The teacher's role during outcomes-based action activities becomes that of facilitator and adviser. The role of judging the students' performances is not appropriate. Students are given the opportunity to participate, as a group or as individuals. If the group does not want to participate, there is no rationale for going further. If students decide to participate, the action format will ensure that their experience is developmentally appropriate.
Students judge their own performance within an authentic framework.
They decide when they are finished and ready to move on to something else. Mistakes in judgement are part of the process, as is authentic success. What is eliminated here is the overload of planning, justification and personal risk required from student, teacher, and community. This overload is currently the defining characteristic of too many Kentucky schools. This is also the message that the positive experience of successful school reformers sends out.