ABSTRACT
This chapter considers the assessment of children from a cybernetic viewpoint. It describes the products of such assessments–the data generated and the process of such assessment–the way the data are generated and the organizational structure by which such assessments are done for entire populations. The chapter suggests that greater awareness of basic cybernetic principles may make such an assessment system both more effective and more humane. It also describes some of the issues and problems that the existing system presents to a cybernetic analysis and also suggests alternatives leading to solutions that derive from the theoretical ideas. The existing assessment system will be considered in terms of its component parts: a sensing mechanism for the identification of children with problems, a data collection through diagnostic procedures, and an output product or educational plan. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.
