeAdministration & facilitiesEquipment, materials, supplies

$61,000 100%

DEVELOPMENT COST

Programmer timeComputer debug timeFormsStaff developmental timePagosa workshopPiloting system & travel in districtsAdministration, rent, etc.ManualsSecretarialKeypunchOther materials/supplies

$37,000 100%

DEVELOPMENT COST

Staff developmental timeProgrammer timeComputer debug timeSecretary timeMaterials/supplies

$2,600 100%

START UP COSTS

BOCS staff timeTraining manualsTaxonomiesFormsKeypunch cardsComputer timeOperator timeTelephone/postageMaterials/suppliesSecretarialContract developmentPer diem

$1,400/year 2.3%

START UP COSTS

Staff developmental timeProgrammer timeComputer debug timeMaterials/supplies

$1,000 2.7%

START UP' COSTS

Staff developmental timeProgrammer timeComputer debug timeMaterials/supplies

$530

MAINTENANCE COSTS

Operator timeComputer timeKeypunch timeSecretary timeObjective formsCards

$200/year .3%

MAINTENANCE COSTS

SupervisionComputer, timeKeypunchOperatorSecretaryKeypunch cardsForms, cards, materialsMailing

VI 42/year

These were development costs for our area of thecountry and our needs to service some 6,500students.

Your costs could vary depending on kinds of datadesired, complete system or just a part thereof,population served, whether you want your ownsystem or combine with other districts, computertime access, etc.

.3%

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MAINTENANCE COSTS

Operator timeComputer timeSecretarial timeCards, forms

$128/year 5%

IV For those interested in implementing "PainlessAccountability," we will be happy to consultwith you on your own particular needs andprovide you with an estimate based on servicesdesired.

PAINLESSACCOUNTABILITY

SUMMARY

1111 The computerized Painless Accountability System intro-duced in this booklet operationalizes many advanced con-cepts for meeting both the intent of accountability legis-

lation and the goals for achieving overall school improve-ment.

nj An analysis of the system's output features plus an under-standing for the minimal resources necessary for implement-ing this technology quickly reveals the many accountabilityadvantages of electronic data processing.

II Painless Accountability is the fruitful result of years ofresearch and development to bring about workable systems.

le Painless Accountability systems have been proven to workexceptionally well during the pilot stage in SouthwestColorado. They promise to work equally well in anyschool district or combination of districts throughoutthis country.

M During the fiscal year 1974-1975 a major emphasiswill be put toward implementing Painless Accountabilitysystems in a limited number of school districts throughoutthe country. If you are interested in our program, yourparticipation is invited. If these systems can be installedas quickly and economically as we presently anticipate, thenPainless Accountability will certainly have become an impor-tant contribution to modern and effective educationalpractices.

ill But the task of Painless Accountability is far from complete.As good as it is today, we expect to add many refinementsto existing systems and introduce other innovative criterion-referenced evaluation systems in the months to follow.

In Therefore, Painless Accountability is a workable systemtoday that can provide the sound foundation for meetingfuture needs as well. As systems and technology becomemore sophisticated, your Painless Accountability systemcan be updated accordingly.

Sj BO C S

PAINLESSCCOUNT ILITY

STUDENT, PARENT, TEACHER, ADMINISTRATOR, SCHOOL BOARD, TAXPAYER

A WAY TO MAKE EDUCATIONWORK BETTER FOR EVERYONE.

SAN JUAN BOARD OF COOPERATIVE SERVICESMiller Student Center/Fort Lewis College/Durango, Colorado 81301/303-247-3261

SJBOC!