Sytematic approaches to articulating and monitoring student outcomes: Are they consistent with outcome-based education?

Willis, S. and Kissane, B. (1997) Sytematic approaches to articulating and monitoring student outcomes: Are they consistent with outcome-based education? Studies in Educational Evaluation, 23 (1). pp. 5-30.

Abstract

Education systems around the world have begun to describe student outcomes rather explicitly in terms of actual learning that students should exhibit. How system approaches to articulating and monitoring these outcomes function is explored with reference to British, Australian, Canadian, and U.S. (Kentucky, New York, and the New Standards Project) systems.