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Статті в журналах з теми "Education outcome"

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 29 січня 2023

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1

J, Deepak T., and Venishri P. "Outcome Based Education OBE Trend Review in Engineering Education." International Journal of Trend in Scientific Research and Development Special Issue, Special Issue-ICAEIT2017 (November 30, 2018): 41–43. http://dx.doi.org/10.31142/ijtsrd19126.

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2

Davis, Margery H. "Outcome-Based Education." Journal of Veterinary Medical Education 30, no. 3 (September 2003): 258–63. http://dx.doi.org/10.3138/jvme.30.3.258.

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3

Rao, N. J. "Outcome-based Education: An Outline." Higher Education for the Future 7, no. 1 (January 2020): 5–21. http://dx.doi.org/10.1177/2347631119886418.

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Анотація:

Things we can do because of learning are called outcomes of learning. Outcome based education (OBE) was propounded by William Spady in the 90s to bring the focus of formal education to what the students learn rather than what they were taught. OBE is a system of education giving priority to ends, purpose, accomplishments, and results. All decisions about the curriculum, assessment, and instruction are driven by the exit learning outcomes the students should display at the end of a program or a course. This paper presents a method of writing outcomes for General higher education programs. Outcomes for a higher education program are defined at three levels as program outcomes (POs), program specific outcomes (PSOs), and course outcomes (COs). The most important aspect of an outcome is that it should be observable and measurable. These are best written in a well-defined framework of taxonomy of learning. Bloom’s taxonomy of learning identifies three domains of learning: Cognitive, affective and psychomotor. Revised Bloom taxonomy of cognitive domain has two dimensions cognitive levels and knowledge categories. It is proposed that CO statements be written within a well-defined structure: Action, knowledge elements, conditions, and criteria. Tagging COs with POs, PSOs, cognitive levels and the number of classroom hours associated facilitates the computation of attainment of COs, POs, and PSOs.

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4

G. Ganesh Narayanan, Dr K. Bala Sathya,. "New Paradigm of Outcome-Based Education – A Higher Education Boon." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 495–97. http://dx.doi.org/10.17762/turcomat.v12i5.1041.

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Outcome-Based Education (OBE) is a vibrant model and considered as a giant leap forward to improve higher education and assists all graduates contend with their global counterparts. It is a student-centered tutoring conception that focuses on measuring student performance through outcomes. The Higher Education Institutions should frame appropriate course outcome, program outcome and these outcome should correlate with institutional objectives. But the actual success lies in the effective implementation and rigid accreditation process to ensure the quality of education. Hence, it is imperative to analyze the strength, weakness of the model and practical difficulties in case of implementation. This study reveals basic concepts, Implementation Strategies and OBE Practices and standards. The OBE-Steering Committee in each HEI offers ideas to frame Newfangled Curriculum with finest outcome and effective teaching methods with ICT tools and evaluation pattern based on blooms taxonomy.

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5

Rassow, Lloyd C. "Outcome-Based Higher Education." Journal of Studies in International Education 2, no. 1 (May 1998): 59–80. http://dx.doi.org/10.1177/1028315398002001005.

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6

Gurukkal, Rajan. "Towards Outcome-based Education." Higher Education for the Future 5, no. 1 (January 2018): 1–3. http://dx.doi.org/10.1177/2347631117740456.

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7

Jones, John D. "Outcome equity in education." Evaluation Practice 17, no. 2 (March 1996): 191–92. http://dx.doi.org/10.1016/s0886-1633(96)90027-6.

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8

Rajaee, N., E. Junaidi, S. N. L. Taib, S. F. Salleh, and M. A. Munot. "Issues and Challenges in Implementing Outcome Based Education in Engineering Education." International Journal for Innovation Education and Research 1, no. 4 (December 31, 2013): 1–9. http://dx.doi.org/10.31686/ijier.vol1.iss4.121.

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In recent years, the implementation of outcome based education (OBE) has been much emphasized in developed and developing nations which led to becoming the focal point for educational reforms. In outcome based education, students are responsible for their own learning and the assessment of learning are based on the outcomes instead of the contents being taught. However, much criticism against the OBE has also been presented in various papers regarding the actual implementation of OBE. In this paper, we discussed the issues and challenges of implementing an outcome based education in engineering education particularly in Faculty of Engineering, UNIMAS, Malaysia.

