Focusing on Outcomes: Outcomes Focus

	Why Focus on Outcomes
The outcomes-focused approach differs from a traditional content-based approach in a number of critical ways. The following summary of these changes by Griffin (1998) presents the two ends of the continuum. There are also many points along that continuum at which teachers could identify their teaching practices.

Transition from Content to Outcomes
Component & Change Criteria	Typical of Content-based Programs	Typical of Outcomes-based Programs
1. Desired outcomes	Non-specific, not necessarily observable; typically global statements or lists of decontextualised objectives, transmission of context.	Specific and observable, representing levels of progress on a continuum, changes in the student.
2. Instructional content	Subject matter based.	Outcome based.
3. Amount of time provided for instruction	Fixed time units (semester, term).	Learner continues until outcome can be demonstrated.
4. Mode of instruction	Emphasis on teacher as a transmitter of specialised information.	Teacher as a facilitator of learning using a variety of instructional techniques and groups.
5. Focus of instruction	What the teacher is able and likes to teach.	What the learner needs to learn to demonstrate outcomes.
6. Instructional materials	Narrow source of materials (text or work books).	Variety of text, media and real-life materials based on various learning styles.
7. Feedback on learner performance	Delayed feedback.	Results reported immediately after performance in understandable terms.
8. Assessment	Norm referenced assessments based on relative performance of others.	Criteria (outcomes) referenced progress in terms of outcomes on progress in terms of outcomes on learning continua.
9. Exit criteria	Final assessment in grades and percentages.	Learner demonstrates the specified outcomes at predetermined levels on a continuum.
10. Learning emphases	Learner is encouraged to acquire a fixed body of knowledge transmitted under the control of the teacher.	Learner needs to develop communication, inquiry, conceptualising, reasoning and problem-solving learning skills.
11. Learner responsibility	Learner is responsible for following a predetermined course of learning.	Learner needs to develop independence and responsibility for self-monitoring.
12. Context of instruction and assessment	Teaching, learning and assessment are contextualised to the extent where no prediction of learning is possible.	A mix of content and abstract assessments are applied to new and generalised contexts to assist in generalising the student's performance.
13. Planning	Teaching plans are developed to deliver a body of knowledge.	Plans are developed to achieve an outcome.
14. Order	Planning, teaching, assessment.	Assessment, planning, learning.
© Griffin, P. (1998). Outcomes and Profiles : Changes in Teachers' Assessment Practices *Curriculum Perspectives*, 18 (1), p. 9.