Understanding outcome-based education changes in teacher education : evaluation of a new instrument with preliminary findings

Christopher DENEEN*, Gavin T.L. BROWN, Trevor G. BOND, Ronnie SHROFF

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

38 Citations (Scopus)

Abstract

Outcome-based education (OBE) is a current initiative in Hong Kong universities, with widespread backing by governments and standards bodies. However, study of students' perceptions of OBE and validation of understanding these perceptions are lacking. This paper reports on the validation of an OBE-specific instrument and resulting preliminary findings. Instrument responses (n = 89) were analysed using Rasch and exploratory/confirmatory factor analyses. Both approaches identified two dimensions (i.e. evaluation and comparison). Challenges and modifications to the instrument items and their relationships to constructs are discussed. Preliminary findings suggest students did not perceive significant differences between OBE and traditionally organised courses. Lack of explicit discussion of OBE with the students may have denied students the ability to make fully informed evaluations of OBE innovations. Implications for instrument validation and evaluation of initiatives in an OBE context are discussed as is the broader issue of transparency in teacher education curriculum design and implementation.

Original languageEnglish
Pages (from-to)441-456
Number of pages16
JournalAsia-Pacific Journal of Teacher Education
Volume41
Issue number4
Early online date14 May 2013
DOIs
Publication statusPublished - Nov 2013
Externally publishedYes

Keywords

  • factor analysis
  • instrument validation
  • mixed methodology
  • outcome-based
  • Rasch analysis
  • student evaluation
  • teacher education

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