Outcomes Based Education Sample

7/25/2019 Outcomes Based Education Sample

1/21

OUTCOMES BASED/ OUTCOMES

FOCUSED EDUCATION

OVERVIEW


2/21

TABLE OF CONTENTS

OUTCOMES BASED/OUTCOMES FOCUSED

EDUCATION...................................................................... ...................................

Definitions..................................................................... ...................................

OBE Roots.................................................................... ...................................

OBE Philosoph........................................................... ..................................

OBE P!in"iples............................................................. ...................................

OBE P#!pose................................................................ ..................................

Assess$ent C!ite!i%.................................................... ....................................

SUMMAR&......................................................................... ...................................

REFERENCES.................................................................. ...................................

Prepared by: Mollie B#tle!October 2004

1


3/21

OUTCOMES BASED/OUTCOMES FOCUSED

EDUCATION

Outcomes based education (OBE) is a process that

involves the restructurin o! curriculum" assessment and

reportin practices in education to re!lect the

achievement o! hih order learnin and mastery rather

than the accumulation o! course credits# ($uc%er" 2004).

$hus the primary aim o! OBE is to !acilitate desired

chanes &ithin the learners" by increasin %no&lede"

developin s%ills and'or positively in!luencin attitudes"

values and udment. OBE embodies the idea that the

best &ay to learn is to !irst determine &hat needs to be

achieved. Once the end oal (product or outcome) has

been determined the strateies" processes" techniues"

and other &ays and means can be put into place to

achieve the oal.

Definitions

Outcomes are clear learnin results that learners have to

demonstrate at the end o! sini!icant learnin

e*periences: what learners can actually do with what

they know and have learned. Outcomes are actions'

per!ormances that embody and re!lect learner

competence in usin content" in!ormation" ideas and

tools success!ully. +eyser (1,,,) says &hen learners do

important thins &ith &hat they %no& they have ta%en a

sini!icant step beyond %no&in itsel!. -ella" Berardinelli


2


4/21

Burro& (1,,/) reminds us o! the importance o!

accountability mechanisms (learner assessment) that

directly re!lect student per!ormance and help learners

%no& &hat they %no. $hus outcomes describe the

results o! learnin over a period o! time the results o!

&hat is learned versus &hat is tauht.

OBE is de!ined as a comprehensive approach to

orani3in and operatin an education system that is

!ocused in and de!ined by the success!ul demonstrations

o! learnin souht !rom each student# (pady" 1,,4). 5n

Education 6epartment o! 7estern 5ustralia document

describes OBE as an educational process &hich is

based on tryin to achieve certain speci!ied outcomes in

terms o! individual student learnin. $hus" havin

decided &hat are the %ey thins students should

understand and be able to do or the ualities they should

develop" both structures and curricula are desined to

achieve those capabilities or ualities. Educationalstructures and curriculum are rearded as means not

ends. 8! they do not do the ob" they are rethouht# (7illis

9issane" 1,,).

$uc%er (2004) notes that OBE and outcomes !ocused

education (O;E) are o!ten con!used or used

synonymously.


5/21

are desined speci!ically to assess the learners?

achievement o! the outcomes. 8n this paper OBE and

O;E are used synonymously.

Behind these de!initions lie an approach to plannin"

deliverin and evaluatin instruction that reuires

administrators" teachers and learners to !ocus their

respective attention and e!!orts on the desired results o!

education (9illen" 2000) and to be accountable !or &hat

transpires (pady" 1,,4@ -ella" et al" 1,,/). $he shi!t

to&ard OBE is similar to the total uality movement as it

re!lects the best &ay !or individuals and orani3ations to

et &here they are oin is !irst to determine &here they

&ant to be then plan bac%&ard to determine the best &ay

to et !rom here to there. Proponents o! OBE assume

there are many &ays to arrive at the same results. OBE

is currently !avored internationally in countries such as

Aanada" outh 5!rica" e& Cealand and Dnited tates

(alan" 2000).


4


6/21

OBE Roots

5n outcomes based approach to education dates bac%

some 00 years to cra!t uilds o! the iddle 5es in

Europe in the !orm o! apprenticeship trainin models and

there are many e*amples still in place today (pady"

1,,F). alan (2000) analy3ed past educational re!orms

that in!luenced OBE and identi!ied the !ollo&in:

$yler?s educational obectives 8n 1,0 $yler identi!ied

!undamental issues important &hen developin and

plannin instruction" includin purpose" content"orani3ation and evaluation.


