Outcome based education

LEARNING OUTCOME & CURRICULUM
MAPPING – A PRACTICAL GUIDE FOR
NURSING TEACHERS
PRESENTER
DR. ANIL SHARMA, R.N.R.M., MSN, PhD
PRINCIPAL, MANIKAKA TOPAWALA INSTITUTE OF NURSING
A CONSTITUENT OF CHARUSAT-CHANGA
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
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SESSION OBJECTIVES
2
At the end of this session, participants will
be able to
 Recognize outcome based education
 Formulating learning outcomes
 Arrange, Classify, Apply, Analyze, Adapt &
Appraise the Curriculum Mapping

OUTCOME BASED EDUCATION (OBE)
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 OBE means clearly focusing and
organizing everything in an education
system around what is essential for all
students to be able to do successfully at
the end of their learning experience.

OBE Cont….
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Starting with a clear picture of what is important for
students to be able to do,
Than organizing the curriculum, instruction and
assessment
To make sure this learning ultimately happens.

OBE Simple word
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 Its a process which involves the
restructuring of curriculum,
assessment, and reporting practices in
education to reflect the achievement of
higher order learning and mastery rather
than the accumulation of course credits.

OBE Cont….
6
Outcomes are the End
Product

OBE Principles
7
There are 4 basic principles:
1. Focus on outcome
2. Expanded opportunities
3. High expectations
4. Designing backward

Focus on outcome/ Clarity of focus
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Facilitates students achievements on the intended
learning outcome
 Clarify short & long term learning intensions
 Assist learners to attain the outcomes
 Focus assessment on outcome

Expanded opportunities
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Learners may require different instructional
strategies and additional learning opportunities
(Learners can learn and succeed but not in the same
way)
 Provide multiple learning opportunities to match
different learner’s need

Teacher-Centric Student-Centric
10

High expectations
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Most students can
achieve high
standards if they
are given
appropriate
opportunities

Designing backward (Curriculum)
12
Curriculum design begins with
EXIT OUTCOME
Followed by “Building blocks” of learning

Course Learning Outcome (CLO)
Program Learning Outcome (PLO)
Program Aims and Program Educational Objectives
(PEO)
Institutional Vision and Mission

5 Stage of OBE Implementation
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1. Understand the Big Picture:
 The Why ?
 To produce graduates whom are ready for market
(Clinical/ Academic) demand at Global Platform
 To meet global level of quality assurance

15
2. Setting Objectives and Outcome (Breadth)
 Formulate Aims, PEO, PLO
 Identify domains and Taxonomies (Depth)

16
3. Mapping of Outcome
 Mapping of PLO-PEO
 Mapping of PLO against regulatory requirement
 Mapping of CLO-PLO
 Mapping of CLO-PLO-Delivery methods and
Assessment

17
4. Delivery of OBE Courses
 Students learning time
 Plan & Implement Teaching learning strategies
 Assessment of courses (written, practical exam,
project, dissertation etc.)

18
5. Continuous Quality Improvement
 Closing the inner loop
 Closing the outer loop

Continuous Quality Improvement
19
SAY,
What you
want?
DO, What
you say?
Prove It
Improve
It

20

Identifying learning outcome (LO)
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 Very broad but Very Direct Statement
 These describe Knowledge, Skills, Attitudes
that students reliably demonstrate as a result of
undertaking an educational experience
 LO’s articulates at several levels, including
lesson, course, program, degree etc.

LO, Goals, Objectives & Degree Level Expectations
22
ARE
They All Terms
Same
Or
Different?

LO, Goals, Objectives & Degree Level Expectations
23
NOT MUCH
 LO articulates a goal from student perspective
 Learning Objectives articulates the goal from an
instructor perspective
 Degree level expectations are learning outcome at
the degree level not at course level.

How LO makes smile?
24
 It set shared expectations between students and
instructors
 Provide a valid source for students to set learning
goals
 Provides clear directions for educators when
making instruction and assessment decisions.
 Provides links between learning goals across
courses and years.

How do I write a learning outcome?
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 Choose a verb that describes the level of learning you
intend, such as lesson, course, program
 State the content the student will be considering
 State what the student will be able to do as a result

26
I GOT IT BUT NOT COMPLETELY

ANATOMY OF LEARNING OUTCOME
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 Each LO statement answer three (3) questions
about the student’s experience:
1. Do What ? (Verb)
2. With What ? (Content)
3. For What ? (this is what you will assess)

How do I use learning outcome to design a
learning experience such as a course?
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1. What will student learn Learning outcome
2. How will outcomes be measured
Appropriate Assessment
3. What will students do to achieve these outcomes
Appropriate learning activities to develop the
required knowledge, skills or attitudes

CURRICULUM MAPPING (CM)
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CM is the process by which you
determine Where, When and How
learning outcome are taught and
assessed within a degree program.

