EDUC 123

• Outcome-Based Education (OBE)


  A process of curriculum design, teaching, learning and assessment that focuses on what students can actually do after they are taught
• OBE


  • Clarity of focus about outcomes
  • Designing backwards
  • Consistent, high expectations of success
  • Expanded opportunity
• OBE is enabling distinguished from other reforms by its focus on outcomes, thereby it to address the pressing worldwide concerns on accountability, and legislative control with institutional autonomy
• Institutional Intended Learning Outcomes (IILO)


  What the graduates of the university/college are supposed to be able to do
• Program Intended Learning Outcomes (PILO)


  What graduates from a particular degree program should be able to do
• Course Intended Learning Outcomes (CILO)

  What students should be able to do at the completion of a given course
• Intended Learning Outcomes (ILO)

  What students should be able to do at the completion of a unit of study of a course
• Outcome-Based Teaching and Learning (OBTL)


  Promotes deep and lifelong learning skills for learners, reflective teaching practices for teachers, and continuous program improvement for the institution
• The OBE curriculum is driven by assessments that focus on well-defined learning outcomes and not primarily by factors, such as, what is taught, how long the students take to achieve the outcomes or which path the students take to achieve their target
• The full implementation and success of OBE demands a concerted effort from educators, learners, parents and the community
• Outcomes


  Measured skills and knowledge that students are expected to demonstrate, rather than "inputs" like hours spent in class or textbooks provided
• Grading and Reporting under OBE

  • Students are assessed against external, absolute objectives rather than relative achievements
  • Tracking and reporting on specific outcomes within a subject rather than just an overall grade
• Outcome-based education (OBE)


  A system of education giving priority to ends, purpose, accomplishments, and results. All decisions about the curriculum, assessment, and instruction are driven by the exit learning outcomes the students should display at the end of a program or a course.
• OBE was propounded by William Spady in the 90s to bring the focus of formal education to what the students learn rather than what they were taught
• Outcomes for a higher education program

  Defined at three levels: program outcomes (POs), program specific outcomes (PSOs), and course outcomes (COs)
• The most important aspect of an outcome is that it should be observable and measurable
• Bloom's taxonomy of learning

  Identifies three domains of learning: Cognitive, affective and psychomotor
• Writing CO statements


  1. Action

  2. Knowledge elements

  3. Conditions

  4. Criteria
• Tagging COs with POs, PSOs, cognitive levels and the number of classroom hours associated facilitates the computation of attainment of COs, POs, and PSOs
• Functionalist theory


  Focuses on the positive functions performed by the education system such as creating social solidarity, teaching skills necessary for work, teaching core values, and role allocation
• Functionalist theory


  • Starts with the assumption that education is an institution, to facilitate the stability of society which emphasizes interconnectedness by focusing on how each part is influenced by the other
  • Happens through passing on society's culture through which a new generation of children acquire the 'central' norms, values and culture of their society
• Functionalist theory establishes the relationship between schools, institutions and society which must fulfill necessary societal functions to produce stability
• Functionalist theory states that the school's main function is to prepare students to acquire basic knowledge, skills, and values for future employment
• Conflict theory


  • Focuses on issues of contention, power, and inequality, highlighting the competition for scarce resources
  • Focuses on culture as a social product
• Conflict theory questions the functionalists' assumptions that schools are ideologically and politically neutral and that school functions are based on the merit that each learner has the capacity to efficiently improve his or her own ability to meet the demands and standards of the society
• Conflict theory believes that the educational system reinforces and perpetuates social inequalities that arise from differences in class, gender, race, and ethnicity
• Conflict theory contends that schools give a false set of ideas and beliefs to students in terms of education quality, creating the notion that there is equality and chance of having quality education
• Symbolic interactionist theory focuses on how people share symbols and construct society as a result of their everyday interactions
• Symbolic interactionist theory examines what teachers and students "do" in school, questioning even the most commonplace, taking for granted actions and interactions
• Symbolic interactionist theory uses cultural symbols, such as words and non-verbal body language and gestures during interaction, through which people develop a sense of self and create a reality with others
• Symbolic interactionist theory states that interactions between students and teachers help develop a set of expectations for student's performance both in academic subjects and discipline