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9

Gunderman, R. B. "The outcome of medical outcomes assessment." Academic Medicine 72, no. 8 (August 1997): 682–7. http://dx.doi.org/10.1097/00001888-199708000-00012.

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10

Shaheen, Saima. "Theoretical Perspectives and Current Challenges of Outcome-Based Education Framework." International Journal of Engineering Education 1, no. 2 (December 15, 2019): 122–29. http://dx.doi.org/10.14710/ijee.1.2.122-129.

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AbstractOutcome-Based education is a performance-based approach for the curriculum development, a future-oriented learner-centered ‘Empowerment Paradigm’ that empowers and endorses all learners with future success. It is an influential and tempting way of restructuring and reorganizing engineering education. Washington Accord, an International accreditation convention, an independent agreement between signatory organizations to provide an external accreditation to undergraduate engineering programs. The accredited engineering programs that qualify an engineer to enter into the practice of professional engineers are equally recognized and acknowledged by other signatory countries and responsible organizations Pakistan Engineering Council (PEC) is a full signatory to the Washington Accord and a regulatory organization for the accreditation of engineering programs in Pakistan. To keep up the permanent membership status, it is the requirement of PEC to implement Outcome-Based in engineering degree awarding institutes in Pakistan. The main aim of Outcome-Based education in engineering education is to empower engineering students with the essential characteristics required to switch themselves into the engineering profession as a global and professional engineer. The focus of current research is to explore the philosophical and theoretical underpinnings of Outcome-Based education. Moreover, to unveil the current challenges in the implementation of OBE framework in engineering education.

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11

RAHMAN, Abdul, Nursini NURSINI, Abd Rahman RAZAK, and Anas Iswanto ANWAR. "EDUCATION OUTCOME IN EASTERN INDONESIA THROUGH EDUCATION EXPENDITURE." ICCD 3, no. 1 (October 27, 2021): 321–31. http://dx.doi.org/10.33068/iccd.vol3.iss1.370.

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There is a very urgent need to invest in education in the human capital of a nation, so the role of government is needed to ensure the capacity and possibility to access education. Therefore, adequate funding should encourage education outcome, as evidenced by the enrollment rate, expected length of schooling and average length of schooling. This study aims to determine the effect of education and health spending, fiscal decentralization, GRDP per capita (control variable) on education outcome. This study uses secondary data with panel data from 16 provinces in eastern Indonesia. The data analysis technique used is the structural equation model (SEM) with Rstudio software. The results of this study indicate that; (1) At the level of primary education and the expected duration of schooling, education expenditure has a positive and significant effect on school performance, while the level of education of the middle, high school and the duration expected schooling have no effect. (2) Health expenditure has a positive and significant effect on education outcome; (3) Fiscal decentralization has a positive and significant impact on school participation rates at primary level, for primary and middle school levels and the average length of schooling is not significant, but different from secondary level it has a negative impact and significant effect, while the expected length of schooling is not significant (4). The GRDP per capita has a positive and significant effect on education outcome, except that the school participation rate at the elementary level is not significant.

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12

Uchenna Obi, Charles. "Government Education Spending and Education Outcome in Nigeria." International Journal of Economics, Finance and Management Sciences 4, no. 4 (2016): 223. http://dx.doi.org/10.11648/j.ijefm.20160404.18.

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13

Reddy, T. A. Janardhan, and P. Srinivas Reddy. "Outcome Based Education—Some Initiatives." Open Journal of Social Sciences 02, no. 10 (2014): 7–11. http://dx.doi.org/10.4236/jss.2014.210002.

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14

Maio, Vittorio, and Jennifer H. Lofland. "Outcome Measures for Pharmacoeconomics Education." PharmacoEconomics 22, no. 8 (2004): 549–50. http://dx.doi.org/10.2165/00019053-200422080-00006.

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15

Gunarathne, Nuwan, Samanthi Senaratne, and Shashiprabha Senanayake. "Outcome-based education in accounting." Journal of Economic and Administrative Sciences 36, no. 1 (October 28, 2019): 16–37. http://dx.doi.org/10.1108/jeas-08-2018-0093.

