TRAINING ON OUTCOME BASED EDUCATION

YEAR 2011

UNIT 1

INTRODUCTION TO OUTCOME-BASED EDUCATION

DO IT NOW OR OUT YOU GO!!!

TEACHER A

TEACHER B

CONTENT

Definition of OBE Principles of OBE

Characteristics of OBE curricula

Importance of OBE

Components of OBE

1 2

3 4

5 6 Important terms of OBE

At the end of this session, participants should be able to:

• explain the principles, characteristics and components of OBE. (C2,A3)

• analyze the current scenarios and issues related to OBE.(C4,A3)

• analyze the importance of OBE. (C4,A3)

LEARNING OUTCOMES

1. INTRODUCTION TO OBE

“a comprehensive approach to organizing and operating an education system that is focused on and defined by the successful demonstrations of learning sought from each student”.

(Spady, 1994)

1.WHAT IS OBE?

OBE

1. A model of education whereby students demonstrate what they know and are able to do whatever the required outcomes are.

2. An approach that focuses on students’ learning rather than teaching

OBE ADDRESS THE FOLLOWING KEY QUESTIONS :

i. What do you want the students to learn?

ii. Why do you want them to learn it?

iii.How can you best help students learn it?

iv.How will you know what they have learnt?

WHAT IS OBE?

Utilize OBE curriculum that outlines specific, measureable outcomes

Method of curriculum design and teaching that focuses on what students can actually do after they are taught.

It is stated clearly NOT what the lecturer is going to teach, but what the outcome of that teaching is intended to be and at what standard

OUTCOME -BASED EDUCATION

1 2 3

DESIGN DOWN

HIGH EXPECTATIONS

EXPANDEDLEARNING

CLARITY OF FOCUS

OBE

PRINCIPLE 1 PRINCIPLE 2

PRINCIPLE 3

PRINCIPLES OF OBE

PRINCIPLE 4

TRADITIONAL EDUCATION

P1

PRINCIPLES OF OBE

Teachers must be clearly focused on what they want students to know, understand and be able to do. In other words, teachers should focus on helping students to develop the knowledge, skills and personalities that will enable them to achieve the intended outcomes that have been clearly defined.

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TRADITIONAL EDUCATION

P2

PRINCIPLES OF OBE

It means that the curriculum design must start with a clear definition of the intended outcomes that students are to achieve by the end of the program. Once this has been done, all instructional decisions of teaching and learning are then made to ensure the achievement of the intended outcomes.

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TRADITIONAL EDUCATION

P3

PRINCIPLES OF OBE

Teachers should establish high, challenging standards of performance in order to encourage students to engage deeply in what they are learning. Helping students to achieve high standards is linked very closely with the idea that successful learning promotes more successful learning.

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TRADITIONAL EDUCATION

P4

PRINCIPLES OF OBE

Teachers must strive to provide expanded opportunities for all students in learning. This principle is based on the idea that not all learners can learn the same thing in the same way and in the same time. However, most students can achieve high standards if they are given appropriate opportunities.

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OBE TE

OBE vs TE

OBE VS

TE

Active Learners

Assessment on an ongoing basis

An Integration of knowledge

Learner-centred

Lecturers can be innovative and creative

Learners responsible for their own learning

Emphasis on outcomes

Flexible time frames; learner determines pace

Critical thinking, reasoning and action

Passive learners

Examination driven

Content-based syllabus

Textbook and lecturer-centred

Syllabus is rigid

Lecturers responsible for learning

Emphasis on what lecturer hopes to achieve

Content placed into rigid time frames

Rote learning

Characteristics of OBE Curriculum

It has program aims, program learning outcomes, course learning outcomes and performance indicators.

Every learning outcome is intentional and therefore the outcomes must be assessed using suitable performance indicators.

It is objective and outcome driven, where every stated objective and outcomes can be assessed and evaluated.

It is centered around the needs of the students and the stakeholders.

Characteristics of OBE Curriculum

Program objectives address the graduates attainment within 3-5 years after their graduation.

