Outcome-based learning - a shift in focus

An Education Department of Western Australia document describes outcome-based education as

an educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning. Thus, having decided what are the key things students should understand and be able to do or the qualities they should develop, both structures and curricula are designed to achieve those capabilities or qualities. Educational structures and curriculum are regarded as means not ends. If they do not do the job they are rethought. (Willis and Kissane, 1995a, p.1).

Student outcomes are about "the actual learning students should exhibit as a result of planned learning experiences in school" and accompanying this is the need to develop "accountability mechanisms which directly reflect student performance on those outcomes" (Willis and Kissane, 1995b, p.1).

If the widespread discussion of outcome-based education in the secondary school sector leads to curriculum revision and a refocusing of assessment strategies for school students (there are currently some pilot projects operating), the university entrants of tomorrow are likely to come to us as 'outcome-based learners'. What will this mean? Will they bring their individual learning outcomes? Will the structures and curriculum we offer need to be rethought? Will our 'accountability mechanisms' [student assessment] be able to directly reflect student performance on outcomes?

"A key claim of OBE [Outcome-Based Education] is that teaching and learning will be enhanced by the clear articulation of the desired outcomes of learning and a commitment by the whole school community to align teaching and assessment towards these outcomes" (Willis and Kissane, 1995a, p.2). If we were to replace 'school community' with 'university community' what would we need to change to adequately address this claim? In a context of curriculum development, Spady, to whom the term 'outcome-based education' is attributed, argues for 'designing down' - a process of "working back from the set of ultimates culminating outcomes that have been determined" (Spady, 1993, p 19). "Are we designing down from clearly-established outcomes, or are we simply buying textbooks and perpetuating what has been done for 100 years?" (Spady in Brandt 1992/3, p.70). In the construction of new courses or the revision of existing ones, are we 'designing down'?

The new Curriculum Framework for school education in WA appears to be strongly outcomes focused. This concern with outcomes reflects a significant shift in thinking from a focus on educational inputs, content and time allocation, toward one that emphasises desired results. The shift is off teaching onto learning; it gives less emphasis to 'what' and 'how' and more to 'why' and 'who for'. What might a complimentary curriculum framework for a university look like? Do we have one? Do we need one?

• Brandt, R. (1992/3). On Outcome-Based Education: A Conversation with Bill Spady. Educational Leadership, 5 (4), 66-70.
• Spady, W. (1993). Outcome-Based Education (Workshop Report No. 5). Belconnen, ACT: Australian Curriculum Studies Association.
• Willis, S. and Kissane, B. (1995a). Outcome-based Education - A review of the Literature. Prepared for the Education Department of Western Australia.
• Willis, S. and Kissane, B. (1995b). Systematic Approaches to Articulating and Monitoring Expected Student Outcomes. Report for the Education Department of Western Australia.