Std678 Maths Science Learnig Outcome

 

LEARNING OUTCOMES 

What is meant by Learning Outcomes?

Think for a moment about a course or training session with which you are currently involved. Identify one skill that you think would be essential to know or do by the end of this learning period. If you were able to do this, then you are beginning to construct a learning outcome.
Definition of Learning Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course or program. In other words, learning outcomes identify what the learner will know and be able to do by the end of a course or program.
Spady, (1994) , an educational researcher who spearheaded the development of outcomes based education, suggests that the ability demonstrate learning is the key point. This demonstration of learning involves a performance of some kind in order to show significant learning, or learning that matters. He claims that significant content is essential, but that content alone is insufficient as an outcome. Rather, knowledge of content must be manifested through a demonstration process of some kind.
An outcome statement that incorporates this knowledge within a performance demonstration might include:

• The learner will have demonstrated the ability to make engine repairs on a variety of automobiles.
  In the above statement, the ability to make engine repairs implies that the person has the requisite knowledge to do so.

Performance statements include higher level thinking skills as well as psychomotor skills.

Consider the following learning outcome statement:

The learner will have demonstrated the ability to analyze engines and make decisions regarding required repairs for a variety of automobiles.

Spady, also addresses the context or performance setting in which the performance demonstration occurs. He suggests a range of performance contexts from that of demonstrations of classroom learning to those which involve living successfully in the larger society. Thus, his highest level outcomes refer to generic skills such as the preparation of learners to be problem solvers, planners, creators, learners and thinkers, communicators etc., regardless of subject areas studied.

Learning outcomes refer to observable and measurable

·         knowledge

·         skills

·         attitudes

EXAMPLES OF LEARNING OUTCOMES STATEMENTS

The successful student has reliably demonstrated the ability to:

Administer medications according to legal guidelines

Make pricing decisions using relevant cost and profitability factor

Characteristics of Learning Outcomes Statements
Learning outcomes should:

• reflect broad conceptual knowledge and adaptive vocational and generic skills
• reflect essential knowledge, skills or attitudes;
• focus on results of the learning experiences;
• reflect the desired end of the learning experience, not the means or the process;
• represent the minimum performances that must be achieved to successfully complete a course or program;
• answer the question, "Why should a student take this course anyway?"

Learning outcomes statements may be considered to be exit behaviors.Background and Context for Development of Learning Outcomes
You may have seen learning outcomes statements on various college course outlines, including this course. Or, you may have seen learning outcomes statements which reflect your children’s expected level of learning at a certain grade level.
Learning outcomes reflect a movement toward outcomes based learning (OBL) in elementary, secondary, and post secondary educational systems throughout North America, and beyond. This movement is, in turn, influenced by public pressure to ensure a greater accountability and consistency within educational systems. Through the creation of outcomes statements, and the evaluation of learner performance in relation to those statements, it is believed by some that a more accountable educational system will result.
Because learning outcomes focus on the end result of learning, regardless of how or where that learning occurred, their development serves to offer the potential for increased access to learning opportunities through prior learning assessment.
Outcomes-based education is thought to provide greater:

* consistency - in course offerings across the educational system

* accountability - expectations for learning are clearly stated, and frequent assessment processes help both teacher and student identify progress toward meeting the outcomes

* accessibility - clearly defined outcomes enable learners to demonstrate achievement of those outcomes through prior learning assessment processes

Global Influences
In the 1990's, global economies and work place requirements shifted toward broad based, transferable skills. For example, the Conference Board of Canada lists the following skills as essential for the workplace:

• ability to work in teams
• effective communication
• ability to solve problems

Local Influences
A comprehensive review of the mandate of the Ontario college system in the early 1990’s recommended that program standards be developed as a means of ensuring better quality programming. The creation of program standards was also seen as a way of enabling learners to receive recognition for previous learning when transferring from one college program to another. (Vision 2000, 1992)
As a consequence of this decision, a body called the College Standards and Accreditation Committee (CSAC) was established to ensure standards and consistency across colleges throughout the province. This body was given the authority to approve program standards which are the program learning outcomes for all diploma vocational community college programs. (Diploma college programs are three years in length.)
It further developed a set of generic skill standards or outcomes which all community college graduates of diploma programs are expected to demonstrate upon graduation.
Individual colleges were given the responsibility for establishing Learning Outcomes for General Educational courses, and for individual courses within college programs.
College Context
In the college system, learning outcomes are written at the:

• PROGRAM level
• COURSE level

LEARNING OUTCOMES in the college system may express

• Vocational Skills
• Generic Skills
• General Education    

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