Reflections around Learning outcomes, Learning objectives and outcomes assessments
When experimenting with my blogs, I was struck by a series of questions: “Are we doing things right?”, “Who measures if we are doing the right things?”, “Are the students really benefiting from all these?”, and “Are there any evidence for these?”. It became clear that many researchers are actively seeking answers to these questions, providing some insight into the matter. The article by Addison (2014) pushed me to delve deeper into the question of whether we are effectively fulfilling our roles. However, it also made me realize that while we cannot dismiss Learning Outcomes as an assessment criterion entirely, we need to avoid allowing the bureaucracy of outcomes and assessment to overwhelm both teachers and students, as highlighted by Davies (2012).
My proposal is to incorporate Learning Objectives as the central focus of the design and assessment process, sidelining outcomes, which should depend on individual learners’ capacity and potential. This approach draws inspiration from several key points in Addison’s article, particularly the emphasis on Cultural Historical Activity Theory (CHAT) and its focus on objectives rather than outcomes, the role of the teacher as a mediator, and the collaborative nature of the learning environment.
Implementing this proposal within existing systems poses challenges, including skepticism from stakeholders accustomed to traditional approaches. Despite my reservations, exacerbated by Powell’s critique of outcomes assessment, I remain committed to exploring alternative methods. Powell’s inquiry into the effectiveness of outcomes assessment raises valid concerns about the lack of empirical evidence supporting its efficacy (Powell, 2011). His correspondence with the chair of a PhD program in assessment and measurement in the country, at James Madison University, asking if she could direct him to any controlled studies. The reply from her read as follows, “Your search for the holy grail and disappointment in finding it is fairly widespread.” And it further mentioned as there were careful work around to do outcomes assessment testing on students at orientation and as sophomores and juniors at an annual Spring Assessment Day, and further wrote as she too believes that the best comparison is with over selves over time, and one can document progress in a variety of ways.”
In conclusion, I am dedicated to challenging conventional practices, embracing vulnerability, and fostering meaningful discussions to drive reformation and transformation in education. While uncertainties persist regarding the effectiveness of outcomes assessment, I am motivated by the potential for progress through thoughtful experimentation and reflection.
References:
Addison, N. (2014) Doubting learning outcomes in higher education contexts: From performativity towards emergence and negotiation. International Journal of Art & Design Education, 33(3), 313–325.
Davies, A. (2012) Learning outcomes and assessment criteria in art and design. [online] 17 March 2024. http://arts.brighton.ac.uk/projects/networks/issue-18-july-2012/learning-outcomes-and-assessment-criteria-in-art-and-design.-whats-the-recurring-problem
Powell, J. (2011) Outcome assessment: conceptual and other problems, AAUP Journal of Academic Freedom, Vol. 22, No. 2 [Online], 17 March 2024. https://www.aaup.org/sites/default/files/Powell.pdf