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DOCUMENT RESUME SE 053 957 ED 365 533 High Success in Mathematics through Outcome-Based TITLE Education. Alberta Dept. of Education, Edmonton. Planning and INSTITUTION Policy Secretariat. REPORT NO ISBN-0- 7732-1126 -8- PUB DATE 93 NOTE 79p. Research/Technical (143) Reports PUB TYPE Tests /Evaluation Instruments (160) MF01/PC04 Plus Postage. EDRS PRICE *Educational Improvement; Elementary Secondary DESCRIPTORS Education; *Improvement Programs; *Mathematics Achievement; Mathematics Education; Models; Parent Attitudes; Program Descriptions; *Program Design; Program Evaluation; Student Attitudes; Teacher Attitudes; *Teaching Methods Alberta; *Outcome Based Education IDENTIFIERS ABSTRACT The purpose of this project was to implement the pr:nciples of Outcome-Based Education (OBE) in the "Fort McMurray (Alberta, Canada) Roman Catholic Separate School District (RCSSD) No. 32" and to collect data related to student achievement, responsibility, and attitudes in mathematics to help assess the effects of the implementation. This report tells the story of the OBE project as conducted in one elementary school and one high school. Chapter 1 provides a brief description of the district, the project purposes, and the implementation processes. The literature and research which provided a support basis for the project are presented in Chapter 2. Chapter 3 provides a description of the action research design. The OBE model is discussed in Chapter 4, followed in Chapter 5 by findings in the areas of student achievement, responsibility, and attitudes. Implications of the project for the district and other jurisdictions are discussed in Chapter 6. Appended are additional statistical tables, a summary of stakeholder responses, a sample teacher-made test, and a copy of the stakeholder survey forms. (Contains 35 references.) (Author/MDH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** High Success in Mathematics Through Outcome-Based Education Fort McMurray RCSSD No. 32 Educational Quality Indicators: Collaboration in Action "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION MATERIAL HAS BEEN GRANTED BY Offs, of FducatrOnat Research and Improvement S. Wolodko EDUCATIONAL RESOURCES INFORMATION CENTER (MCI Mproduced as 1)1( This acumen! has IN r organuatron received Porn the person or Igrnalino it ( I Minor changes have peen made to improve reproduction Quality 2 TO THE EDUCATIONAL RESOURCES Points of were or opinions Stated in Ind 00Cu rrieni do not necessarily represent OffrCral INFORMATION CENTER (ERIC):' BEST COPY AVAILABLE OERI positron or poliC 5agh Success in Mathematics Through Outcome-Based Education Fort McMurray RCSSD No. 32 Under Contract to Alberta Education Edmonton, Alberta Please Note The views and recommendations expressed in this report are those of the researchers and not necessarily those of the Department of Education. Alberta Education Cataloguing in Publication Data Fort McMurray RCSSD No. 32 High success in mathematics through outcome-based education. (Educational quality indicators initiative) ISBN 0-7732-1126-8 Alberta. 2. Mathematical ability Study and teaching 1. Mathematics Mathematics. 4. Educational Alberta Testing. 3. Educational indicators Mathematics. I. Title. II. Alberta. Alberta Education. Alberta evaluation III. Series. 510.7 QA14.C22A3F736 1993 Copyright © 1993, the Crown in Right of Alberta, as represented by the Minister of Education. Alberta Education, Policy and Planning Branch, 11160 Jasper Avenue, Edmonton, Alberta, T5K 0L2. Permission is hereby granted by the copyright owner for any person to reproduce this report or any part thereof for educational purposes and on a non-profit basis. Acknowledgements initiative. The We thank Alberta Education for inviting our partnership in this provincial continuously focus on developing indicators for a variety of learning outcomes was a and rewarding experience. A special thanks to Nelly Mc Ewen for her coordination high dedication to the project. Her leadership of the provincial project was a model of expectations and standards for success. impacted the Fort Many stakeholders of the Fort McMurray Catholic Schools significantly Jerry Heck, the OBE project. The visionary leadership and support by our superintendent, and our local board was evident throughout the project. The support provided by parents, A special teachers, students and the community were critical to the success of the project. Their thanks to our parents for supporting the children and teachers through the changes. improved. input continues to provide insights into how the process can be continuously improvement Our teachers demonstrated an extraordinary dedication to the collaborative problem solving to determine ways process. Many hours were spent in creative team which might help students to be successful. Teachers continue to meet collaboratively to discuss possible improvements to the process. The 1989-92 organization and delivery team members are listed here: Project Team Katherine Long, 1991-92 Kevin Bain, 1989-90 Joan McIsaac, 1991-92 Penny Beaudry, 1990-92 Walter Mclsaac, 1990-91 Marlene Cooper, 1990-91 Jane MacKay, 1990-92 Marg DeHoog, 1989-92 Phil MacKay, 1989-90 Diane De Jong, 1990-91 Sandra Marullo, 1989-92 Char Deslippe, 1989-90 Joanne Martin, 1989-90 Gerri Dunn, 1990-91 Rae Molzan, 1989-92 Chris Farthing, 1989-92 Edith Morgan, 1989-92 Jan Farthing, 1989-90 Elaine Murphy, 1991-92 Rick Foret, 1989-90 Lori Perks, 1990-91 Phyllis Geddert, 1989-92 Michelle Phair, 1991-92 Karen Godin, 1989-91 Bernadette Provost, 1989-92 Jerry Heck, 1989-92 Michele Revoy, 1989-92 Lisa Hilsenteger, 