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Purpose The purpose of this paper is to discuss the operationalization of the outcome-based education (OBE) model in an accountancy study program in Sri Lanka and the impact of education frameworks on OBE. Design/methodology/approach This study follows the case study approach to the first academic accounting study program in a Sri Lankan public sector university. Primary data were collected through semi-structured interviews and secondary data through a content analysis of various relevant documents. The data were analyzed thematically using the theory of constructive alignment. Findings In accounting, the most significant imperative for the OBE stems from normative pressures. Since the accounting education frameworks have closely followed the approach suggested in constructive alignment, the normative institutionalization of professional standards in accounting supports OBE in accounting education. The OBE approach with its diverse range of teaching and learning activities and assessment methods in accounting has yielded multi-stakeholder benefits while posing some challenges in operationalization. Research limitations/implications The paper’s insights are based on a single case study in Sri Lanka and may be difficult to generalize to other countries. Originality/value This is the first empirical attempt to study the operationalization of the theory of constructive alignment of OBE in accounting for a study program.

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16

Moore, Helen. "Process, outcome and language education." Australian Review of Applied Linguistics 10, no. 2 (January 1, 1987): 128–62. http://dx.doi.org/10.1075/aral.10.2.09moo.

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Abstract This paper explores the differences and common ground in the process writing approach and the procedural or process approaches to language teaching put forward by various British applied linguists. Although some important differences exist between the two “process approaches”, particularly in the role of research data as a basis for proposing teaching methods, they have a common view of teaching and learning. This paper argues that, despite giving some useful insights, these approaches devalue, in varying degrees, teaching, meaning and group relations. It is concluded that Australian educators would do well to be less dependent on proposals emanating from overseas and to take their own and others’ theorizing and practices more seriously.

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17

Harden, R. M. "Developments in outcome-based education." Medical Teacher 24, no. 2 (January 2002): 117–20. http://dx.doi.org/10.1080/01421590220120669.

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18

Mick, Katherine R., Rachel Bartel, Denise Padilla, and Susan Santos. "Oncology Family Education Outcome Survey." Journal of Pediatric Oncology Nursing 18, no. 2 (March 2001): 86–87. http://dx.doi.org/10.1177/104345420101800249.

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19

Chase Furman, Gail. "Outcome-Based Education and Accountability." Education and Urban Society 26, no. 4 (August 1994): 417–37. http://dx.doi.org/10.1177/0013124594026004008.

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20

Jonson-Reid, M. "Redefining the Outcome for Education." Children & Schools 31, no. 3 (July 1, 2009): 131–33. http://dx.doi.org/10.1093/cs/31.3.131.

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21

Salcido, Richard. "Outcome-Oriented Continuing Medical Education." Advances in Skin & Wound Care 23, no. 3 (March 2010): 102–3. http://dx.doi.org/10.1097/01.asw.0000363519.32265.04.

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22

Brady, Laurie. "Outcome‐based education: a critique." Curriculum Journal 7, no. 1 (March 1996): 5–16. http://dx.doi.org/10.1080/0958517960070102.

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23

BEN-DAVID, MIRIAM FRIEDMAN. "AMEE Guide No. 14: Outcome-based education: Part 3-Assessment in outcome-based education." Medical Teacher 21, no. 1 (January 1999): 23–25. http://dx.doi.org/10.1080/01421599979987.

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24

Dr. Preeti Oza, Dr Gurudutta P. Japee,. "Curriculum and Evaluation in Outcome-Based Education." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5620–25. http://dx.doi.org/10.17762/pae.v58i2.2982.

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The “Outcome-Based Education” (OBE) model is being adopted at a fast pace in education institutions. it's considered an enormous breakthrough to enhance education across the world . Outcome-based education (OBE) may be a student-centered instruction model that focuses on measuring student performance through outcomes. Outcomes include knowledge, skills, and attitudes. there's a hidden contradiction within the projection and implementation of the OBE. One results in Multidisiciplinarity and therefore the other results in OBE. At first, we expect freedom and in other structured progress is predicted . One results in democratic knowledge and therefore the other results in capitalist knowledge management. Our education is sort of a lady with over ornaments who is unable to steer simply because of the load she carries of the ornaments. Technology silences the mind and not questioning a mind and thus this information society or knowledge society is ignorant and this may come whenever and wherever we mention mass education and not class education. This paper discusses the necessity and importance of curriculum formation and enhancing evaluation within the Outcome Bases education –OBE

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25

HARDEN, R. M. "AMEE Guide No. 14: Outcome-based education: Part 1-An introduction to outcome-based education." Medical Teacher 21, no. 1 (January 1999): 7–14. http://dx.doi.org/10.1080/01421599979969.