7/21


8/21

continuum ranin !rom no pro!iciency# to per!ect

per!ormance#. Ariterion=re!erence instruction and

assessment is based on attainin speci!ic outcomes

and on testin !or competence in terms o! stated

criterion. $his !orm o! instruction compares a learnin

outcome or mastery o! competencies &ith a

predetermined e*ternal standard. uccess is

measured by demonstration o! standards !ollo&ed by

remedial intervention as reuired. Ariterion=

re!erenced assessment is the pre!erred mode o!

assessment in OBE.

pady?s OBE approach closely resembles aer?s

(1,F2) uidelines in terms o! e*pected per!ormance"

conditions under &hich it is attained and standards !or

assessed uality. OBE learnin proramme

assessment and learner?s competence can be

compared to speci!ic criteria. Aompetence in the

reuired outcome (learner behaviours) is

demonstrated by culminated o! sini!icant learnin&ithin a conte*t" and speci!ic time!rame reuired by

the individual learner. OBE is e*plored in reater

detail in the !ollo&in sections.


G


9/21

OBE Philosophy

OBE can be rearded as a theory (or a philosophy) o!

education (9illen" 2000). 7ithin OBE there are a certainset o! belie!s and assumptions about learnin" teachin

and the systemic structures &ithin &hich activities ta%e

place. pady (1,,4) proposes three basic assumptions:

all learners can learn and succeed@ success breeds

success@ and teachin institutions# (schools) control the

conditions o! success.

9illen (2000) de!ines t&o basic types o! outcome. $he

!irst includes per!ormance indicators o!ten measured in

terms o! tests results" completion rates" post course

employment" and so !orth. 8t also emphasi3es learner

mastery o! traditional subect related academic

outcomes'content and some cross discipline outcomes

(such as problem solvin or &or%in cooperatively). $he

second is less tanible and usually e*pressed in terms o!

&hat the learners %no&" are able to do or are li%e as a

result o! their education. 8t stresses lon term" cross=

curricular outcomes &hich relate to !uture li!e roles o! the

learner (such as bein a productive &or%er" a responsible

citi3en or parent). $hese t&o approaches are &hat pady

(1,,4) respectively calls traditional'transactional (content

based) and trans!ormational (outcomes based) learninsystems. ee belo& latter is the !ocus o! this research

and includes standards to be consistently demonstrated

by the learner at the end o! a sini!icant learnin

e*perience.


/


10/21

Content B%se' Le%!nin( Ve!s#s O#t"o$es B%se'Le%!nin(

)So#!"e* Sp%'+ ,--

Aontent Based Hearnin ystem Outcomes Based Hearnin ystem

Passive students 5ctive learners

5ssessment process e*am radedriven

Aontinuous assessment

Iote learnin Aritical thin%in" reasonin" re!lection action

Aontent based'bro%en into subects 8nteration %no&lede" learnin relevant' connected situations

$e*tboo%'&or%sheet !ocused teachercentred

Hearner centred educator' !acilitator use roup' tea

ee syllabus as riid non neotiable Hearnin prorammes seen as uides that allo& edube innovative creative in desinin prorammes' a

$eachers'trainers responsible !orlearnin = motivated by personality o!teacher

Hearners ta%e responsibility !or their learnin" learnermotivated by constant !eedbac%' a!!irmation o! &orth

Emphasis &hat teacher hopes toachieve

Emphasis outcomes &hat learner becomes unde

Aontent placed in riid time !rames ;le*ible time !rames = learners &or% at o&n pace

tay in sinle learnin institution untilcomplete

Hearners can ather credits di!!erent institutions untilJuali!ication

Previous %no&lede e*perience inlearnin !ield inored Each timeattends &hole course

Ieconition o! prior learnin: a!ter pre=assessment" lcredited outcomes demonstrated or trans!er credits e

OBE Principles

;our principles uide the trans!ormational OBE

approach" ta%en toether they strenthen the conditions

!or both learner and teacher success:

clarity o! !ocus

desin do&n

hih e*pectations

e*panded opportunities

5ccordin to pady (1,,/) the basic principle o!

trans!ormational OBE is the clarity o! the !ocus. $his

principle in!ers that curriculum development"


,


11/21

implementation and evaluation should be eared by the

outcomes &hich are e*pected as the culminatin

demonstrations o! the learners. $he principle clearly

delineates that the articulation o! the desired end point is

essential !or success!ul outcomes (7illis 9issane"

1,,G). Aurriculum planners and educators have to

identi!y a clear !ocus on &hat they &ant learners to be

able to demonstrate at the end o! sini!icant learnin

time. Once these outcomes have been identi!ied" the

curriculum is constructed by bac%&ard mappin o!

%no&lede and s%ills. $he desin do&n aspect in!ers that

all curricular and educational activities should be

desined bac% !rom the point &here the e*it outcomes#

are e*pected to happen.

