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Outcome based education

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Education for All

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Outcome based education

  1. 1. Assessing Students Learning in Outcome-based Education Muhammad Sheroz 2013-928 M.A ELTL IER, University of the Punjab OUTCOME-BASED EDUCATION
  2. 2. TABLE OF CONTENTS: • Definition • Explanation • Research Questions • Objectives • Methodology • Results • Conclusion
  3. 3. DEFINITION: • Outcome-based education (OBE), a recurring education reform model. It is a student-centered learning philosophy that focuses on empirically measuring student performance, which is called outcomes. • An outcomes-based approach to education clearly specifies what students are expected to learn and arranges the curriculum such that these intended outcomes are achieved (Harden, 2007a).
  5. 5. • OBE is a process of curriculum design, teaching, learning and assessment that • focuses on what students can actually do (i.e., learning outcomes) after they are taught. It • attempts to embrace learning outcomes with the knowledge, skills, attitudes and values that • match the immediate social, economic and cultural environment of society.
  6. 6. LEARNING OUTCOMES: • In order for this approach to succeed, learning outcomes must be: • 1) Clearly articulated in a way that is contextualized within the discipline; • 2) Communicated broadly; • 3) Used to inform and influence decisions about the curriculum; • 4) Monitored regularly to ensure that they remain current and accurately reflect the intent of the degree program.(Manogue and Brown, 2007; Harden, 2007a).
  7. 7. • Assessing and evidencing learning outcomes are inherently complex tasks that are best approached through a comprehensive process, involving multiple methods and stakeholders (Green et al., 2009). • When implemented effectively, learning outcomes assessment can provide evidence of student learning and progression, and prioritize recommendations for continuous curriculum improvement (Cummings et al., 2008).
  8. 8. • OBE aims to assess the competences of learners in their totality. It takes a holistic approach in describing the competence of a learner in terms of knowledge,skills and values, and assessing competence by using a variety of assessment approaches. In fact, the smallest unit of assessment must cover the integrated knowledge, skills and values that apply in practice in a specialized context (Department of Education,1998:26). • Assessment of knowledge, values and skills relates to assess elements in the cognitive, affective and psychomotor learning domains. The taxonomies of Bloom (cognitive domain), Krathwohl (affective do main) and Harrow (psychomotor domain) remain invaluable frameworks for assessing acquired knowledge,skills and values in terms of OBE (Van derHorst & McDonald, 1997:176-178).
  9. 9. PROBLEM STATEMENTS/RESEARCH QUESTIONS: • I will focus on the following questions in this term paper. • 1. How assessment is being done in outcome-based education? • 2. How can teachers measure students learning in outcome-based education? • 3. What are the methods used for assessing students learning in outcome- based education? • All the above mentioned questions (and many more like these) will be discussed in this term paper with limited details. • The reason, why did I choose these types of problem statements is that, assessment is the major source which can tell us; whether the results are valid and reliable?
  10. 10. OBJECTIVES: • The main objectives to write this paper are that; • It will help you to learn about the assessment criteria in outcome-based education. • It will help you to understand the best ways to assess students learning in outcome-based education. • It will help teachers to design the better criteria for assessing students learning in outcome-based education. • It will help you to analyze the assessment procedures in outcome-based education. • It will help you to know that, whether the assessment techniques were used in past were the same which we have nowadays. • It will help you to analyze the different methods of students learning assessment in outcome-based education. • It will also help you to understand the advantages and disadvantages of outcome-based education.
  11. 11. METHODOLOGY: • The methodology, which I adopted to design this term paper is that I have studied some books, articles, journals with the help of internet, IER library and University of the Punjab’s main library. • I have also seen some of the presentations of outcome-based education (OBE) on different websites, which have been a wonderful experience to learn and understand (OBE) in an easy way. Therefore, I have been able to write this term paper. • I have also included my own understanding from my past academic experiences and the point of view of my teachers, class fellows and colleagues.
  12. 12. FEATURES OF AN OUTCOMES BASED APPROACH TO ASSESSMENT 1. Emphasis is on outputs or end products 2. Outcomes based assessment is criterion referenced 3. Outcomes based assessment is continuous 4. Outcomes based assessment is used for formative and summative purposes 5. Outcomes based assessment is concerned with issues of reliability and fairness 6. Outcomes based assessment practices are valid 7. Outcomes based assessment includes integrated assessment 8. Outcomes based assessment is aligned with other aspects of the system
  13. 13. IMPLEMENTING OUTCOMES BASED ASSESSMENT PRINCIPLES • Focus on one of the courses/modules which you currently teach and ask the question: “What are the specific outcomes which I expect students to demonstrate upon completion of this course?” • Evaluate your current assessment methods for the course/module • Explore ways of modifying/expanding your current assessment procedures so that they are more aligned with the outcomes set for your course. • Set assessment criteria for the assessment of a task in your course. Suggest ways that you could negotiate these with students. • Design/select your Assessment Task • Identify appropriate sections of Assessment Task • Set Criteria Statements
  14. 14. RESULTS
  15. 15. • Outcomes or objectives are clearly and publicly stated. • Teaching is focused toward those stated objectives. • Student learning is monitored frequently. • Teaching and learning are adjusted frequently, so that students have sufficient opportunity to master the objectives. • Assessments reflect stated objectives and actual opportunities for student learning. • A management system monitors the extent to which students have demonstrated achievement of the specified outcomes.
  16. 16. CONCLUSION