Student perspectives on outcomes: Insights for course development within OBL and 335 frameworks

Hong Kong tertiary institutions are moving into the 334/335 curriculum and a more student-centered and outcomes- based approach. However, course outcomes are typically designed by instructors or faculty committees with little or no student input. If higher education serves the professional practice of our students and graduates in the educational workplace, the "outcomes of teaching" ought to consider students' perceptions of the outcomes imbedded in their learning. This is of special concern in a teacher education programme, where students will become professional creators and enactors of curricula. To what degree can the intended outcomes in a course be identified by students? Further, are there differences between instructors' and students' perceptions of the appropriateness and utility of the course outcomes? The study addresses these questions through analyzing the responses of a sample of students and tutors involved in a course as part of a professional teacher education degree programme. Data collection consisted of two stages: survey and focus groups. Results were analyzed and are presented qualitatively and quantitatively. Findings include significant disparities between course lecturers and students in understanding and valuing of course outcomes, as well as variations that may be related to students' background, learning attitude, ability and professional experience. The meaning behind respondents' choices is discussed. The paper concludes with suggestions on how this research may inform curriculum design in a teacher professional degree programme.