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26

Radin, Michael Alexander, and Natalia Shlat. "ONLINE EDUCATION: LEARNING OUTCOME, SUCCESS & CHALLENGES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 524–36. http://dx.doi.org/10.17770/sie2021vol1.6156.

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This paper’s intents are to render the learning outcome, success and challenges that emerge in an online teaching and learning environment in comparison to the traditional face to face classroom environment. First of all, we will examine how the students acclimate to the new online digital learning atmosphere after the traditional face to face learning environment; what challenges and barriers the students encounter in a synchronous and in an asynchronous online learning environments? Second of all, we will focus on how professors adapt to the new digital online teaching styles and examine the new essential teaching innovations that arise in order to achieve and go beyond the expected learning outcomes; how to remit to the students’ challenges and retain the positive and engaging learning environment? In addition, our aims are to examine new pedagogical innovations that naturally emerge while responding to the students’ travails and to smoothly navigate them to achieve the expected learning outcomes.Furthermore, our paper’s intents are to portray how an online learning environment can attain more effective learning outcomes in comparison to the traditional face to face classroom environment; how to think beyond our horizons and to enhance the learning outcomes in a digital learning atmosphere while addressing the students’ challenges? Moreover, we will emphasize how the immediate graded feedback and students’ feedback serve as pertinent tools in achieving the learning outcome and inspires students to learn in an online atmosphere.

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27

Balasubramani, R. "Attainment of Course Outcomes in Outcome Based Education: A Case Study." Journal of Engineering Education Transformations 30, no. 2 (October 1, 2016): 82. http://dx.doi.org/10.16920/jeet/2016/v30i2/105449.

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Mukhopadhyay, S., and S. Smith. "Outcome-based education: Principles and practice." Journal of Obstetrics and Gynaecology 30, no. 8 (November 2010): 790–94. http://dx.doi.org/10.3109/01443615.2010.505305.

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29

Eldeeb, Rasha. "Outcome Based Education (OBE) - Trend Review." IOSR Journal of Research & Method in Education (IOSRJRME) 1, no. 2 (2013): 09–11. http://dx.doi.org/10.9790/7388-0120911.

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30

Pigott, Therese D., Jeffrey C. Valentine, Joshua R. Polanin, Ryan T. Williams, and Dericka D. Canada. "Outcome-Reporting Bias in Education Research." Educational Researcher 42, no. 8 (November 2013): 424–32. http://dx.doi.org/10.3102/0013189x13507104.

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31

Towers, James M. "Outcome-Based Education: Another Educational Bandwagon?" Educational Forum 56, no. 3 (September 30, 1992): 291–305. http://dx.doi.org/10.1080/00131729209335210.

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32

Gurukkal, Rajan. "Outcome-Based Education: An Open Framework." Higher Education for the Future 7, no. 1 (January 2020): 1–4. http://dx.doi.org/10.1177/2347631119886402.

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33

Davis, Margery H., Zubair Amin, Joseph P. Grande, Angela E. O’Neill, Wojciech Pawlina, Thomas R. Viggiano, and Rukhsana Zuberi. "Case studies in outcome-based education." Medical Teacher 29, no. 7 (January 2007): 717–22. http://dx.doi.org/10.1080/01421590701691429.

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34

Resnick, Daniel, and Lincoln Ramirez. "Outcome Improvement in Undergraduate Neurosurgical Education." Neurosurgery 45, no. 3 (September 1999): 708. http://dx.doi.org/10.1097/00006123-199909000-00111.

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35

Levitt, Dana Heller, and Frank A. Janks. "Outcome-Based Assessment in Counselor Education." Counseling Outcome Research and Evaluation 3, no. 2 (December 2012): 92–103. http://dx.doi.org/10.1177/2150137812452559.

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36

Thomas, Ian G. "Integrators: An outcome of environmental education." Environmentalist 12, no. 4 (December 1992): 261–66. http://dx.doi.org/10.1007/bf01267696.

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37

Ghafoor, Sarah, and Junaid Sarfraz Khan. "Outcome-based Dental Education and Identification of Practice Gaps; A Narrative Review." Journal of the Pakistan Dental Association 28, no. 01 (February 2019): 41–6. http://dx.doi.org/10.25301/jpda.281.41.

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38

Zendler, Andreas, and Manuel Gohl. "Direct Instruction vs. Computer Simulation and their Learning Outcome in Engineering Education." International Journal of Engineering Education 1, no. 2 (December 15, 2019): 91–98. http://dx.doi.org/10.14710/ijee.1.2.91-98.

