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OUTCOMES BASED/ OUTCOMES
FOCUSED EDUCATION
OVERVIEW
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TABLE OF CONTENTS
OUTCOMES BASED/OUTCOMES FOCUSED
EDUCATION...................................................................... ...................................
Definitions..................................................................... ...................................
OBE Roots.................................................................... ...................................
OBE Philosoph........................................................... ..................................
OBE P!in"iples............................................................. ...................................
OBE P#!pose................................................................ ..................................
Assess$ent C!ite!i%.................................................... ....................................
SUMMAR&......................................................................... ...................................
REFERENCES.................................................................. ...................................
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OUTCOMES BASED/OUTCOMES FOCUSED
EDUCATION
Outcomes based education (OBE) is a process that
involves the restructurin o! curriculum" assessment and
reportin practices in education to re!lect the
achievement o! hih order learnin and mastery rather
than the accumulation o! course credits# ($uc%er" 2004).
$hus the primary aim o! OBE is to !acilitate desired
chanes &ithin the learners" by increasin %no&lede"
developin s%ills and'or positively in!luencin attitudes"
values and udment. OBE embodies the idea that the
best &ay to learn is to !irst determine &hat needs to be
achieved. Once the end oal (product or outcome) has
been determined the strateies" processes" techniues"
and other &ays and means can be put into place to
achieve the oal.
Definitions
Outcomes are clear learnin results that learners have to
demonstrate at the end o! sini!icant learnin
e*periences: what learners can actually do with what
they know and have learned. Outcomes are actions'
per!ormances that embody and re!lect learner
competence in usin content" in!ormation" ideas and
tools success!ully. +eyser (1,,,) says &hen learners do
important thins &ith &hat they %no& they have ta%en a
sini!icant step beyond %no&in itsel!. -ella" Berardinelli
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Burro& (1,,/) reminds us o! the importance o!
accountability mechanisms (learner assessment) that
directly re!lect student per!ormance and help learners
%no& &hat they %no. $hus outcomes describe the
results o! learnin over a period o! time the results o!
&hat is learned versus &hat is tauht.
OBE is de!ined as a comprehensive approach to
orani3in and operatin an education system that is
!ocused in and de!ined by the success!ul demonstrations
o! learnin souht !rom each student# (pady" 1,,4). 5n
Education 6epartment o! 7estern 5ustralia document
describes OBE as an educational process &hich is
based on tryin to achieve certain speci!ied outcomes in
terms o! individual student learnin. $hus" havin
decided &hat are the %ey thins students should
understand and be able to do or the ualities they should
develop" both structures and curricula are desined to
achieve those capabilities or ualities. Educationalstructures and curriculum are rearded as means not
ends. 8! they do not do the ob" they are rethouht# (7illis
9issane" 1,,).
$uc%er (2004) notes that OBE and outcomes !ocused
education (O;E) are o!ten con!used or used
synonymously.
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are desined speci!ically to assess the learners?
achievement o! the outcomes. 8n this paper OBE and
O;E are used synonymously.
Behind these de!initions lie an approach to plannin"
deliverin and evaluatin instruction that reuires
administrators" teachers and learners to !ocus their
respective attention and e!!orts on the desired results o!
education (9illen" 2000) and to be accountable !or &hat
transpires (pady" 1,,4@ -ella" et al" 1,,/). $he shi!t
to&ard OBE is similar to the total uality movement as it
re!lects the best &ay !or individuals and orani3ations to
et &here they are oin is !irst to determine &here they
&ant to be then plan bac%&ard to determine the best &ay
to et !rom here to there. Proponents o! OBE assume
there are many &ays to arrive at the same results. OBE
is currently !avored internationally in countries such as
Aanada" outh 5!rica" e& Cealand and Dnited tates
(alan" 2000).
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OBE Roots
5n outcomes based approach to education dates bac%
some 00 years to cra!t uilds o! the iddle 5es in
Europe in the !orm o! apprenticeship trainin models and
there are many e*amples still in place today (pady"
1,,F). alan (2000) analy3ed past educational re!orms
that in!luenced OBE and identi!ied the !ollo&in:
$yler?s educational obectives 8n 1,0 $yler identi!ied
!undamental issues important &hen developin and
plannin instruction" includin purpose" content"orani3ation and evaluation.
