Can performance-related learning outcomes have standards?


Brockmann, Michaela, Clarke, Linda and Winch, Christopher (2008) Can performance-related learning outcomes have standards? Journal of European Industrial Training, 32, (2/3), 99-113. (doi:10.1108/03090590810861659).

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Description/Abstract

Purpose – This paper aims to explain the distinction between educational standards and learning outcomes and to indicate the problems that potentially arise when a learning outcomes approach is applied to a qualification meta-framework like the European Qualification Framework, or indeed to national qualification frameworks.
Design/methodology/approach – The methods used are documentary, political and conceptual analysis, with some reference to empirical work carried out in relation to other projects.
Findings – It is found that there are substantial differences between learning outcomes and standards with large educational and political implications. Furthermore, the “pure” form of learning outcomes approach contains a design flaw, which makes its coherent implementation problematic.
Research limitations/implications – The stimulation of further research on learning outcomes based approaches to qualifications and the problems that arise in their implementation.
Practical implications – The EU needs to think carefully about the fitness for purpose of the current descriptors for EQF and whether or not it is desirable to move away from a pure outcome-based approach to qualification frameworks and meta-frameworks.
Originality/value – As far as the authors are aware, this is the first paper to draw attention to this
distinction.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1108/03090590810861659
ISSNs: 0309-0590 (print)
Subjects: L Education > L Education (General)
Divisions: Faculty of Social and Human Sciences > Southampton Education School > Centre for Higher Education at Southampton (CHES)
ePrint ID: 343791
Date :
Date Event
2008Published
Date Deposited: 09 Oct 2012 16:43
Last Modified: 31 Mar 2016 14:35
URI: http://eprints.soton.ac.uk/id/eprint/343791

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