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Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome in engineering educationwith respect to two instructional methods: direct instruction and computer simulation. A CRF 2x2 design is used to control instructional method and class context. Learning outcome on bridge construction is assessed with reference to the optics of bridge and the material usage for the bridge. The empirical findings show that learning with direct instruction was superior to computer simulation.

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39

Mynott, John Paul. "Lesson study outcomes: a theoretical model." International Journal for Lesson and Learning Studies 8, no. 2 (April 8, 2019): 117–34. http://dx.doi.org/10.1108/ijlls-08-2018-0057.

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Purpose Lesson study (LS) research is disadvantaged by a lack of clarity surrounding the potential outcomes an LS cycle can produce for participant learning. The purpose of this paper is to set out a model of the potential outcomes an LS cycle can achieve. The model identifies the limitations that can occur in LS groups and how these limitations impact on the overall outcomes for participants. Design/methodology/approach Case studies are used to exemplify the different outcomes in the model taken from five years of LS work in a primary school in England. The case studies shape the four different outcomes of the model, defining and contextualising the attributes and characteristics of each outcome. Findings The model presented indicates that there are four key outcomes for LS cycles, with the most common outcome being a form of limited learning. The paper explores the limitations of time, collaboration and expertise to articulate how each of these limiting factors has a bearing on the overall outcome for an LS cycle. Research limitations/implications The model is currently based on a singular educational setting. This means that each outcome needs further exploration through wider LS work in order to clarify and refine the outcome model. Practical implications The outcome model will support the development of a shared vocabulary for discussing LS cycles. By articulating where on the outcome model an LS is, it is possible for researchers to discuss how to reduce the impact of limitations and other challenges to LS, enabling research to develop a more evaluation-led approach to using LS. Originality/value The outcome model supports LS researchers in articulating the outcomes of their LS cycles with a shared vocabulary. It addresses understudied areas of LS research, namely failed and dysfunctional LS cycles and identifies that while an LS can bring the potential for participant learning, the cycle outcomes are the starting point for participant change.

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40

Rani, C. Nirmala. "A Study On Outcome-Based Education – Issues And Challenges." International Review of Business and Economics 4, no. 2 (2020): 271–79. http://dx.doi.org/10.56902/irbe.2020.4.2.50.

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Outcome-based education, a performance- based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education. The emphasis is on the product-what sort of doctor will be produced-rather than on the educational process In study and unambiguously specified. These determine the curriculum content and its organization, the teaching methods and strategies, the courses offered, the assessment process, the educational environment and the curriculum time table. They also provide a framework for curriculum evaluation. A doctor is a unique combination of different kinds of abilities. A three-circle model can be used to present the learning outcomes in medical education, with the tasks to be performed by the doctor in the inner core, the approaches to the performance of the tasks in the middle area, and the growth of the individual and his or her role in the practice of medicine in the outer area. Medical schools need to prepare young doctors to practice in an increasingly complex healthcare scene with changing patient and public expectations, and increasing demands from employing authorities. Outcome-based education offers many advantages as a way of achieving this. It emphasizes relevance in the curriculum and accountability, and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal. It encourages the teacher and the student to share responsibility for learning and it can guide student assessment and course evaluation. What sort of outcomes should be covered in a curriculum, how should they be assessed and how should outcome-based education be implemented are issues that need to be addressed. In the era of globalization, traditional education system is losing its relevance. In today’s world, everything changes very rapidly and continuously. More skills are required to work with very fast developing technology. The educational institutions should produce graduates to cope with technological development. Thus to overcome the requirement, it is mandatory to shift from traditional education system to Outcome Based Education (OBE), which includes Program Outcomes (PO), Program Specific Outcomes (PSO), and Course Outcomes.

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41

Park, Hyejin, and Yura Kim. "A Study on Outcome Based Education in Korean Medical Education." Journal of Humanities and Social sciences 21 11, no. 4 (August 30, 2020): 1563–74. http://dx.doi.org/10.22143/hss21.11.4.110.

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42

Nara, Nobuo. "V. Accreditation of Medical Education: Outcome-based Education is Desired." Nihon Naika Gakkai Zasshi 104, no. 12 (2015): 2523–26. http://dx.doi.org/10.2169/naika.104.2523.