$he principle o! hih e*pectations elicits hiher level o!

standards then &ould normally be set as only those can

be labeled completed. ;urther learners are supported to

culminate hiher level o! per!ormance (pady" 1,,/).E*panded opportunities provide !or a !le*ible approach in

time and teachin methodoloies matched aainst the

needs o! the learner allo&in more than one opportunity

to succeed (9illen" 2000). Each o! these principles are

e*plored and applied to practice belo&.

O#t"o$es B%se' P!in"iples 0 e1pl%n%tion 2

%ppli"%tion

)So#!"e* Sp%'+ ,--3 4illen+ 5666

OBE Principles E*planation 5pplication to practice

Alarity o! !ocus ;ocus on &hat &antlearners be able to dosuccess!ully


12/21

OBE Principles E*planation 5pplication to practice

intentions;ocus assessments on sini!outcomes

6esin do&n Bein curriculum desin&ith a clear de!inition o! the

sini!icant learnin thatlearners are to achieve bythe end o! their !ormaleducation

6evelop systematic education curric$race bac% !rom desired end results

8dentity learnin buildin bloc%s#Hin% plannin" teachin assessdecisions to sini!icant learner outco


13/21

directly a!!ectin learnin are under the educational

system?s control#" learnin is dependent on the

&illinness o! teachers and others to believe in the

approach and support learners in their learnin. 5s OBE

philosophy reuires educators !ocus more broadly on

accomplishin results versus simply providin a service"

it di!!ers reatly !rom more traditional !orms o! education"

most notably in it?s:

overall approach (!rame&or%)

perception o! time

&hat and ho& standards are assessed

ho& per!ormance is determined

Each o! these !our areas is !urther e*plored belo&. 9ey to

this approach is clear learnin outcomes around &hich all

o! the system?s components can be !ocused. 8mportantly

is the reuirement o! establishin conditions as &ell as

the opportunities that enable and encourae all learnersto achieve the essential outcomes (pady" 1,,4).


12


14/21

Le%!nin( Sste$s* Content B%se' 7e!s#s O#t"o$es

B%se'

)So#!"e* Sp%'+ ,--

Hearnin ystemAharacteristics

Aontent Based ($raditional'$ransactional) Outcomes Based ($rans!orm

;rame&or% Prede!ined curriculum" assessment credentialin in placetructures ends#" no de!ined learners?outcomes

Aurriculum" instructionaassessment per!ormestandardstructures support outco!le*ible a means to delearnin ends#

$ime 8n!le*ible constraint !or educator learnerschedule controls learnin success

Dsed alterable source needs o! educator lea

Per!ormance

standards

Aomparative competitive approach

Hin%ed to predetermined curve# or uotao! possible successes

Hearners potentially able

credit !or achievin per!ostandardso uotas standards p

Hearninassessments

Aontinuous testin permanent radinista%es on permanent record: bestrades records !ast consistentper!ormers@ slo&er learners never catchupever assess' document &hat learnerscan ultimately do success!ully

acro vie& learnin achievementista%es inevitable stepdevelopment" internali3idemonstratin hih leveper!ormance capabilitiesDltimate achievement &do

Assessent Criteri!

9illen (2000) says to be use!ul in an OBE system"

assessment criteria should con!orm to the !ollo&in

principles:

$he assessment procedures should be valid they

should assess &hat they are intended to assess

$he assessment procedures should be reliable they

should ive consistent results

$he assessment procedures should be !air they

should not be in!luenced by any irrelevant !actors

such as the learner?s cultural bac%round


1>


15/21

5ssessment should re!lect the %no&lede and s%ills

that are most important !or learners to learn

5ssessment should tell educators and individual

learners somethin they do not already %no&"

stretchin learners to the limits o! their understandin

and ability to apply their %no&lede

5ssessment should be comprehensive and e*plicit

5ssessment should support every learner?s

opportunity to learn thins that are important

Because learners are individuals" assessment should

allo& this individuality to be demonstrated

5s &ell" to ensure !air" euitable and transparent

udment" the criteria used durin the assessment

process must be identi!ied" !ormulated and made %no&n

to all candidates be!ore assessment ta%es place. $he

implications o! pady?s !our principles in determinin

&hether a candidate?s demonstration'per!ormance &as

su!!icient" are that assessment must be summative(continuous monitorin &ith !eedbac%)" per!ormance

based (authentic in the &or%place' real li!e environment)

and criterion re!erenced (assessment criteria). $he

transition !rom traditional'transactional learnin to

trans!ormative outcomes based learnin reuires

educators to !acilitate the learnin process by creatin

and e*pandin learnin opportunities. $he learner?s role

is to actively participate in and contribute to&ards the

learnin process. $o !acilitate learnin curriculum

(learnin proramme) development is essential.