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continuum ranin !rom no pro!iciency# to per!ect
per!ormance#. Ariterion=re!erence instruction and
assessment is based on attainin speci!ic outcomes
and on testin !or competence in terms o! stated
criterion. $his !orm o! instruction compares a learnin
outcome or mastery o! competencies &ith a
predetermined e*ternal standard. uccess is
measured by demonstration o! standards !ollo&ed by
remedial intervention as reuired. Ariterion=
re!erenced assessment is the pre!erred mode o!
assessment in OBE.
pady?s OBE approach closely resembles aer?s
(1,F2) uidelines in terms o! e*pected per!ormance"
conditions under &hich it is attained and standards !or
assessed uality. OBE learnin proramme
assessment and learner?s competence can be
compared to speci!ic criteria. Aompetence in the
reuired outcome (learner behaviours) is
demonstrated by culminated o! sini!icant learnin&ithin a conte*t" and speci!ic time!rame reuired by
the individual learner. OBE is e*plored in reater
detail in the !ollo&in sections.
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OBE Philosophy
OBE can be rearded as a theory (or a philosophy) o!
education (9illen" 2000). 7ithin OBE there are a certainset o! belie!s and assumptions about learnin" teachin
and the systemic structures &ithin &hich activities ta%e
place. pady (1,,4) proposes three basic assumptions:
all learners can learn and succeed@ success breeds
success@ and teachin institutions# (schools) control the
conditions o! success.
9illen (2000) de!ines t&o basic types o! outcome. $he
!irst includes per!ormance indicators o!ten measured in
terms o! tests results" completion rates" post course
employment" and so !orth. 8t also emphasi3es learner
mastery o! traditional subect related academic
outcomes'content and some cross discipline outcomes
(such as problem solvin or &or%in cooperatively). $he
second is less tanible and usually e*pressed in terms o!
&hat the learners %no&" are able to do or are li%e as a
result o! their education. 8t stresses lon term" cross=
curricular outcomes &hich relate to !uture li!e roles o! the
learner (such as bein a productive &or%er" a responsible
citi3en or parent). $hese t&o approaches are &hat pady
(1,,4) respectively calls traditional'transactional (content
based) and trans!ormational (outcomes based) learninsystems. ee belo& latter is the !ocus o! this research
and includes standards to be consistently demonstrated
by the learner at the end o! a sini!icant learnin
e*perience.
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Content B%se' Le%!nin( Ve!s#s O#t"o$es B%se'Le%!nin(
)So#!"e* Sp%'+ ,--
Aontent Based Hearnin ystem Outcomes Based Hearnin ystem
Passive students 5ctive learners
5ssessment process e*am radedriven
Aontinuous assessment
Iote learnin Aritical thin%in" reasonin" re!lection action
Aontent based'bro%en into subects 8nteration %no&lede" learnin relevant' connected situations
$e*tboo%'&or%sheet !ocused teachercentred
Hearner centred educator' !acilitator use roup' tea
ee syllabus as riid non neotiable Hearnin prorammes seen as uides that allo& edube innovative creative in desinin prorammes' a
$eachers'trainers responsible !orlearnin = motivated by personality o!teacher
Hearners ta%e responsibility !or their learnin" learnermotivated by constant !eedbac%' a!!irmation o! &orth
Emphasis &hat teacher hopes toachieve
Emphasis outcomes &hat learner becomes unde
Aontent placed in riid time !rames ;le*ible time !rames = learners &or% at o&n pace
tay in sinle learnin institution untilcomplete
Hearners can ather credits di!!erent institutions untilJuali!ication
Previous %no&lede e*perience inlearnin !ield inored Each timeattends &hole course
Ieconition o! prior learnin: a!ter pre=assessment" lcredited outcomes demonstrated or trans!er credits e
OBE Principles
;our principles uide the trans!ormational OBE
approach" ta%en toether they strenthen the conditions
!or both learner and teacher success:
clarity o! !ocus
desin do&n
hih e*pectations
e*panded opportunities
5ccordin to pady (1,,/) the basic principle o!
trans!ormational OBE is the clarity o! the !ocus. $his
principle in!ers that curriculum development"
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implementation and evaluation should be eared by the
outcomes &hich are e*pected as the culminatin
demonstrations o! the learners. $he principle clearly
delineates that the articulation o! the desired end point is
essential !or success!ul outcomes (7illis 9issane"
1,,G). Aurriculum planners and educators have to
identi!y a clear !ocus on &hat they &ant learners to be
able to demonstrate at the end o! sini!icant learnin
time. Once these outcomes have been identi!ied" the
curriculum is constructed by bac%&ard mappin o!
%no&lede and s%ills. $he desin do&n aspect in!ers that
all curricular and educational activities should be
desined bac% !rom the point &here the e*it outcomes#
are e*pected to happen.
