outcomes-based education

Examples of outcomes-based education in the following topics:

• Educational Reform in the U.S.

  • Despite this high level of funding, the school district provides outcomes that are lower than the national average.
  • In the 1990s, most states and districts adopted Outcome-Based Education (OBE) in some form or another.
  • Congress also set the standards-based National Education Goals (Goals 2000).
  • Many of these goals were based on the principles of outcomes-based education, and not all of the goals were attained by the year 2000 as was intended.
  • Rather than reforming the educational process, they focus on the effects that process achieves by measuring outcomes (e.g., student achievement).

• Formative Assessment vs Summative Assessment

  • It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.
  • This assessment is also called as educative and classroom assessment.
  • This is taught in many educational programs in the United States.
  • Another form of assessment used in the education sector is the performance-based assessment, which is a derivative of the summative assessment, as it focuses on achievement.
  • It is often aligned with the standards-based education reform and outcomes-based education movement.

• Who We Are

  • Boundless is a Boston-based education technology startup that believes that universal access to quality education is a right, not a privilege.
  • Founded in 2011 on the principle that universal access to quality education is a right, not a privilege, Boundless is a Boston-based education technology startup that provides high-quality, low-cost educational content in a revolutionary, award-winning teaching and learning platform.
  • Boundless offers a library of over 10,000 content educational modules in over 20 introductory-college subjects, as well as custom content-creation services for institutional partners.
  • Our modular, highly customizable, outcomes-focused content represents a new model for textbooks that provides educators with the control they want and students with the quality and affordability they need—and our one-of-a-kind authoring platform enables educators and experts to constantly improve our content, so you never have to wait for the next book edition for the most up-to-date information.
  • In addition to our modular textbooks, Boundless also offers supplementary materials for educators, such as assessments tied to learning outcomes, lecture materials such as PowerPoints, and metrics on student progress and performance.

• Project-Based Learning - What is it?

  • Project-Based Learning is a comprehensive instructional approach to engage learners in sustained, cooperative investigation (Bransford & Stein, 1993).
  • Project-Based Learning is a teaching and learning strategy that engages learners in complex activities.
  • According to current research (Thomas, Mergendoller, & Michaelson, 1999; Brown & Campione, 1994), projects are complex tasks, based on challenging questions, that serve to organize and drive activities, which taken as a whole amount to a meaningful project.
  • PBL environments include authentic content, authentic assessment, teacher facilitation but not direction, explicit educational goals, collaborative learning, and reflection.
  • emphasis on artifact creation as part of the learning outcome based on authentic and real life experiences with multiple perspectives

• The Essence of Project-Based Learning: Constructionism in Practice

  • In conclusion, the essence of Project-Based Learning lies in the engaging experiences that involve learners in complex and real world projects through which they develop and apply skills and knowledge.
  • In this environment, learners choose, plan, design and construct artifacts as part of their learning outcomes.

• Behavior Modification

  • Specification of the desired outcome (What must be changed and how it will be evaluated?
  • ) One example of a desired outcome is increased student participation in class discussions.
  • Evaluation and assessment of the effectiveness of the approach based on teacher expectations and student results.

• Learning Outcomes

  • While the noun forms of the three words aim, objective, outcome and goal are often used synonymously, among professionals in organized education, the words aim and objective can be narrowly defined and are distinct from each other.
  • For this reason some educational organizations use the term learning outcome since this term is inclusive of education in which learners strive to achieve goals but extends further to include other forms of education.
  • Therefore the term learning outcome is replacing objective in some educational organizsations.
  • One can equate aims to intended learning outcomes and objectives to measured learning outcomes.
  • Although terms like learning outcome, objective, and aims are often use interchangeable, it is important to note that many educational professionals make a distinction between the terms.

• Controversies in Intelligence and Standardized Testing

  • Intelligence tests and standardized tests are widely used throughout many different fields (psychology, education, business, etc.) because of their ability to assess and predict performance.
  • Some argue that environmental factors, such as quality of education and school systems, can cause discrepancies in test scores that are not based on intelligence.
  • Another criticism lies in the use of intelligence and standardized tests as predictive measures for social outcomes.
  • As a result, critics of intelligence testing argue that intelligence cannot be used to predict such outcomes, and that environmental factors are more likely to contribute to both IQ test results and later outcomes in life.
  • Various cultures value different types of mental abilities based on their cultural history, and the IQ test is a highly westernized construct.

• Challenges of Resource-Based Learning

  • Rubrics offer clear expectations and provide specifications for the desired product(s) and process accompanying each learning outcome.
  • The dynamic components of resource-based learning are also problematic.
  • Many Web-based information sites are updated frequently (Hill & Hannafin, 2001).
  • The educational system must offer these opportunities to all students; otherwise, that system will be responsible for developing a new elite--the information elite (Bell, 1986).
  • Of course, resource-based learning must be supported by school administration.

• Bureaucratization of Schools

  • They are intended to ensure equal opportunities and increase efficiency based on a meritocratic structure.
  • Meritocracy means that hiring and promotion should be based on proven and documented skills, rather than on nepotism or random choice.
  • In schools, students learned to value hierarchical command, standardized outcomes, and specialized skills.
  • The model of American education based upon the industrial factory is undergoing a revolution based upon emerging technologies that redefine school organization as a virtual as well as a physical learning environment.
  • In schools, students learned to value hierarchical command, standardized outcomes, and specialized skills.