What are outcomes and why are they different?
A. During the 1990s outcomes have progressively appeared in syllabuses in different forms. Teachers have responded in a variety of ways and, not surprisingly, found outcomes to be of varying use in classroom practise. Outcomes are now defined as “the specific intended results of teaching” and “clear statements of knowledge and understandings, skills, and attitudes and values expected to be gained”. There are 5 main reasons for a move to an outcomes approach: * outcomes provide clear expectations about student achievement for both teachers and students * they give a clear sense of student progress * outcomes provide direction for the development of teaching and learning programs * they provide a focus for assessment * they allow clear reporting of student’s achievements. If the outcomes to be reported are not the focus of teaching and learning, then there is likely to be a mismatch between what is taught and what is assessed. For more information see Curriculum Support for teaching in H
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