$he principle o! hih e*pectations elicits hiher level o!
standards then &ould normally be set as only those can
be labeled completed. ;urther learners are supported to
culminate hiher level o! per!ormance (pady" 1,,/).E*panded opportunities provide !or a !le*ible approach in
time and teachin methodoloies matched aainst the
needs o! the learner allo&in more than one opportunity
to succeed (9illen" 2000). Each o! these principles are
e*plored and applied to practice belo&.
O#t"o$es B%se' P!in"iples 0 e1pl%n%tion 2
%ppli"%tion
)So#!"e* Sp%'+ ,--3 4illen+ 5666
OBE Principles E*planation 5pplication to practice
Alarity o! !ocus ;ocus on &hat &antlearners be able to dosuccess!ully
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OBE Principles E*planation 5pplication to practice
intentions;ocus assessments on sini!outcomes
6esin do&n Bein curriculum desin&ith a clear de!inition o! the
sini!icant learnin thatlearners are to achieve bythe end o! their !ormaleducation
6evelop systematic education curric$race bac% !rom desired end results
8dentity learnin buildin bloc%s#Hin% plannin" teachin assessdecisions to sini!icant learner outco
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directly a!!ectin learnin are under the educational
system?s control#" learnin is dependent on the
&illinness o! teachers and others to believe in the
approach and support learners in their learnin. 5s OBE
philosophy reuires educators !ocus more broadly on
accomplishin results versus simply providin a service"
it di!!ers reatly !rom more traditional !orms o! education"
most notably in it?s:
overall approach (!rame&or%)
perception o! time
&hat and ho& standards are assessed
ho& per!ormance is determined
Each o! these !our areas is !urther e*plored belo&. 9ey to
this approach is clear learnin outcomes around &hich all
o! the system?s components can be !ocused. 8mportantly
is the reuirement o! establishin conditions as &ell as
the opportunities that enable and encourae all learnersto achieve the essential outcomes (pady" 1,,4).
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Le%!nin( Sste$s* Content B%se' 7e!s#s O#t"o$es
B%se'
)So#!"e* Sp%'+ ,--
Hearnin ystemAharacteristics
Aontent Based ($raditional'$ransactional) Outcomes Based ($rans!orm
;rame&or% Prede!ined curriculum" assessment credentialin in placetructures ends#" no de!ined learners?outcomes
Aurriculum" instructionaassessment per!ormestandardstructures support outco!le*ible a means to delearnin ends#
$ime 8n!le*ible constraint !or educator learnerschedule controls learnin success
Dsed alterable source needs o! educator lea
Per!ormance
standards
Aomparative competitive approach
Hin%ed to predetermined curve# or uotao! possible successes
Hearners potentially able
credit !or achievin per!ostandardso uotas standards p
Hearninassessments
Aontinuous testin permanent radinista%es on permanent record: bestrades records !ast consistentper!ormers@ slo&er learners never catchupever assess' document &hat learnerscan ultimately do success!ully
acro vie& learnin achievementista%es inevitable stepdevelopment" internali3idemonstratin hih leveper!ormance capabilitiesDltimate achievement &do
Assessent Criteri!
9illen (2000) says to be use!ul in an OBE system"
assessment criteria should con!orm to the !ollo&in
principles:
$he assessment procedures should be valid they
should assess &hat they are intended to assess
$he assessment procedures should be reliable they
should ive consistent results
$he assessment procedures should be !air they
should not be in!luenced by any irrelevant !actors
such as the learner?s cultural bac%round
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5ssessment should re!lect the %no&lede and s%ills
that are most important !or learners to learn
5ssessment should tell educators and individual
learners somethin they do not already %no&"
stretchin learners to the limits o! their understandin
and ability to apply their %no&lede
5ssessment should be comprehensive and e*plicit
5ssessment should support every learner?s
opportunity to learn thins that are important
Because learners are individuals" assessment should
allo& this individuality to be demonstrated
5s &ell" to ensure !air" euitable and transparent
udment" the criteria used durin the assessment
process must be identi!ied" !ormulated and made %no&n
to all candidates be!ore assessment ta%es place. $he
implications o! pady?s !our principles in determinin
&hether a candidate?s demonstration'per!ormance &as
su!!icient" are that assessment must be summative(continuous monitorin &ith !eedbac%)" per!ormance
based (authentic in the &or%place' real li!e environment)
and criterion re!erenced (assessment criteria). $he
transition !rom traditional'transactional learnin to
trans!ormative outcomes based learnin reuires
educators to !acilitate the learnin process by creatin
and e*pandin learnin opportunities. $he learner?s role
is to actively participate in and contribute to&ards the
learnin process. $o !acilitate learnin curriculum
(learnin proramme) development is essential.