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43

Takahashi, Hiroshi, and Hiroshi Kosano. "Introduction of Outcome-based Education in Pharmaceutical Education in Japan." YAKUGAKU ZASSHI 135, no. 3 (March 1, 2015): 339–43. http://dx.doi.org/10.1248/yakushi.14-00206-2.

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Khairul Usman, Demmu Karo-karo, Wesly Silalahi, and M. Irfan. "Outcome Based Education Design in Elementary School Physical Education Lectures." Jurnal Pendidikan Jasmani (JPJ) 3, no. 2 (December 7, 2022): 72–79. http://dx.doi.org/10.55081/jpj.v3i2.668.

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The aim of this research is to develop the concept of the Physical Education Course with the Outcome Based Education concept in the Elementary School Teacher Education Study Program. The Outcome Based Education concept is applied by utilizing technology as a lecture companion. The research method applied is Borg and Gall Design Research and Development. the effectiveness of the results can be explained that the implementation of Outcome Based Education in the Elementary School Physical Education course shows that it has an assessment of 94 which is in the Very Good category. The results of the Outcome-Based Education assessment have the highest score of the test scores carried out, namely in the limited test it gets a score of 66, in the main test it gets a score of 73, and in the operational test it gets a score of 93. The conclusion of the research shows that Elementary School Physical Education lectures can contribute as a rule an outcome-based education-based lecture development model through the application of the case method and team-based project lecture methods within the State University of Medan.

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Premalatha, K. "Course and Program Outcomes Assessment Methods in Outcome-Based Education: A Review." Journal of Education 199, no. 3 (June 17, 2019): 111–27. http://dx.doi.org/10.1177/0022057419854351.

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In Outcome-Based Education (OBE), the assessment of the Course Outcomes (COs) is the most prominent aspect required to improve the quality of education. The COs for each course are based on the Program Outcomes (POs), Program Specific Outcomes (PSOs), and other requirements. There are various understandings toward the concept of OBE that resulted in various attainment to PO based on the CO. This article describes the framework of OBE and detailed survey on CO-PO mapping and its attainment models. This article serves as guidelines of writing COs, and mapping CO and PO and its attainment.

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Kozlinska, Inna, Tõnis Mets, and Kärt Rõigas. "Measuring Learning Outcomes of Entrepreneurship Education Using Structural Equation Modeling." Administrative Sciences 10, no. 3 (August 13, 2020): 58. http://dx.doi.org/10.3390/admsci10030058.

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This paper empirically substantiates a novel tripartite framework for measuring learning outcomes of entrepreneurship education (EE) by employing structural equation modeling. Three types of learning outcome are estimated—cognitive, skill-based, and affective—following Bloom’s (1956) taxonomy of educational objectives. The study is based on a sample of 249 imminent and recent Bachelor-level graduates from the leading universities of Estonia. The key fit, reliability, and validity indicators show statistically that the tested framework can serve as an instrument for measuring the learning outcomes of EE. This novel instrument may also serve as an alternative to entrepreneurial intention-based models very frequently used in EE to evaluate the learning outcomes. The studied interrelationships demonstrate that (1) the affective outcomes correlate significantly with the cognitive outcomes (r = 0.273, p < 0.001) and with the skill-based (r = 0.368, p < 0.001) outcomes; a correlation between the cognitive and skill-based outcomes is also significant and comparatively high (r = 0.602, p < 0.001); (2) the learning outcomes explain more variance in the cognitive and skill-based outcome constructs (44.7% and 81.0%, accordingly) than in the affective outcome construct (16.7%). Conclusions and implications for entrepreneurship educators and researchers are discussed.

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Boyce, B. Ann, Carolyn Lehr, and Ted Baumgartner. "Outcomes of Selected Physical Education Activity Courses as Perceived by University Students." Journal of Teaching in Physical Education 5, no. 4 (July 1986): 280–92. http://dx.doi.org/10.1123/jtpe.5.4.280.

