Abstract
Widespread implementation of outcomes-based instruction is rapidly increasing in the nation's schools. Recent experience has shown, how ever, that while some classes achieve the intended outcomes, other classes, often within the same school or district, do not. This study reports the results of a large-scale empirical test of a prototype cur riculum supervision system. The system was developed to enable school administrators and supervisors to efficiently monitor class per formance of outcomes-based instruction during a school year, and to assist teachers in quickly identifying and correcting instructional problems when they occur so as to improve class achievement of in tended outcomes.
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