Ed Comm Outcome Based Education 2pgs EDU
2
7/27/2019 Ed Comm Outcome Based Education 2pgs EDU http://slidepdf.com/reader/full/ed-comm-outcome-based-education-2pgs-edu 1/2 "OUTCOME-BASED" EDUCATION: An Overview Concerns that the education system cannot adequately prepare students for life and work in the 21st Century have prompted people across the country to explore new ways of designing education . I n several states, educators and policy makers are attempting to change the way we measure the effectiveness of education from an emphasis on traditional i n p u t s , such as course credits earned and hours spent in class, to r e s u l t s or out- comes. The shift toward outcome-based education is analogous to the total quality movement in business and manufacturing . I t reflects a belief that the best way for individuals and organiza- tions to get where they're going is first to determine where they are and where they want to be-then plan backwards to determine the best way to get from here to there . Proponents of the outcomes approach in education assume there are many ways to arrive at the same results : the impor- tant thing is that states, districts, schools and students do, in fact, achieve them . Opponents worry about who will decide on outcomes and how students, schools and districts will be held accountable for achieving them . Both sides raise fun- damental questions about the structure and direction of the education system and the role of education in a democracy . Why is there so much confusion about outcome-based education? Debate about outcome- based education reveals widespread confusion about terminology and concepts . The terms "out- comes," "standards" and "goals" frequently are used inter- changeably, and individuals disagree about their meanings and applications . These terms also are used indiscriminately to refer to different types of results, including content outcomes, student performance outcomes and school performance stand- ards. Content outcomes describe what students should know and be able to do in particular subject areas . Student performance out- comes describe how and at what level students must demonstrate such knowledge and skills . School performance Common Arguments In Favor of Outcome-Based Education o Promotes high expectations and greater learning for all stu- dents . a Prepares students for life and work in the 21st Century . a Fosters more authentic forms of assessment ( i .e . , students write to show they know how to use English well, or complete math problems to demonstrate their ability to solve problems) . a Encourages decision making regarding curriculum, teaching methods, school structure and management at each school or district level. Common Arguments Against Outcome-Based Education a Conflicts with admission requirements and practices of mo colleges and universities, which rely on credit hours and s ardized test scores . a Some outcomes focus too much on feelings, values, attitu and beliefs, and not enough on the attainment of factual knowledge. a Relies on subjective evaluation, rather than objective test measurements. a Undermines local control . Education Commission of the State s, June 1993 70717th Street . Suite 2700. Denver, CO 80202 Minnesota Statute 125.661 Outcome-based Education is a pupil-centered results- oriented system based on t he belief that all individuals ca learn. In this system: (1) What a pupil is to learn is clearly identUled (2) Each pupil's progress is based on his or her demonstrated achievement (3) Each pupil's needs are accommodated through multip instructional strategies and assessment tools (4) Each pupil is provided time and assistance to realize h or her potential standards define the quality of education schools must pro- vide in order for students to meet content and/or performanc outcomes. Confusion arises when people often fail to distinguish be- tween outcome-based education as a concept and - programs such as the Outcome- Driven Developmental Model of the N tional Center for Outcome-Based Education. Another source of confusion about outcomes arises from the variety of levels at which they can be developed and imple- mented. Connecticut's Common Core of Learning, for ex- ample, is a set of content and performance outcomes developed at the state level . The National Council of Teache of Mathematics Standards are content and performance out- comes developed by a national curriculum organization, which have been adopted throughout the country by i n - dividual teachers, schools and districts. Approximately 20 national groups, including the Bradley Commission, the National Academy of Sciences, the U .S . Department of Labor and the New Standards Project, are developing various types of outcomes that are content-specif or integrate several subject areas . Some states and districts mandate outcomes, while others present them as guidelines . Some states require, for example that schools "meet or exceed" a certain set of outcomes in order to maintain accreditation. Other states encourage dis- tricts and schools to develop and adopt their own outcomes, based on a particular model put forth by the state . 303-299-
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Transcript of Ed Comm Outcome Based Education 2pgs EDU
7/27/2019 Ed Comm Outcome Based Education 2pgs EDU
http://slidepdf.com/reader/full/ed-comm-outcome-based-education-2pgs-edu 1/2
"OUTCOME-BASED"
EDUCATION :
A n O v e r v i e w
C o n c e r n s t h a t t h e e d u c a t i o n s y s t e m c a n n o t a d e q u a t e l y p r e p a r e
s t u d e n t s f o r l i f e a n d w o r k i n t h e 2 1 s t Century have prompted
p e o p l e a c r o s s t h e c o u n t r y t o e x p l o r e n e w w a y s o f d e s i g n i n g
e d u c a t i o n . I n s e v e r a l s t a t e s , e d u c a t o r s a n d p o l i c y m a k e r s a r e
a t t e m p t i n g t o c h a n g e t h e w a y w e m e a s u r e t h e e f f e c t i v e n e s s o f
e d u c a t i o n f r o m a n e m p h a s i s o n t r a d i t i o n a l i n p u t s , s u c h a s
course credits earned and hours spent in class, to r e s u l t s o r o u t -
comes .