Teaching / Learning method may have to be integrated to include different delivery methods to complement the traditional Lecturing method.

Program outcomes, which consist of abilities to be attained by students before they graduate, are formulated based on the program objectives.

Program outcomes address Knowledge (K), Skills (S) and Attitudes (A) to be attained by students.

Curriculum Focus on Learning Outcome (LO),

Prepared and documented by BPK, JPP

Assessment

Instruction

Teaching and learning activities

(TLAs) Prepared

by lecturersELEMENTS

OF OBE

Assessment Tasks (i.e : assignments, quizes, projects,tests, reflective journals, rubrics ,etc). Prepared by lecturers

Components of OBE

• CA refers to the process of creating a learning environment that supports the learning activities appropriate to achieve the desired learning outcomes.

• Constructive = what learner does to construct meaning through relevant activities

• Alignment = what teachers does (components in teaching system – teaching method used)

Constructive Alignment (CA)

Aligning learning outcomes, learning and teaching activities and assessment. Adapted from Biggs (1999)

Learning and teaching activities

Designed to meet learning outcomes

Assessment methods

Designed to assess learning outcomes

Intended Learning

Outcomes

Expected changes For

OBE Implementation

Revise course content & structure

Introduce innovative Assessment & Evaluation tools

Introduce system of Data and evidence collection

Continuous Quality Improvement

Expected Changes For OBE Implementation

Modify existing Curriculum

Introduce innovative delivery /Teaching- Learning method

Define OBE in your own words

Brain Game …Test Your Memory

OBE… is this something new to you? WHY?

Characteristics of OBE

Reflection

1.2.WHY OBE ?

WHY?

Economic Transformation Programme (ETP), New Economic Model

Programme MUST be outcome-based (OBE)

Innovative Assessment & Evaluation

Graduates are not completely prepared for the workforce.

Increase Graduate

Employability rate (53% to

85%)

Mismatch in supply &

demand of graduates

National Transformation Agenda

MQA Requirements

Continuous Quality Improvement(CQI)

OBE vs Traditional Education (TE)

Polytechnic Transformation Plan

Current scenarios/ issues

2. IMPORTANCE OF OBE-Current

Scenario

ECONOMIC TRANSFORMATION PROGRAMME (ETP)

• ETP is a comprehensive effort that will transform Malaysia into High-Income Nation by 2020 (GNI per capita RM48,000 – 6% growth in 10 years).

• Implementation of concrete changes in specific sectors & areas of economy

12 NKEA(National Key Economic. Area)

1. Oil & Gas

2. Palm Oil

3. Financial Services

4. Tourism

5. Business services

6. Electronic & Electrical 7. Whole Sale & Retail

8. Education

9. Healthcare

10. Communication & Infrastructure

11. Agriculture

12. Greater Kuala Lumpur/ Klang Valley

POLYTECHNIC AND ECONOMIC TRANSFORMATION PROGRAMME (ETP)

POLY680,000

grads

TEVT1.48mil

3.3 milNew jobs

FUNCTIONS OF MQA ON OBE

• To implement Malaysian Qualifications Framework (MQF) as a reference point for Malaysian Qualification

• To develop standards and criteria and all other relevant instruments as national references for the conferment of awards with the cooperation of stakeholders

• To assure quality of programmes• To accredit courses that fulfill the set of qualifications• To facilitate the recognition and articulation of

qualifications• To maintain the Malaysian Qualification Register (MQR)

Continual Quality Improvement (CQI)

Assessment and evaluation processes provide critical information to lecturers and administrators on the effectiveness of the design, delivery, and direction of an educational program - CQI

Improvements based on feedback from evaluations will close the system loop and the process will continue year after year.

CONCLUSION

• OBE promises high level of learning for ALL students as it facilitates the achievement of the outcomes,

characterised by its appropriateness to each learner’s development level and active and

experienced-based learning. Moreover, knowing that this system is going to be used would also give

students the freedom to study the content of the course in a way that helps them learn it. OBE must

involve administrators, educators, parents, teachers and students for successful implementation.