Abstract:
Bloom (1956) states that learning is the permanent change in the cognitive, affective and psychomotor domains of a learner. Considering that learners have different learning styles and educators have different teaching methodologies, the question that I have been paying special attention to since I started teaching is: "How do I know that learning has really taken place?" The only way to determine if learning has taken place, i.e. whether there is a permanent change in the cognitive, affective and psychomotor domains of the learner, is to measure the learning. The conventional measuring tools in a content-based education system are tests and examinations. This approach often results in a tendency towards awarding learners with a once-off qualification and not necessarily providing them with the academic and life skills needed to enter the workplace. Although outcome-based education creates the opportunity to change the product-driven and rote learning measuring in content-based education to the process-driven and authentic assessment of learning in outcome-based education, the question of whether learning has really taken place still exists. The focus of this study is therefore the assessment of learning in outcome-based education to confirm that learning has really taken place. This study comprises of action research of six cycles of one year each (1997 - 2002) and pertains to changing the Further Diploma in Education (Computer-assisted Education) qualification as presented by the University of Pretoria, from a content-based (1997 - 1998) into an outcome-based education approach (1999 - 2002). What initially seemed to be an easy task in 1999, turned out to be a complex challenge to discover all the aspects contributing to the successful implementation of outcome-based assessment of learning South African education, training and development. The findings of the study indicate that is not possible simply to convert evaluation in content-based learning into assessment in outcome-based learning. Outcome-based learning is a totally different way of doing and it takes time to make an internal mind-change as well as a change that can be observed externally. It also reveals that it is not possible to eliminate content-based learning in favour of outcome-based learning. There is a place for both and both are imperative to the needs of learners. The complex problem of assessment in outcome-based learning has no straightforward solution. It can only be stated that if all aspects are considered, there is a fair chance to end up with a permanent change in the cognitive, affective and psychomotor skills of a person, i.e. that learning has taken place. There is a real need for information on the following aspects to be considered in an integrated and holistic approach to assessment of learning in outcome-based education: ~ The governmental policy and current educational philosophy ~ The design, development and implementation of the learning programme ~ The facilitation of learning ~ The portfolio of evidence of learning ~ The quality assurance of the assessment of learning This study is only an introductory study and more research needs to be done regarding assessment of learning in outcome-based education in South Africa. Copyright
