They can’t tell the difference: A first evaluation of an Outcome-Based Learning innovation in teacher education

They can’t tell the difference: A first evaluation of an Outcome-Based Learning innovation in teacher education

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They can’t tell the difference: A first evaluation of an Outcome-Based Learning innovation in teacher education

Outcomes Based Learning (OBL) approaches to specifying curriculum, assessment, and ,teaching in higher education are intended to clarify and improve higher education students’, outcomes. OBL is a major initiative being implemented in universities, worldwide, with widespread backing by governments and standards bodies.At the HK Institute of Education, a pilot of OBL in teacher education classrooms was studied by surveying students’, perceptions of the efficacy of the OBL innovation adopted in one course (n=85). A survey questionnaire, designed to obtain evaluation of the OBL class and to make comparisons tonon-OBL classes, was administered at the end of a one-semester class. Two scales were identified with exploratory &, confirmatory factor analysis and Andrich’,s rating scale model. Student responses to the class evaluation scale and the comparative scale were slightly positive, indicating students did not perceive OBL approaches negatively, nor did they perceive significant differences between OBL andother course approaches previously experienced. Interview of the course instructor revealed that there waslittle explicit discussion of OBL with students.We conclude that students have to be explicitly informed of OBL principles as a pre-requisite to their ,making informed evaluations regarding OBL efficacy. Implications for OBL adoption will be discussed.

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