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

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.

Keywords:

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

Acknowledgements

The authors would like to thank Dr Lixun Wang for his invaluable help in implementing this study.

Additional information

Notes on contributors

Christopher Deneen

Christopher Deneen conducts research and professional development on topics related to higher and teacher education. His principal research focus is on assessment and evaluation in higher education settings.

Gavin T.L. Brown

Gavin Brown conducts social psychological research into teacher and student beliefs and attitudes, especially towards assessment. He is a regular international speaker on assessment in higher education.

Trevor G. Bond

Trevor Bond is internationally regarded for his application of Rasch analysis to developmental variables and educational outcomes. He provides consultation in high-stakes educational testing internationally.

Ronnie Shroff

Ronnie Shroff’s background in educational technology has led to his continuing research in emerging technologies to enhance teaching and learning in a higher education context.