Curriculum Structure
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Curriculum
Alignment
Curriculum
Pacing
Curriculum
Mapping

Curriculum Alignment
Curriculum Mapping
Curriculum Pacing
Curriculum Structures
We are here

What is Curriculum Alignment?
Curriculum alignment
refers to the process
of interpreting
learning standards,
then developing
learning objectives
that are directly
targeted to the
standards

Curriculum Mapping
Curriculum Pacing

Curriculum Mapping
Curriculum Pacing
We are here

A Curriculum Pacing Guide
is a planning tool that helps
teachers plan the pacing
of their instruction
so that all tested
topics are taught
prior to the
administration
of the Final exam

What is Curriculum Mapping?
Curriculum
mapping is a
process that helps
teachers keep track
of what has actually
been taught
throughout an
entire year

Why Curriculum Mapping?
The map becomes
a tool that is used
to help modify and
refine next year’s
instruction

A Pacing Guide
is an outline of the
intended
curriculum
A Curriculum
Map
is an outline of the
implemented
curriculum

How does our Institute get
Standards
of
Learning
Student
Achievement
From here... To here?

Important to
know and do
Assessment
Instruction
Curriculum

Assessment
Instruction
Curriculum
Standards
of
Learning

Assessment
Instruction
Standards
of
Learning

End Lession
Curriculum
Alignment,
Pacing, and
Mapping
Can Put You On
Target
for Success!

Curriculum Mapping
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 Curriculum Mapping is the documentation and
discussion of what we teach.
 It is a collaborative process that helps us
understand teaching and learning throughout
the degree

Why we need Curriculum Mapping?
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 It benefits ALL students.
 Mapping is a COMMUNICATION tool.
 Mapping is a PLANNING tool, it keeps us FOCUSED
and targets necessary information.
 Promotes PROFESSIONALISM and teaching
creativeness.

Benefits of CM
49
 Mapping is not burdensome, in fact it replaces
repeat teachings and (eventually) lesson plans.
 Mapping allows us to focus on fewer goals, and
therefore, teach concepts in depth.
 Mapping will eliminate wasted review and expand
teaching time.
 It vertically shows curriculum steps.

Curriculum Mapping: Advantage
50
 Provide an effective strategy for articulating, aligning
and integrating learning outcomes across a sequence of
courses
 Communicates to students, Instructors, administrator
and external stakeholders how student learning
outcomes are achieved within a degree program
 Stimulates curriculum reform by highlighting high-
impact teaching and learning practices and revealing
gaps and redundancies in your curriculum

Curriculum Mapping Attempts to:
51
 Create a “snapshot” of the educational activities of
every classroom
 Capture the content skills and assessments taught
by every teacher
 Organize this information into an easily accessed
visual that presents a timeline of instruction by
teacher and course

HOW?
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Let’s see…..

Sample Curriculum Map
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Essential
Questions
Content/
Activities
Outcomes Assessment Standards
October
November
December

Essential Questions
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 Focus on a broad topic of study.
 Have multiple answers and perspectives. They
address “why” or “how”.
 They are “mental Velcro” that helps ideas stick in
students’ minds.
Example:
 What is Anatomy & Physiology?
 What NANDA said?

Content
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Content is the essential concepts and topics covered
during a month.
Example:
 Articulated or disarticulated bone sets
 NANDA verbs

Outcomes
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Outcomes are key abilities and processes students
will develop related to specific content
Example:
 Explain anatomical structures
 Formulating nursing diagnosis

Assessment
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 Assessments are the products or performances that
demonstrate student learning.
 Assessments are what the student does (the actual
product or performance)
Examples:
 Oral viva / demonstrating the bones
 Practical session (Writing Nursing Process)

Activities
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 Key activities that lead to acquisition of knowledge
and skills.
 Describe the "how" for the knowledge and skills.
Example:
 Demonstrating disarticulated bones
 Practicing writing nursing diagnosis

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Once we have our Maps,
what do we do with them ?

Maps are never finished;
they are a work in progress!
Documentation
Examination
Revision
Documentation
Examination
RevisionDocumentation
Examination
Revision
DocumentationExaminationRevision

CREATING CURRICULAR MAP
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 Where are outcomes covered in the curriculum
 Where are the logical assessment point in the
curriculum

Curriculum mapping need this approach:
Show Time
Curriculum Map can be consider like:
Real Map
OBE Mapping

Next…
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While working on Map, Teacher may identify few
impressions based on discussion:
 Few courses outcome have no connection with
program outcome
 Or few courses may have connection with
program outcomes

NEXT…
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Faculty job to determine course at three levels based
on their outcome with their assessment strategy:
1. Introductory
2. Intermediate
3. Degree level (Highest Proficiency)

Faculty Assignments
Match the Outcome with Courses
Such as
Outcome -1 Course -1
Course -2
Outcome-2 Course- 3
Course-4
Outcome-3 Course-5
Course- 6

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Reference Available on Request @
anilsharma.nur@charusat.ac.in

Thank You All Teachers
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Outcome based education

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