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$here are many positive aspects to OBE" particularly
!rom a trans!ormational vie&point. 8t supports a rational
approach to education as a means rather than an end in
itsel! and support cooperative versus competitive
learnin. 8t demands that those &ho plan" manae and
account !or &hat happens to !ocus their e!!orts onto
learnin and attainment o! desired outcomes as
opposed to curriculum content and achievement o!
rades. Hearnin is no loner time and teacher
dependent. Hearners" educators and others &ho support
learnin have to become more attune to creatin the
conditions that supports learnin and attainment o!
desired outcomes. 5s noted by pady (1,,4)" OBE
demands a commitment to continuous ro&th and
improvement is critical to success#.
A''ition%l OBE Te!$s 8ith Definitions )So#!"e*
9ese!+ ,---
OBE $EI 6E;88$8O
E*it Outcomes
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OBE $EI 6E;88$8O
Aompetence li!e &orldsocio=cultural" lanuae literacy di!!erences in roups" communitbroader societyAoncepts" principles" procedures relevant decisionsAhanin nature o! nursin = local" national lobal conte*ts
Ie!le*iveAompetence
6emonstrated ability to:Evaluate nursin practice collaborative practice &ith other pro!es8nterate learner per!ormance
Hearn !rom o&n action5dapt to chanes or un!oreseen circumstances
5ssessment Ariteria(!or interatedcompetence)
Hearner should:+enerate" e*plore consider options !or appropriate action8denti!y appropriate action = particular conte*t" topic" learner roup' resourcesE*plain particular session selectionPer!orm identi!ied actionAontinuously monitor adapt per!ormance as reuiredE*plain reasons !or per!ormance
Evaluate per!ormance and identi!y areas !or improvementIe!lect on learnin per!ormance6evelop plan'stratey !uture action interatin &hat learned throure!lection
8nterated5ssessment
Process &hich determines learner?s applied competenceIane o! assessment practiceOver a lenth o! time8n diverse conte*ts
Ariterion Ie!erenced5ssessment
5ssess learners in relation to proramme' module outcomes:Alearly identi!y outcomes6etermine assessment purpose use o! results6esin per!ormance tas% elicit e*pected outcomespeci!y assessment criteria
elect construct scorin recordin instruments5ssessment Ariteria Broad evidence statements to decide i! speci!ic outcome has been ach
observable processeslearnin products
Iane tatements E*act details o! &hat ho& much learninar% acceptable level o! statements8ncrease in comple*ity sophisticationot reuired !or all assessment criteria
HearninDnits'odules
Brea%do&n o! &hole proramme-aryin lenths$hree types !undamental" core elective
;undamental odules 8ncludes leanin &hich !orms roundin'basis
Aore odules 8ncludes compulsory learninElective odules 8ncludes additional credits
SUMMAR&
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8n summary" the !ocus o! education has shi!ted !rom the
educator to learner ho&ever this shi!t reuires chane
&ithin the educational system in order to !acilitate
learnin. Establishin an OBE system !or education is
the best &ay !or a particular learner to reach the desired
outcomes. $he role o! the educator is to enable and
encourae all learners to achieve essential outcomes
&hile the learner actively participates in and contributes
to&ards the learnin process. OBE also demands a
commitment to continuin pro!essional development and
li!elon learnin.
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REFERENCES
5run" P. 1,,/. 5n Evaluation o! the Proposed e&
Aurriculum !or chools in Ielation to 9uhn?s
Aonception o! Paradims and Paradims hi!ts.
outh 5!rican Kournal o!
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http:''&&&.up.ac.3a'academic'acadors'saa!ecs'vol2
/'malan.html
pady" 7. 1,,4. Outcomes Based Education:Aritical 8ssues and 5ns&ers. 5merican 5ssociation o!
chool 5dministration: 5rlinton" -irinia.
pady" 7. 1,,F. 7hy Business AanMt 5!!ord the
$rashin o! OBE. orthern $erritory 6epartment o!
Education. Ietrieved >1 October 2002" !rom
&&&.schools.nt.edu.au'curricbr'c!'outcome!ocus'OB
ELandLbusiness.pd!.
$uc%er" B. 2004. Hiterature Ievie&: Outcomes=
!ocused Education in Dniversities. Hearnin upport
et&or%" Aurtin Dniversity o! $echnoloy. Ietrieved
October 1," 2004" !rom
http:''lsn.curtin.edu.au'outcomes'docs'HitIevie&.pd!.
-ella" K." Berardinelli" P. Burro&" K. 1,,/.
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5ustralia: Education 6epartment o! 7estern
5ustralia.
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