T h e s h i f t t o w a r d o u t c o m e - b a s e d e d u c a t i o n i s a n a l o g o u s t o t h e
t o t a l q u a l i t y m o v e m e n t i n b u s i n e s s a n d m a n u f a c t u r i n g . I t
r e f l e c t s a be l i e f t h a t t h e be s t w a y f o r i n d i v i d u a l s a n d o r ga n i z a -
t i o n s t o ge t w h e r e t h e y ' r e go i n g i s f i r s t t o d e t e r m i n e w h e re
t h e y a r e a n d w h e r e t h e y w a n t t o b e - t h e n p l a n b a c k w a r d s t o
d e t e r m i n e t h e be s t w a y t o ge t f r o m h e r e t o t h e r e .
P r o p o n e n t s o f t h e o u t c o m e s a p p r o a c h i n e d u c a t i o n a s s u m e
t h e r e a r e m a n y w a y s t o a r r i v e a t t h e s a m e r e s u l t s : t h e i m p o r -
t a n t t h i n g i s t h a t s t a t e s , d i s t r i c t s , s c h o o l s a n d s t u d e n t s d o , i n
f a c t , a c h i e v e t h e m . O p p o n e n t s w o r r y a b o u t w h o w i l l d e c i d e
o n o u t c o m e s a n d h o w s t u d e n t s , s c h o o l s a n d d i s t r i c t s w i l l b e
h e l d a c c o u n t a b l e f o r a c h i e v in g t h e m . B o t h s i d e s r a i s e f u n -
d a m e n t a l q u e s t i o n s a bo u t t h e s t r u c t u r e a n d d i r e c t i o n o f t h e
e d u c a t i o n s y s t e m a n d t h e r o l e o f e d u c a t i o n i n a d e m o c r a c y .
W h y i s t h e r e s o m u c h c o n f u s i o n a b o u t
o u t c o m e - b a s e d e d u c a t i o n ?
D e b a t e a b o u t o u t c o m e - b a s e d e d u c a t i o n r e v e a l s w i d e s p r e a d
c o n f u s i o n a b o u t t e r m i n o l o g y a n d c o n c e p t s . T h e t e r m s " o u t -
c o m e s , " " s t a n d a r d s " a n d " g o a l s " f r e q u e n t l y a r e u s e d i n t e r -
c h a n g e a b l y , a n d i n d i v i d u a l s d i s a g r e e a b o u t t h e i r m e a n i n g s
a n d a p p l i c a t i o n s . Th e s e t e r m s a l s o a r e u s e d i nd i s c r i m i n a t e l y t o
r e f e r t o d i f f e r e n t t y p e s o f r e s u l t s , i n c l u d i n g c o n t e n t o u t c o m e s ,
s t u d e n t p e r f o r m a n c e o u t c o m e s and s c h o o l p e r f o r m a n c e s t a n d -
a r d s .
