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This paper first proposes a definition for outcome-based education (OBE) and then identifies questions that challenge the assumptions of OBE. In so doing, it sets the agenda for an honest debate on issues of policy, process, and assessment. OBE calls for a shift from an emphasis on inputs to an emphasis on performance standards for all students. The approach is based on the belief that the success of schools should be measured by what students know, rather than on what they are supposed to know. Key elements of a comprehensive outcome-based model include the following: (1) a concept of education as a process; (2) continuous and benchmark assessment; (3) early student readiness; (4) an engaging learning environment; (5) family involvement; (6) development of a community partnership; (7) qualified teachers; (8) state-of-the art facilities; and (9) shared governance. In conclusion, the concerns surrounding the assumptions including the political aspect of OBE need to be addressed and provide a basis for serious debate. The full potential of OBE will be achieved only if the emphasis is on the learning process and not the outcome. Contains 11 references. (LMI)

Descriptors: Educational Assessment, Educational Objectives, Elementary Secondary Education, Evaluation Criteria, Performance, School Effectiveness, Standards, Student Evaluation

Autor: Brogan, Bernard R.; Brogan, Walter A.


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