14


16/21

$here are many positive aspects to OBE" particularly

!rom a trans!ormational vie&point. 8t supports a rational

approach to education as a means rather than an end in

itsel! and support cooperative versus competitive

learnin. 8t demands that those &ho plan" manae and

account !or &hat happens to !ocus their e!!orts onto

learnin and attainment o! desired outcomes as

opposed to curriculum content and achievement o!

rades. Hearnin is no loner time and teacher

dependent. Hearners" educators and others &ho support

learnin have to become more attune to creatin the

conditions that supports learnin and attainment o!

desired outcomes. 5s noted by pady (1,,4)" OBE

demands a commitment to continuous ro&th and

improvement is critical to success#.

A''ition%l OBE Te!$s 8ith Definitions )So#!"e*

9ese!+ ,---

OBE $EI 6E;88$8O

E*it Outcomes


17/21

OBE $EI 6E;88$8O

Aompetence li!e &orldsocio=cultural" lanuae literacy di!!erences in roups" communitbroader societyAoncepts" principles" procedures relevant decisionsAhanin nature o! nursin = local" national lobal conte*ts

Ie!le*iveAompetence

6emonstrated ability to:Evaluate nursin practice collaborative practice &ith other pro!es8nterate learner per!ormance

Hearn !rom o&n action5dapt to chanes or un!oreseen circumstances

5ssessment Ariteria(!or interatedcompetence)

Hearner should:+enerate" e*plore consider options !or appropriate action8denti!y appropriate action = particular conte*t" topic" learner roup' resourcesE*plain particular session selectionPer!orm identi!ied actionAontinuously monitor adapt per!ormance as reuiredE*plain reasons !or per!ormance

Evaluate per!ormance and identi!y areas !or improvementIe!lect on learnin per!ormance6evelop plan'stratey !uture action interatin &hat learned throure!lection

8nterated5ssessment

Process &hich determines learner?s applied competenceIane o! assessment practiceOver a lenth o! time8n diverse conte*ts

Ariterion Ie!erenced5ssessment

5ssess learners in relation to proramme' module outcomes:Alearly identi!y outcomes6etermine assessment purpose use o! results6esin per!ormance tas% elicit e*pected outcomespeci!y assessment criteria

elect construct scorin recordin instruments5ssessment Ariteria Broad evidence statements to decide i! speci!ic outcome has been ach

observable processeslearnin products

Iane tatements E*act details o! &hat ho& much learninar% acceptable level o! statements8ncrease in comple*ity sophisticationot reuired !or all assessment criteria

HearninDnits'odules

Brea%do&n o! &hole proramme-aryin lenths$hree types !undamental" core elective

;undamental odules 8ncludes leanin &hich !orms roundin'basis

Aore odules 8ncludes compulsory learninElective odules 8ncludes additional credits

SUMMAR&


1F


18/21

8n summary" the !ocus o! education has shi!ted !rom the

educator to learner ho&ever this shi!t reuires chane

&ithin the educational system in order to !acilitate

learnin. Establishin an OBE system !or education is

the best &ay !or a particular learner to reach the desired

outcomes. $he role o! the educator is to enable and

encourae all learners to achieve essential outcomes

&hile the learner actively participates in and contributes

to&ards the learnin process. OBE also demands a

commitment to continuin pro!essional development and

li!elon learnin.


1G


19/21

REFERENCES

5run" P. 1,,/. 5n Evaluation o! the Proposed e&

Aurriculum !or chools in Ielation to 9uhn?s

Aonception o! Paradims and Paradims hi!ts.

outh 5!rican Kournal o!


20/21

http:''&&&.up.ac.3a'academic'acadors'saa!ecs'vol2

/'malan.html

pady" 7. 1,,4. Outcomes Based Education:Aritical 8ssues and 5ns&ers. 5merican 5ssociation o!

chool 5dministration: 5rlinton" -irinia.

pady" 7. 1,,F. 7hy Business AanMt 5!!ord the

$rashin o! OBE. orthern $erritory 6epartment o!

Education. Ietrieved >1 October 2002" !rom

&&&.schools.nt.edu.au'curricbr'c!'outcome!ocus'OB

ELandLbusiness.pd!.

$uc%er" B. 2004. Hiterature Ievie&: Outcomes=

!ocused Education in Dniversities. Hearnin upport

et&or%" Aurtin Dniversity o! $echnoloy. Ietrieved

October 1," 2004" !rom

http:''lsn.curtin.edu.au'outcomes'docs'HitIevie&.pd!.

-ella" K." Berardinelli" P. Burro&" K. 1,,/.


21/21

5ustralia: Education 6epartment o! 7estern

5ustralia.

Prepared by: Mollie B#tle! 20

Date post:	25-Feb-2018
Category:	Documents
Upload:	khibul-lim
View:	231 times
Download:	0 times

Outcomes Based Education Sample

Documents