Content outcomes d e s c r i b e w h a t s t u d e n t s s h o u l d k n o w a n d b e
a b l e t o d o i n p a r t i c u l a r s u b j e c t a r e a s . S t u d e n t p e r f o r m a n c e o u t -
c o m e s d e s c r i b e h o w a n d a t w h a t l e v e l s t u d e n t s m u s t
d e m o n s t r a t e s u c h k n o w l e d g e a n d s k i l l s . School performance
Common Argumen ts In Favor o f Outcome-Based
E d u c a t i o n
o P r o m o t e s h i g h e x p e c t a t i o n s a n d g r e a t e r l e a r n i ng f o r a l l s t u -
d e n t s .
a P r e p a r e s s t u d e n t s f o r l i f e a n d w o r k i n t h e 2 1 s t C e n t u r y .
a F o s t e r s m o r e a u t h e n t i c f o r m s o f a s s e s s m e n t ( i . e . , s t u d e n t s
w r i t e t o s h o w t h e y k n o w h o w t o u s e E n g l i s h w e l l , o r c o m p l e t e
m a t h p r o b l e m s t o d e m o n s t r a t e t h e i r a b i l i t y t o s o l v e p r o b l e m s ) .
a E n c o u r a g e s d e c i s i o n m a k i n g r e g a r d i n g c u r r i c u l u m , t e a c h i n g
m e t h o d s , s c h o o l s t r u c t u r e a n d m a n a g e m e n t a t e a c h s c h o o l o r
dis t ric t level .
Common Argume nts Against Outcome-Based
E d u c a t i o n
a C o n f l i c t s w i t h a d m i s s i o n r e q u i r e m e n t s a n d p r a c t i c e s o f m o
c o l l e ge s a n d u n i v e r s i t i e s , w h i c h r e l y o n c r e d i t h o u r s a n d s
a r d i z e d t e s t s c o r e s .
a S o m e o u t c o m e s f o c u s t o o m u c h o n f e e l i n g s , v a l u e s , a t t i t u
a n d be l i e f s , a n d n o t e n o u gh o n t h e a t t a i n m e n t o f f a c t u a l
know ledge .
a R e l i e s o n s u b j e c t i v e e v a l u a t i o n , r a t h e r t h a n o b j e c t i v e t e s t
measurements .
a U n d e r m i n e s l o c a l c o n t r o l .
Education Commission of the States, June 199 3 7 0 7 1 7 t h S t r e et . S u i t e 2 7 0 0 . D e n v e r , C O 8 0 2 0 2
M i n n e s o t a S t a t u t e 1 2 5 . 6 6 1
O u t c o m e - b a s e d E d u c a t i o n i s a p u p i l - c e n t e r e d r e s u l t s -
o r i e n t e d s y s t e m based on t h e b e l i e f t h a t a l l i n d i v i d u a l s c a
l e a r n . I n t h i s s y s t e m :
( 1 ) W h a t a p u p i l i s t o l e a r n i s c l e a r l y i d e n t U l e d
( 2 ) E a c h p u p i l ' s p r o g r e s s i s b a s e d o n h i s o r h e r
demonstrated achievement
( 3 ) E a c h p u p i l ' s n e e d s a r e a c c o m m o d a t e d t h r o u g h m u l t i p
i n s t r u c t i o n a l s t r a t e gi e s a n d a s s e s s m e n t t o o l s
( 4 ) E a c h p u p i l i s p r o v i d e d t i m e a n d a s s i s t a n c e t o r e a l i z e h
o r h e r p o t e n t i a l
s t a n d a r d s d e f i n e t h e q u a l i t y o f e d u c a t i o n s c h o o l s m u s t p ro -
v i d e i n o r d e r f o r s t u d e n t s t o m e e t c o n t e n t a n d / o r p e r f o r m a n c
outcomes .