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The purpose of this study was to assess student perceptions on outcomes received from participation in specific physical education classes, and to compare these perceptions with those generated by a committee of experts. Five outcome statements were developed for each of three outcome areas (fitness, skill-performance, and artistic-creative). A questionnaire containing the 15 outcome statements was distributed to students enrolled in 27 activity courses (N = 660), which in turn were categorized into one of the three outcome areas. Using a 1-to-5 Likert scale, students responded to each statement with regard to perceived benefits from participation in their specific course. An overall grand mean was computed to determine if students perceived benefits from participating in those courses. Chi-square tests were calculated to determine if students and experts agreed on course placement in outcome areas. Results indicated that students perceived participation in physical education activities as being beneficial in accomplishing the 15 stated outcomes. There was agreement between students’ and experts’ perceptions regarding the designated outcome area for eight of the 15 outcome statements and disagreements for one statement. Overlapping between two or more outcome areas occurred with three statements, and three statements were generic to participation in physical education activities.

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Mason, Carolyn Q., and Samantha E. Goldman. "Facilitated Individualized Education Planning." Journal of Disability Policy Studies 27, no. 4 (August 3, 2016): 212–22. http://dx.doi.org/10.1177/1044207316660828.

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Facilitated individualized education planning (FIEP) presents an alternative to formalized dispute resolution procedures, which can have damaging financial and relational consequences for families and schools. Although recommended as an alternative dispute resolution practice, minimal research has examined its implementation and evaluation. In this study, we described where and how FIEP was being implemented and what types of data state educational agencies (SEAs) implementing FIEP were collecting. In two phases, we contacted representatives of each SEA in the United States, asking them to complete a survey on their state’s use of FIEP, and then to share outcome and participant feedback data and data collection forms. From 43 responses in the first phase, we found that almost half of SEAs are using FIEPs ( n = 24), and of those not currently using FIEP, 12 were considering implementing the practice in the future. In the second phase of the study, we found that six states that responded to the request for data captured similar content on meeting outcomes and participant feedback. Outcome data provided preliminary, initial evidence for the potential effectiveness of FIEP in achieving positive outcomes in the form of agreement or consensus regarding IEPs. Implications for practice, research, and policy are discussed.

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Asim, Hafiz Muhmmad, Anthony Vaz, Ashfaq Ahmed, and Samreen Sadiq. "A Review on Outcome Based Education and Factors That Impact Student Learning Outcomes in Tertiary Education System." International Education Studies 14, no. 2 (January 25, 2021): 1. http://dx.doi.org/10.5539/ies.v14n2p1.

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Education opens numerous revenues to register economic expansion all around the world with specific reference to developing nations. Advancement of Pakistan in education indicators has been severely insufficient during the previous decades. Decreased financing along with inefficiency in budget expenditure plus weak management system have crippled the education sector ensuing poor educational outcomes. Outcome-based Education (OBE) has recently gained much attention in Pakistan. OBE is used in education because it clearly focuses and organizes everything in an educational system around what is necessary for all students to be able to do at the end of their learning. OBE proposes an influential and interesting option of transforming and organizing medical education. Therefore, the basic aim of this review is to highlight the tertiary education system of Pakistan and the need to shift from teacher centered to Outcome Based Education system. The review also addresses the major factors that impact student learning outcomes. Data bases were searched including Cochrane and Medline. Search strategy was designed by combining Boolean operators and key terms related to review objectives. Seven studies were included in the paper regarding the effectiveness of Outcome Based Education in different disciplines of education. The findings suggested five important factors from the literature that impact student learning outcomes including, assessment strategies, learning objectives based on level of complexity, student preferred learning styles, English language competency and Employer requirements. However, limitations were recognized in the methodology section and further recommendations were given for future researchers.

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Rajaretnam, Thevy, and Bhajan Kaur. "Outcome-based education : comparing students' perceived learning outcomes with their assessment scores." Social and Management Research Journal 9, no. 2 (December 3, 2012): 87. http://dx.doi.org/10.24191/smrj.v9i2.5218.

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The purpose of this study was to ascertain whether the perception of the 30 undergraduates in the Faculty of Dentistry who underwent the Language Enhancement for the Health Sciences course regarding their mastery of the learning outcomes was reflected in their assessment scores as a result of the teaching learning process using the a BE & SCL curriculum. These students learnt skills broadly underfour course outcomes which were further subdivided into 24 learning outcomes. The four course outcomes were assessed through four on-going formative assessments. Students responded to a Course Entrance Survey and a Course Exit Survey. Their responses to both these surveys were analysed using the paired samples t-test to find out the differences in their perception of their mastery of the learning outcomes. The differences in their perception were compared to their performances in the assessments using the Pearson correlation analysis. Although there was a significant difference in the students' perception of their mastery of the learning outcomes, it was not reflected in their performances in the assessments.

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