Learning in the Age of AI

Side effects in education: Taxonomy of educational outcomes

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I co-authored this article with Daniel Yiorgios Rigney, which is just published. Below is the abstract and you can read the entire article here.

Outcomes in education are complex and numerous. Seemingly simple instructional choices can have far reaching implications for a student’s interest in a subject, their social network, and even their psychological well-being. These types of outcomes are rarely studied however. Interest in short-term instructional outcomes is far more prevalent, as made evident by the popularity of yearly high-stakes testing. Combatting this trend will require educators and policy makers to consciously investigate the various outcomes, even if only informally. This article offers a taxonomy of educational outcomes to help with this process. The taxonomy assists stakeholders at all levels understand the potential impact of their decisions. The article discusses a variety of delineations to help readers examine potential outcomes, including instructional and educational, short and long-term, and cognitive and non-cognitive. Finally, it provides a series of guiding questions with examples taken from the research literature to facilitate the process of exploring these outcomes.

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More about Yong Zhao

Dr. Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. Additionally, he worked as a professor of educational leadership in the Faculty of Education at University of Melbourne and senior researcher at the Mitchell Institute of Victoria University in Australia. He was a visiting Global Professor at University of Bath and a visiting scholar at Warwick University in the UK.

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