C o n f u s i o n a r i s e s w h e n p e o p l e o f t e n f a i l t o d i s t i n g u i s h be -
tween outcome-based e d u c a t io n a s a c on ce p t an d -programs
s u c h a s t h e O u t c o m e - D r i v e n D e v e l o p m e n t a l M o d e l o f t h e N
t i o n a l C e n t e r f o r O u t c o m e - B a s e d Education .
A n o t h e r s o u r c e o f c o n f u s i o n a b o u t o u t c o m e s a r i s e s f r o m t h e
v a r i e t y o f l e v e l s a t w h i c h t h e y c a n b e d e v e l o p e d a n d i m p l e -
mented . C o n n e c t i c u t ' s C o m m o n C o r e o f L e a r n i n g , f o r e x -
a m p l e , i s a s e t o f c o n t e n t a n d p e r f o r m a n c e o u t c o m e s
developed at the state level . T h e N a t i o n a l C o u n c i l o f T e a c h e
o f M a t h e m a t i c s S t a n d a r d s a r e c o n t e n t a n d p e r f o r m a n c e o u t -
comes developed by a n a t i o n a l c u r r i c u l u m o r g a n i z a t i o n ,
w h i c h h a v e b e e n a d o p t e d t h r o u g h o u t t h e c o u n t r y b y i n -
dividual teachers, schools and districts .
A p p r o x i m a t e l y 2 0 n a t i o n a l g r o u p s , i n c l u d i n g t h e B r a d l e y
C o m m i s s i o n , t h e N a t i o n a l A c a d e m y o f S c i e n c e s , t h e U . S .
D e p a r t m e n t o f L a b o r a n d t h e N e w S t a n d a r d s P r o j e c t , a r e
d e v e l o p i ng v a r i o u s t y p e s o f o u t c o m e s t h a t a r e c o n t e n t - s p e c i f
o r i n t e g r a t e s e v e r a l s u b j e c t a r e a s .
S o m e s t a t e s a n d d i s t r i c t s m a n d a t e o u t c o m e s , w h i l e o t h e r s
p r e s e n t t h e m a s g u i d e l i n e s . S o m e s t a t e s r e q u i r e , f o r e xa m p l e
t h a t s c h o o l s " m e e t o r e x c e e d " a c e r t a i n s e t o f o u t c o m e s i n
o r d e r t o m a i n t a i n a c c r e d i t a t i o n . Other states encourage dis-
t r i c t s a n d s c h o o l s t o d e v e l o p a n d a d o p t t h e i r o w n o u t c o m e s ,
b a s e d o n a p a r t i c u l a r m o d e l p u t f o r t h b y t h e s t a t e .
3 0 3 - 2 9 9 -
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F i n a l l y , s o m e p e o p l e c o n f u s e o u t c o m e s - b a s e d e d u c a t i o n w i t h
M a s t e r y L e a r n i n g , a n i n s t r u c t i o n a l m o d e l c o n c e i v e d b y J o h n
C a r r o l l i n 1 9 6 3 a n d d e v e l o p e d b y B e n j a m i n B l o o m . B o t h o u t -
c o m e - b a s e d e d u c a t i o n a n d M a s t e r y L e a r n i n g a r e b a s e d o n t h e
a s s u m p t i o n t h a t a l l s t u d e n t s c a n m a s t e r t a s k s a n d m a t e r i a l s i f
g i v e n e n o u g h t i m e .
H o w e v e r , t h e M a s t e r y L e a r n i n g m o d e l d i v i d e s k n o w l e d g e a n d
s k i l l s i n t o s m a l l , d i s t i n c t , s e q u e n t ia l u n i t s b a s e d a r o u n d t h e e x -
i s t i n g c u r r i c u l u m . A s t u d e n t ' s p r o gr e s s i s m e a s u r e d p r i m a r i l y
b y t e s ts , f o r t h e pu r p os e o f a s s ig n i ng a g r a d e . A s a m p l e o b j e c -
t i v e m i g h t b e : "Students will be able to underline the verbs in
a s e n t e n c e . "
T h e o u t c o m e s m o d e l f i r s t r e q u i r e s l o o k i n g a t w h a t s k i l l s a n d
k n o w l e d g e s t u d e n t s n e e d t o h a v e w h e n t h e y l e a v e t h e s y s t e m .
