On defining the term learning outcome – the who`s, the when`s and the where`s?
Author(s):
Tine Sophie Proitz
Conference:
ECER 2009
Network:
11. Educational Effectiveness and Quality Assurance
Format:
Paper

Session Information

11 SES 08 A, Learning Outcome and Attitudes Towards Education

Paper Session

Time:
2009-09-30
08:30-10:00
Room:
HG, HS 46
Chair:
Jan A. Van Damme

Contribution

This paper aims at presenting the findings of an investigation of different conceptions of the term learning outcome presented by scholars in international journals and publications. The paper addresses the findings on by whom, when and where the constructs of learning outcome are defined and discussed. The investigation was initiated by the interest in a sudden increase in the usage of the term learning outcome in Norwegian governmental documents. This has led to an exploratory investigation of 22 international publications written by scholars promoting, criticizing, defining and discussing the term learning outcome (Gagnè 1974, Eisner 1979, Otter 1992, Allan 1996, Davies 2002, Hussey & Smith 2003, Davies 2002, James & Brown 2005, Ewell 2005, Buss 2008, Hussey & Smith 2003; 2008, Nusche 2008). Preliminary findings indicate that there are at least two dominating and competing perspectives on learning outcome. Additional there are also indications pointing in a direction of a dominating one-dimensional approach to the term concerning its purpose. A majority of the scholars in the field seem to address the term as a tool for educational and instructional purposes first and foremost. In a situation where a “learning outcome movement” seems to be flourishing at its highest it seem paradoxical that the scholarly debate appear to leave out issues like learning outcome for control, management and accountability purposes (Kellaghan and Greaney 2001, Ewell 2005). Can this be explained by characteristics common to the writers, time of publicizing or type of publication? These issues also touch upon complex questions on the diffusion and impact of research in relation to policy and practice (Weiss 1972). Studies have shown that practitioners within education to a little extent utilize research for different reasons and that access and presentation of research can be central questions for inquiry (Williams & Coles2007). Conceptions of the term learning outcome might affect the work of teachers and practitioners in schools to a great extent when applied at real life situations. To what extent do practitioners take part in the debate on the understandings of learning outcome? And are there any characteristics common to the selected publications that might enhance accessibility of this debate for practitioners?

Method

The study approach used here has a lot in common with document analysis, but there are also similarities to the techniques used by reviewers (Gall et.al. 1996). Most of the publications have been selected from the research platform ISI web of science, the online digital library ERIC, and the online digital database Source OECD and Google.com. To be included in the selection the publications must have an empirical or analytical approach to the phenomenon learning outcome as its main focus. The selection of publications has been done according to the purpose of the study – to investigate how the concept of learning outcome is defined, and by whom, when and where. There is a multitude of literature that use the term learning outcome paying little attention to the term itself – these have been sorted out.

Expected Outcomes

The result of this study is to learn more about the concept of learning outcomes supplementing the definitional domain itself. One outcome of this study is an analysis of different characteristics on; who are those who writes and get published within this domain, where do they get published and when. The intention is that this will give interesting information on the hands that holds the power of constructing and defining the term and concept of learning outcome within the scholarly debate.

References

Adam, S. (2004) Using learning outcomes. A consideration of the nature, role, application and implications for European educational of employing learning outcomes at the local, national and international levels. UK Bologna seminar 1-2 july, Heriott-Wyatt University, Edinburgh. Scotland Allan, J. (1996) Learning outcomes in higher education. in Studies in Higher Education, Vol 21, No.1, (93-108) Buss, D. (2008) Secret destinations. in Innovations in Education and Teaching International. Vol. 45, No 3, (303-308) Davies, A. (2002) Writing Learning Outcomes and Assessment Criteria in Art and Design. Retreived September 2008 from http://www.arts.ac.uk/docks/cltad_learning outcomes.pdf Eisner, E. W. (1979) The Education Imagination. On the Design and Evaluation of School Programs. Macmillian Publishing Co., Inc New York, Collier Macmillian Publishers London Ewell, P. (2005) Applying Learning Outcomes to Higher Education: An Overview. Paper prepared for the Hong Kong University Grants Committee. National Center for Higher Education Management Systems Gagnè, R. M. (1974) Learning for instruction. The Dryden Press Hinsdale, Illinois Gall, M. D., W. R. Borg og J. P. Gall (1996) Educational Research An Introduction. Longman Publishers, USA Hussey , S. & P. Smith (2003) The Uses of Learning Outcomes. in Teaching in Higher Education. Vol. 8, No 3, (357-368) Hussey, S. & P. Smith. (2008) Learning outcomes: a conceptual analysis. in Teaching in Higher Education. Vol. 13, No 1, (107-115) James, B. & S. Brown (2005) Grasping the TLRP nettle: preliminary analysis and som enduring issues surrounding the improvement of learning outcomes. in Curriculum Journal, Vol. 16, No 1. (7-30) Kellaghan, T. & V. Greaney (2001) Using assessment to improve the quality of education.UNESCO, Paris Nusche, D. (2008) Assessment of learning outcomes in higher education: A comparative review of selected practices. OECD Education Working Paper No. 15. 29. Feb 2008 Directorate for Education Otter, S. (1992) Learning Outcomes in Higher Education. A Development Project Report. UDACE, Department of Employment, London (England) Weiss, C. (1972) Evaluation research Methods of assessing program effectiveness. Prentice-Hall. Inc. Englewood Cliffs. New Jersey Williams, D. & L. Coles (2007) Teachers`approach to finding and using research evidence: an information literacy perspective. Educational Research, Vol. 49, No. 2, pp 185-206

Author Information

Tine Sophie Proitz
NIFU STEP
Oslo
158

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