Sunah Kim

A Case Study on Outcome Mapping for the Gifted Art Education Program

Sunah Kim (with Hyeonjeong Lee, Minjae Seo, Eunjoo Yoon) – School of Education, Hanyang University, Seoul, South Korea

Abstract:

This case study explores the concept and practice of outcome mapping, with a focus on the gifted art program for children from low-income families, conducted by the HEAD Lab in Korea. The gifted art program is based on the Parallel Curriculum Model (PCM), which recognizes the diversity of gifted learners by incorporating a multidimensional approach to the curriculum (Tomlinson et al., 2009). The four components of the PCM – core, connections, practice, and identity – manifest the necessity of constructing a well-rounded learning environment by integrating various human, material, and cultural resources within the community. This unique aspect of the gifted art program leads to a differentiated program assessment system designed to capture the complexity of the curriculum structure. The purpose of this study is to develop a program assessment system through which meaningful data can be generated, archived, and analysed using the concept of outcome mapping. Outcome mapping focuses on identifying specific changes in behaviour, relationships, activities, or actions not only among students but also among other diverse participants involved in the program as “boundary partners.” To gather comprehensive data, outcomes are contextualized in relation to inputs, outputs, and impacts across the stages of program planning, design, execution, and evaluation. The results of outcome mapping are visualized to illustrate how various factors interconnect to create meaningful changes. Technologies such as natural language processing, data visualization, and generative AI enable the efficient analysis and synthesis of large volumes of data. The significance of outcome mapping lies in its ability to highlight the depth and breadth of individual experiences while fostering monitoring and reflective practice at the organizational level. The results of this study could provide insights into designing program assessments that recognize the complexity and richness of human experiences without simplifying them to mere numbers.