T h o s e s k i l l s t h e n d r i v e c h a n ge s i n t h e c u r r i c u l u m , i n s t r u c t i o n
a n d a s s e s s m e n t , n o t v i c e v e r s a . The outcomes model em-
p h a s i z e s h i gh e r - o r d e r s k i l l s , s u c h a s a n a l y s i s , s y n t h e s is a n d
p r o b l e m s o l v in g a n d t h e in t e g r a t i o n o f k n o w l e d g e a c r o s s s u b -
j e c t a r e a s . S t u d e n t p r o g r e s s t o w a r d o u t c o m e s i s m e a s u r e d
t h r o u g h a v a r i e t y o f m e t h o d s , i n c l u d i n g t e s t s , t e a c h e r o bs e r v a -
t i o n , c h e c k l i s t s a n d p o r t f o l i o s o f s t u d e n t w o r k .
A sample outcome might be : " S t u d e n t s w i l l u s e l a n g u a ge e f -
fectively with a variety of audiences to inform, explain,
d e s c r i be a n d n a r r a t e . "
Outcomes are :
a S t a t e m e n t s a b o u t w h a t s t u d e n t s s h o u l d k n o w a n d b e a b l e t o
d o a s a r e s u l t o f t h e i r e d u c a t i o n .
• F o c u s e d o n w h a t s t u d e n t s l e a r n , n o t w h a t t e a c h e r s t e a c h .
l 7 A way o f r e o r i e n t i n g t h e e d u c a t i o n s y s t e m t o w a r d r e s u l t s .
O u t c o m e s a r e NO T :
• Curriculum .
a Tests .
a Teaching methods .
History
In the 1970s,
S t a t e s a n d d i s t r i c t s i m p l e m e n t e d m i n i m u m c o m -
p e t e n c y t e s t s t o m e a s u r e t h e l o w e s t a c c e p t a b l e
l e v e l o f s t u d e n t p e r f o r m a n c e i n p a r t i c u l a r gr a d e s .
C u r r i c u l u m a n d t e a c h i n g m e t h o d s f r e q u e n t l y
were designed around minimum competency re-
q u i r e m e n t s . S t u d e n t p e r f o r m a n c e w a s m e a s u r e d
a n d c o m p a r e d p r i m a r i l y o n t h e b a s i s o f s t a n d -
a r d i z e d a c h i e v e m e n t t e s t s .
In the 19R0s
I n t e r n a t i o n a l c o m p a r i s o n s i n d i c a t e d t h a t
A m e r i c a n s t u d e n t s l a g g e d b e h i n d t h e i r c o u n t e r p a r t s i n o t h e r
c o u n t r i e s i n a c a d e m i c a c h i e v e m e n t . Ten states replaced mini -
m u m c o m p e t e n c y r e q u i r e m e n t s w i t h " l e a r n e r o u t c o m e s , "
b a s e d o n t h e b e l i e f t h a t m i n i m u m p r o f i c i e nc y w a s n o t s u f f i -
c i e n t f o r s u c c e s s i n s c h o o l a n d b e y o n d . A n e w e m p h a s i s o n
E d u c a t i o n C o m m i s s i o n o f t h e S t a t e s , J u n e 1 9 9 3 7 0 7 1 7 t h S t r e e t , S u i t e 2 7 0 0 , D e n v e r, C O 8 0 2 0 2
yA s a m p l e s t a n d a r d f r o m
t h e C o n n e c t i c u t CommonC o r e o f L e a r n i ng : S t u -
dent w i l l b e a b l e t o
" m a k e e s t i m a t e s a n d a p -
p r o x i m a t i o n s a n d j u d g e
t h e r e a s o n a b l e n e s s o f
r e s u l t s . "
h i gh e r - o r d e r s k i l l s a n d t h i n k i n g p r o c e s s e s l e d m a n y i n s ti t u -
t i o n s t o i n c r e a s e t h e n u m b e r o f C a r n e g i e u n i t s r e q u i r e d f o r
g r a d u a t i o n , e s p e c i a l l y i n m a t h a n d s c i e n c e .
