The author explains that Outcome-Based evaluation takes account of effectiveness analysis, benefit-dost analysis and impact analysis. Schalock (2001) explains the need to focus on outputs rather than focusing on the inputs, the author also redefines clients as customers by decentralizing authority. The author further explains the use of markets rather than using bureaucratic mechanisms. Schalock (2001) also explains on the need to empower citizens through the introduction of private finance.
Schalock (2001) seeks to elaborate current accountability initiatives which seek to improve management by increasing effectiveness and efficiency and improving the government’s public confidence. The author explains that there is the need to ensure that outcomes meet the selection criteria which give a reflection of the need for accountability and progressive improvements.
The content of this reading material is relevant and relates with my experience as a high school science teacher. During the study, there was much conceptualization regarding to the reform movement, the outcome selection criteria and the rationale and potential outcomes of every targeted area Schalock (2001). This experience is effective in understanding the complexity that is present in making an effective outcome-based evaluation. While teaching science to high schools pupils, there are numerous challenges that one experiences. Since the pupils are in their growth stage, it is difficult to predict their outcome after a science class; hence the book plays a vital role in evaluating the outcome of the teaching session. To ensure that the pupils produce exemplary results in science, it is crucial for the teacher to ensure that they understand the lessons in class, following the outcome-based evaluation model by Schalock (2001) it is easy to come up with ways of knowing the level of understanding of the pupils. Reading the book, it is easy to understand the ...Show more