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

Deneen, Christopher, Brown, Gavin T.L., Bond, Trevor, and Shroff, Ronnie (2013) Understanding outcome-based education changes in teacher education: evaluation of a new instrument with preliminary findings. Asia-Pacific Journal of Teacher Education, 41 (4). pp. 441-456.

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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.

Item ID: 30381
Item Type: Article (Refereed Research - C1)
Keywords: factor analysis, instrument validation, mixed methodology, outcome-based, Rasch analysis, student evaluation, teacher education
ISSN: 1469-2945
Date Deposited: 27 Nov 2013 05:28
FoR Codes: 13 EDUCATION > 1301 Education Systems > 130103 Higher Education @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 100%
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