Outcome Based Education
C4ED Training April 21, 2015
Assoc. Prof. Bundit Thipakorn Vice President for Educational Development
1
BYST
what is
OBE outcome based education
?
outcome-based education (OBE) is an educational theory that bases each part of an educational system around
goals
(outcomes). By the end of the
educational experience each student should have
achieved the goal... Wikipedi a
how do we know students really
teaching V.S. learning
students are different...
Principles of
OBE …
teacher-centered paradigm
teacher
shift from ...
what the expects students to know and be able to do (as a whole) at the end of
instruction
‌
learnercentered paradigm
student LEARNING
what
can actually DO at the end of experiences/activities ‌
from
creating
Student learning
Teaching to
Accumulation of Course Credits shift from reflecting the
Performance demonstrated end learning process To reflect the
Student
at the
.
of
which is
such performance is called
Learning
Graduat es
company
content containers ... an education such that graduates are not ‌
OBE
competen person development
OBE: Learning from inside out ...
achieved by students‌
ai m
designed with the
END in mind ...
clearly focusing and organizing
EVERYTHING in an educational system on what is
students to be able to do SUCCESSFULLY at the end
essential for all
of their learning experiences
Source: William G. Spady (1994) Outcomes-based education: Critical Issues and Answers. The American Association of School Administrators
This means starting with a clear picture of what is important for students to be able to do, then
ORGANIZING the curriculum, instruction and assessment to make sure this learning ultimately happens. Source: William G. Spady (1994) Outcomes-based education: Critical Issues and Answers. The American Association of School Administrators
Continuous improvement is embedded (on going assessment and support). Progress through mastery Demonstrate learning Focus on 'outcomes' not 'inputs'
OBE Education
Student must
need some evidences that can be measured‌
student must learn how to:
UNDERSTAND DO FEEL … or
W H
A
to
and be able
T
it is called
Learnin g Outcom e
a learning outcome is a specific statement that indicates what a student should know and be able to do as a result of the learning (Goff, 2010). Such learning outcomes are specific, verifiable, student-centred and performance-based.
learning outcome must
achievable and measurable be ...
learning outcome must be
clear and
precise ...
 the ability to make comparisons between a range of health contexts, such as individual and institutional and national and international contexts;  the ability to analyse health and health issues, and health information and data that may be drawn from a wide range of disciplines;  the ability to synthesise coherent arguments from a range of contesting theories relating to health and health issues; list A:
 the ability to draw upon the personal and lived experience of health and illness through the skill of reflection and to make links between individual experience of health and health issues and the wider structural elements relevant to health;  the ability to articulate central theoretical arguments within a variety of health studies contexts;  the ability to draw on research and research methodologies to locate, list Areview : and evaluate (cont'd)
health as a contested concept; the multidisciplinary nature of health studies; the central place of research activity in the development of the subject; the diverse determinants of health; the contemporary issues at the forefront of the subject; the range of realist and constructionist theories of causality relating to health; … etc.
list B:
outcome based curriculum
HOW to design
What is expected from the learning after the students have graduated in order to equip them with the necessary skills and capabilities before they work place. enter Focus the on "NEEDS" of Students and Stakeholders. Objective and Outcome driven Learning outcome is PREDETEMINED and INTENTIONAL
appropriate assessments methodologies delivery modes development of instructions programme outcomes and course outcomes curriculum design
Then go
backward with:
Start With
what are the competences they should have at the
end
of programme
...
Wh at d oes ou
r gr adu a
te l ook like ?
Intended Learning Outcome...
band of this car ?
what is (does) car (look like) ? ma d e Th i n aila ? nd
car ?
Elements of the Programme Specification Aims of the Programme Learning Outcomes of the Programme: Competences (Professional and Generic)
Trigger Questions: Process informed by: What's the purpose of the programme?
University Level Descriptors Professional/Statutory Bodies Requirements
What should students know and be able to do on completion?
Subject Benchmarks Programme learning outcomes broken down by level to ensure incremental attainment over duration of course
Module Learning Outcomes
Module Assessment
Outcome for Level Attained through:
Attainment verified by:
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Assessment Criteria
Grades awarded according to: BYST
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BYST
design the curriculum, teaching, learning and assessment to enable students to achieve the intended learning outcomes...
alignment
OBE (cont'd)
curriculum drives competencies
OBE (cont'd)
competencies drive curriculum
backward curriculum designed ‌
Curriculum Objective and the Intended Outcomes/ Student Profile
High Scholl Student Profile
Design Learning Activities, learning units and Teaching System (Teaching and Assessment methods)
Competence Curriculum Design Process
Curriculum Objective and the Intended Outcomes/ Student Profile
finding out what is in your box ‌
what are the
LEARNING Activities
needed to
achieve such
competence
LEARN?
collect data on students’ achievement of learning outcomes
How can we facilitate them to achieve it? How can we close the gap? How do we know whether our students have achieved it? How can we guarantee the quality of our students?
QUESTIONS to address:
Assessing and Evaluating LO
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BYST
Quality Improvement
University and Faculty Programme Course
Inputs and Feedback
University Customer and Professional Org.
Assessment and Evaluation
Outcomes Mission/Vision
PEO
University and Faculty Assessment
(Program Educational Objectives)
Programme Assessment
Student Outcomes
Course Planning and Delivery
Courses Learning Outcomes
Syllabus Pedagogy Learning Activities Assessment Tools
Course Assessment
OBE Framework 58
BYST
Assessing and Evaluating LO
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BYST
what will students learn? to what degree will they learn? how will they acquire this learning? how will they demonstrate this learning?
where great teaching begins; A. R. Reeves
A M
purpose
and
achievemen t of the
objective 4
objective 5
objective 3 objective 2
objective 1
learning objectives
steps to writing a learning outcome ...
learning outcome Formula ... (1 )
stem + action verb + content/skill/val ue
(2 )
active verb + object + qualifying phrase
By the end of this workshop you will be able to ... 1. 2. 3. 4. 5. 6.
distinguish between Bloom's domains of learning. apply Bloom's taxonomy to write a course level learning outcomes. assess course learning outcomes against degree level expectations. design learning activities appropriate for meeting learning outcomes. develop methods to evaluate student achievement of learning outcomes. integrate learning outcomes into all courses taught.
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BYST