Conceptualisations of learning outcomes in education - an explorative cross-case analysis of policymakers, teachers and scholars

Abstract

This article-based thesis presents the findings of an exploratory qualitative multiple case study of how learning outcomes are conceptualised in education policy. Learning outcomes is considered a key concept in a changing education landscape. International organisations with influence on national education policy present one commonly shared understanding of learning outcomes. However, the review of outcomes literature in this study illustrates that the concept is contested in research, with a debate deeply rooted in issues of what constitutes learning and how it can be valued. This contradiction between different understandings of the concept of learning outcomes calls for a closer look at how the concept is understood in education. While contradictory concepts in education are not unusual, in this case it seems important to explore what understandings are at play to avoid taking them for granted and enable an informed and open debate of what should be valued and appreciated as learning