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Outcomes Based Education
Outcomes Based Education
FOCUSED EDUCATION
OVERVIEW
Prepared by:
TABLE OF CONTENTS
OUTCOMES
BASED/OUTCOMES
FOCUSED
EDUCATION
practices
in
education
to
reflect
the
Definitions
Outcomes are clear learning results that learners have to
demonstrate
at
the
end
of
significant
learning
that
embody
and
reflect
learner
(OFE)
are
often
confused
or
used
are
designed
specifically to
assess the
learners
and
evaluating
instruction
that
requires
OBE Roots
for
several
decades
and
the
basic
skills
and
concomitant
proficiency
referenced
testing
of
the
required
outcomes
Certification based on demonstrated learning
outcomes
Adaptable programmes to ensure optimum learner
guidance
Support for the notion the learner is accountable
for his or her own achievement
Glasers criterion-referenced learning: In 1963, Glaser
described criterion-referenced measurement as that
which locates a students test behaviour on a
Prepared by: Mollie Butler
October 2004
Criterion-reference
instruction
and
or
predetermined
mastery
of
external
competencies
standard.
with
Success
a
is
intervention
as
required.
Criterion-
quality.
OBE
learning
programme
outcome
(learner
behaviours)
is
OBE Philosophy
OBE can be regarded as a theory (or a philosophy) of
education (Killen, 2000). Within OBE there are a certain
set of beliefs and assumptions about learning, teaching
and the systemic structures within which activities take
place. Spady (1994) proposes three basic assumptions:
all learners can learn and succeed; success breeds
success; and teaching institutions (schools) control the
conditions of success.
Killen (2000) defines two basic types of outcome. The
first includes performance indicators often measured in
terms of tests results, completion rates, post course
employment, and so forth. It also emphasizes learner
mastery
of
traditional
subject
related
academic
OBE Principles
Four
principles
guide
the
transformational
OBE
infers
that
curriculum
development,
Explanation
Application to practice
Focus on what want
Help learners develop competencies
learners be able to do
Enable
predetermined
significant
successfully
outcomes
Clarify short & long term learning
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OBE Principles
Design down
High expectations
Expanded
opportunities
Explanation
Application to practice
intentions
Focus assessments on significant
outcomes
Develop systematic education curricula
Trace back from desired end results
Identity learning building blocks
Link planning, teaching & assessment
decisions to significant learner outcomes
Engage deeply with issues are learning
Push beyond where normally have gone
Provide multiple learning opportunities
matching learners needs with teaching
techniques
OBE Purpose
Spady (1994) emphasizes that the decision of what and
whether the learners learn is more important than when it
happens and through what means (how) they learn it. He
therefore identifies two key aims for OBE:
Ensure all learners are successful in that they are
equipped with the knowledge, skills and qualities
(values and attitudes) required after they exit the
educational system
Achieve and maximize selected outcomes for all
students by structuring and operating education
facilities to be success oriented.
Spady also advises that while all learners can learn and
succeed, they cannot do so on the same day because
learners have different learning rates as well as learning
styles. Further since successful learning breeds more
successful learning the importance of having a stronger
cognitive and psychological foundation of prior learning
cannot be underestimated. And since the conditions
Prepared by: Mollie Butler
October 2004
11
control,
learning
is
dependent
on
the
12
Time
Performance
standards
Learning
assessments
Assessment Criteria
Killen (2000) says to be useful in an OBE system,
assessment criteria should conform to the following
principles:
The assessment procedures should be valid they
should assess what they are intended to assess
The assessment procedures should be reliable they
should give consistent results
The assessment procedures should be fair they
should not be influenced by any irrelevant factors
such as the learners cultural background
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October 2004
13
should
support
every
learners
from
transformative
traditional/transactional
outcomes
based
learning
learning
to
requires
process.
To
facilitate
learning
curriculum
14
Programme
Outcomes
Specific Outcomes
DEFINITION
Highest level & most complex
Formulated using high powered performance verbs
Can impact learners, organizations & instructional process
Refer to applied competencies learners should demonstrate
Reflects all exit outcomes
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OBE TERMS
Competence
DEFINITION
& life worlds
Socio-cultural, language & literacy differences in groups, communities &
broader society
Concepts, principles, & procedures relevant decisions
Changing nature of nursing - local, national & global contexts
Reflexive
Demonstrated ability to:
Competence
Evaluate nursing practice & collaborative practice with other professionals
Integrate learner performance
Learn from own action
Adapt to changes or unforeseen circumstances
Assessment Criteria
Learner should:
(for integrated
Generate, explore & consider options for appropriate action
competence)
Identify appropriate action - particular context, topic, learner group/ level,
& resources
Explain particular session selection
Perform identified action
Continuously monitor & adapt performance as required
Explain reasons for performance
Evaluate performance and identify areas for improvement
Reflect on learning & performance
Develop plan/strategy future action integrating what learned through
reflection
Integrated
Process which determines learners applied competence
Assessment
Range of assessment practice
Over a length of time
In diverse contexts
Criterion Referenced Assess learners in relation to programme/ module outcomes:
Assessment
Clearly identify outcomes
Determine assessment purpose & use of results
Design performance task elicit expected outcomes
Specify assessment criteria
Select & construct scoring & recording instruments
Assessment Criteria
Broad evidence statements to decide if specific outcome has been achieved
observable processes
learning products
Range Statements
Exact details of what & how much learning
Mark acceptable level of statements
Increase in complexity & sophistication
Not required for all assessment criteria
Learning
Breakdown of whole programme
Units/Modules
Varying lengths
Three types fundamental, core & elective
Fundamental Modules
Includes leaning which forms grounding/basis
Core Modules
Includes compulsory learning
Elective Modules
Includes additional credits
SUMMARY
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REFERENCES
18,
2004
from
http://www.up.ac.za/academic/acadorgs/saafecs/vol2
8/malan.html
Geyser, H. 1999. Phase 2: Workshop 1: Developing
OBET Programmes for Higher Education. Higher
Education Policy Unit: Rand Afrikaans University.
Killen,
R.
2000.
Outcomes-Based
Education:
of
Newcastle,
Australia:
Faculty
of
Education
in
Verbruikerwetenskappe,
September
18,
Perspective.
28,
22-28.
2004
Tydskrif
vir
Retrieved
from
18
http://www.up.ac.za/academic/acadorgs/saafecs/vol2
8/malan.html
Retrieved
31
October
2002,
from
www.schools.nt.edu.au/curricbr/cf/outcomefocus/OB
E_and_business.pdf.
Tucker, B. 2004. Literature Review: Outcomesfocused Education in Universities. Learning Support
Network, Curtin University of Technology. Retrieved
October
19,
2004,
from
http://lsn.curtin.edu.au/outcomes/docs/LitReview.pdf.
Vella, J., Berardinelli, P. & Burrow, J. 1998. How Do
They Know They Know: Evaluating Adult Learning.
San Francisco: Jossey-Bass.
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