1989-92 Fran Rumball, 1989-92 Charlene Hooper, 1989-91 Josie Shebib, 1989-92 Tom Iannone, 1989-90 Moira St. Amand, 1991-92 Lynn Jenkins, 1990-91 Warren St. Peter, 1989-91 Chris Kalnay, 1989-90 Sherrol Tait, 1989-90 Terry Kaminski, 1991-92 Ted Venne, 1989-92 Darlene Kelly, 1991-92 Joanne Votova, 1990-91 Tim Kilburn, 1989-90 Pat Wilson, 1989-90 Tom Koch, 1990-91 Hans Woehleke, 1989-92 Frank Letain, 1989-92 Art Zasadny, 1989-92 Ramona Lock ley, 1989-90 they played in Our gratitude is extended to all of our stakeholders for the significant role this project. Project Coordinator Phyllis Geddert 1 1 1 J I Abstract The purpose of our project was to implement the principles of Outcome-Based Education (OBE) and to collect data related to student achievement, responsibility and attitudes in mathematics to help us assess the effects of the implementation. This report tells the story of the OBE project. The implementation process and results give testimony to teacher beliefs, dedication and collaborative efforts. Chapter One provides a brief description of our district, the project purposes and our implementation processes. The literature and research which provided a support basis for the project are presented in Chapter Two. Chapter Three provides a description of our action research design. The OBE model is discussed in Chapter Four, followed by our findings in the areas of student achievement, responsibility and attitudes in Chapter Five. In a sense, our indicators project has just begun. We are now implementing a district-wide strategic improvement plan with a focus on student success. The implications of our project for the district and other jurisdictions are discussed in Chapter Six. 6 iv Table of Contents page Chapter Introduction 1 Background 2 Context 3 Purpose 4 Assumptions 4 Definitions 5 Project Design 7 Scope 8 Limitations 9 2 OBE Related Literature and Research 9 The Reasons for Change 10 Research Findings 14 An Outcome-Based Improvement Model 16 Building Collegial Ownership 16 Literature and Research Review Summary 3 OBE Project Design 17 17 Overview 17 Data Sources 19 The OBE Sample 19 Collection Procedures 21 Data Analysis 22 4 An OBE Framework for Educational Improvement 22 The Guiding Principles 23 An Overview of the Practice Changes 25 An OBE Collaborative Planning Model V 5 Findings and Discussion 28 28 Student Achievement in Mathematics 35 Stakeholder Perceptions Regarding Outcomes 40 Parent Support for the OBE Process 44 Unanticipated Results 6 Summary and Implications 45 45 Summary 46 Conclusions 46 Implications 46 Recommendations 47 Follow-Up 49 Concluding Statement 50 References 53 Appendices 53 A Tables 56 B Summary of Stakeholder Responses 64 C Teacher Made Test Sample 66 D Stakeholder Survey Forms 8 vi List of Tables page Table 5 OBE Project Definitions 1 7 2 Summary of OBE Meetings and Activities 11 Literature and Research Findings 3 18 4 EQI/OBE Assessment Instruments 24 Changes in Fort McMurray Practices 5 6 Mean Scores for Attitudes Toward Mathematics on the 39 School Subjects Attitude Scales 53 Percentage of Grade 10 Students Achieving Different Results 7 the Total Percentage of Grade 3, 6 and 9 Students Achieving Standards on 8 54 Provincial Achievement Tests 55 Percentage of Parents Indicating Support for OBE 9 55 Outcomes 10 Percentage of Stakeholders Indicating Positive Changes in vi i Chapter One An Introduction to the OBE Project (OBE) pilot Chapter One provides a brief introduction to the Outcome-Based Education wilt find project within the Fort McMurray Cathotic Schools. In this chapter, the reader the beliefs about (earning and teaching which a description of the district contexts, and provided the foundation for the OBE project. Background In 1989, educators in the Fort McMurray Catholic Schools faced several challenging questions. What evidence did we have that our students were learning what was important? How many students were learning well? Did we believe that all students could learn what is important? If so, what could we do to promote success for all students? Initially, we responded to these questions with further queries. What learning was essential for all students? What indicators did we now collect that provided us with the information on how many students were learning well? How could all students learn well if they learned in different ways and at different rates? Could we change What the prevalent expectations that minimum competencies were "good enough"? high expectations? were the political hurdles? Would our parents support At the invitation of the superintendent, two school teams volunteered to participate questions in a school improvement pilot project. Our purpose was to address the School, and issues collaboratively. The two pilot schools were St. Gabriel comprised of Early Childhood Services to grade 9, with an enrolment of 636 12, students, and Father Patrick Mercredi Community High School, grades 10 to whether with an enrolment of 641 students. We reviewed the literature to determine supported as researched, effective our proposed intervention processes were It was when we discussed practices. We discussed our beliefs about learning. clearly educational practices that we realized that many of our habits were not into a justifiable in light of our beliefs. Our realization of this fact catapulted us through Outcomes- grass-roots restructuring of the traditional educational process beliefs that all Based Education (OBE) principles. Our efforts were centered on the conditions for students can learn, success begets success, and schools control the success. Fort McMurray Catholic Schools EQI/Outcome-Based Education