5. Evaluating
Learning
Outcomes |
What a learner can do at the exit point of a program or learning
plan is the basis of outcome-based education. In a guide produced for
the Ottawa Board of Education, Pauline Larabee wrote, "Outcome-based
assessment assesses learners on the basis of their ability to perform
real life tasks. Demonstrations of learning take the form of set tasks
performed with specific conditions."26
Two separate but related advantages of assessing with portfolios are
that they can show both the progress of learning and proof of
abilities in different situations over time. By contrast, a test just
shows the ability to do something at one fixed time and place.
Foundation level outcomes are currently written at three successive
levels in three subject areas: math communications and computers. An
adult learner can work on specific learning outcomes in any level. A
future consideration is whether all the demonstrations for outcomes in
that level would have to be achieved to earn recognition of that
level. Adult learners in literacy programs in Ontario, regardless of
sector (community-based, college, or school board) have the
opportunity to demonstrate the achievement of the foundation level
learning outcomes.
The foundation level learning outcomes are broad statements which
are supported by demonstrations and criteria for each learning
outcome. A demonstration is something you can observe a learner doing.
The criteria describe how well or under what conditions something is
done. If a learner cannot demonstrate the outcome, he or she is most
likely missing skills or knowledge. The section called, "trouble
shooting," suggests incremental units of knowledge or skills
which would help the learner to build towards achieving the outcome.
The instructor and learner would examine these suggestions together to
determine appropriate programming. Please don't forget that learning
outcomes, demonstrations, criteria and trouble-shooting suggestions
may help you develop appropriate curriculum: they are not curriculum.
Though the skills may appear to represent a sequence, not all learners
will follow it. |