What Will Outcome-Based Education Mean for Gifted Learners? / Bernard R. Brogan.

This paper first explains outcome-based education and then considers specific questions related to serving gifted students in an outcome-based education school community, with special application to Pennsylvania. Outcome-based education is defined in terms of its emphasis on establishing learning outcomes, developing appropriate measures, and holding students and teachers accountable for achieving these outcomes. Nine ideals of successful outcome-based education are considered, including continuous and benchmark assessment, an engaging learning environment, and family involvement. Outcome-based education in Pennsylvania is discussed in terms of eight legally established goals for all students. Examples are given of the 53 student learner outcomes identified in the Pennsylvania Chapter 5 regulations. Components of the strategic plan required of every school district every 6 years are summarized. Possible concerns regarding outcome-based education and gifted students are raised. These address: (1) evidence for effectiveness of outcome-based education with gifted learners; (2) responsibility for selecting outcomes; and (3) possible consequences for gifted students of eliminating tracking and requiring all students to achieve performance standards. (DB)

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