| Abstract: | The researchers examined rankings of goals of education obtained from community representatives using two different methods: use of single goal statements and use of interrelated goal sets. The sets were derived from a posited model of relationships among goals. The results indicate that basic skills were ranked lower when subjects were presented with a goal ranking task that accounted for relationships among goals compared to single goals presented as independent items. Greater consistency of ranking was also obtained using goal sets rather than individual goals. |