The 1990s
A g r o w i n g n u m b e r o f e d u c a t o r s a n d p o l i c y makers acknow-
l e d g e t h a t " m o r e o f t h e s a m e " i n e d u c a t i o n w i l l n o t a d e q u a t e l y
p r e p a r e s t u d e n t s f o r t h e c h a n g i n g d e m a n d s o f w o r k a n d
s o c i e t y . T h e s e p o l i c y m a k e r s a n d e d u c a t o r s a r e d e v e l o p i n g
outcomes as one component o f c o m p r e h e n s i v e r e f o r m o f t h e
e d u c a t i o n s y s t e m . T h e B u s i n e s s R o u n d t a b l e , w h i c h r e p r e -
s e n t s 2 0 0 c o r p o r a t i o n s , s a y s , " A s u c c e s s f u l s y s t e m i s p e r f o r -
mance or outcome based" and " . . . u s e s a s s e s s m e n t s t r a t e gi e s a s
s t r o n g a n d r i c h a s t h e o u t c o m e s . " (The Essential Com-
p o n e n t s o f a S u c c e s s f u l E d u c a t i o n S y s t e m , 1992) .
States that have developed or implemented
some f orm of outcomes :
States where outcomes are (or can be) par t of
the state accreditation or assessment process,
i n a d d i t i o n t o t h o s e l i s t e d a b o v e :
I l lino is Iowa Michig an
M i s s o u r i Nebraska New Mexico
Ohio S o u t h C a r o l i n a Texas
Vermont V i r g i n i a WyomingWhat proof is there that outcome-based
education will work?
*'The Eight-Year Study . T h e c o n c e p t o f o u t -
c o m e - b a s e d e d u c a t i o n d a t e s ba c k a t l e a s t t o t h e
1930s . I n w h a t l a t e r b e c a m e k n o w n a s t h e
E i g h t - Y e a r S t u d y , 3 0 0 A m e r i c a n c o l l e g e s a n d
universities agreed in 1933 t o f r e e 3 0 e x -
p e r i m e n t a l h i g h s c h o o l s f r o m t h e i r c o n v e n t i o n -
a l s u b j e c t - u n i t e n t r a n c e r e q u i r e m e nt s . T h e
s c h o o l s , i n t u r n , a gr e e d t o s u b m i t d e t a i l e d i n f o r
m a t i o n c o n c e r n i n g t h e i r g r a d u a t e s s e e k i n g c o l -
l e g e a d m i s s i o n . T h e h i g h s c h o o l s t h e n d e s i g n e d
c o u r s e s t o f o s t e r t h e k i n d s o f h i gh e r - o r d e r
t h i n k i n g a n d l e a r n i ng s k i l l s r e q u i r ed o f s u c c e s s f u l c o l l e ge s t u -
d e n t s . T h e 1 , 4 7 5 g r a d u a t e s o f t h e s e s c h o o l s w e r e c o m p a r e d ,
on the basis of several criteria, with graduat es of convention -
a l s c h o o l s . T h e c o m p a r i s o n r e v ea l e d , a m o n g o t h e r t h i n g s ,
t h a t gr a d u a t e s o f e x p e r i m e n t a l s c h o o l s t h a t d e v i a t e d t h e m o s t
30 3.299-36
Alabama Arizona Arkansas
C a l i f o r n i a Colorado Connecticut
Delaware F l o r i d a Georgia
Hawaii I n d i a n a Kansas
Kentucky Louisiana Maine
M a r y l a n d Massach use tts M in ne so ta
Missouri New Jersey N o r t h C a r o l i n a
Oklahoma Oregon Pennsylvania
Tennessee Ut a h West Virgini a
