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![Challenges for alignment in any education system!
Knowledge era: new views of
knowledge, ICTs, globalization, diversity, rapid
change, etc.
Curriculum review (lifelong
learning, key
competencies, content
reduction)
New types of assessment
(e.g. assessment for
learning)
By implication...
Deep changes in teaching and learning - both in practice and
in [tacit] beliefs about their nature
PEEYUSH VERMA, NITTTR, BHOPAL](https://image.slidesharecdn.com/outcomebasedcurriculum-140203005921-phpapp02/75/OUTCOME-BASED-LEARNING-17-2048.jpg)
Uploaded byDr. Peeyush Verma
OUTCOME BASED LEARNING
The document outlines an outcome-based curriculum development model that emphasizes defining clear intended learning outcomes, aligning curriculum and assessment to those outcomes, and using data to enhance student learning. It highlights the importance of developing key competencies and skills necessary for students to succeed in their future roles, alongside the need for continuous improvement in educational practices. The author discusses challenges in adapting teaching and assessment methods to foster deeper understanding and the transformation of traditional learning outcomes.
In this document
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Introduction to outcome based curriculum development by Dr. Peeyush Verma.
Focus on defining desired student capabilities for effective learning.
Four key areas of adopting outcome-based approaches: defining learning outcomes, curriculum alignment, outcomes assessment, and continuous improvement.
Outlines fundamental premises such as diverse learning paces, the success cycle, and teacher influence.
Discusses differences between outcome-based and traditional approaches, emphasizing graduate qualities and expected performance.
Descriptions of key competencies for health studies graduates, including analytical and evaluative abilities.
Knowledge scope expected from health studies graduates, emphasising multidisciplinary nature and contemporary issues.
Discusses integrating scientific understanding within the learning framework, focusing on generic competencies.
Challenges student understanding through visual representations of the water cycle and associated concepts.
Insights on critical thinking and the importance of language in understanding disciplinary knowledge.
Emphasizes the importance of deep expertise and the challenge of identifying knowledge gaps in students.
Defines essential qualities and capabilities that should be fostered in graduates across educational programmes.
Importance of action verbs in outlining student capabilities and expected outcomes beyond basic comprehension.
A list of significant verbs used to articulate student learning outcomes effectively.
Encourages students to formulate connecting questions to enhance understanding across disciplines.
Identifies challenges in aligning education systems with modern knowledge and assessment requirements.
Explores capabilities assessment and its potential transformative effect on student learning.
Questions the best methods to assess transformative outcomes linked to key competencies.
Poses questions on the evidence required to measure student capabilities accurately.
Explains how to characterize educational progress, emphasizing connections and application of knowledge.
Raises questions about evolving literacy assessments needed for 21st-century learners.
Discusses evidence requirements for assessing learning progress in various curriculum areas.
Explores the types of inquiry skills and deeper understanding that can be assessed.
Encourages reflection on the learning process and importance of addressing critical assessment questions.
Defines the learning outcomes and attitudes necessary for students to achieve their potential.
Lists key references used throughout the presentation for further reading and exploration.
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- 1. OUTCOME BASED CURRICULUM DEVELOPMENT DR.PEEYUSH VERMA NITTTR, BHOPAL PEEYUSH VERMA, NITTTR, BHOPAL
- 2. A new modelof curriculum implementation What do we want our students to be? Teaching through knowledge FOR capabilities (i.e. key competencies) Knowledge and its organisation PEEYUSH VERMA, NITTTR, BHOPAL
- 3. ADOPTING OUTCOME BASEDAPPROACH Adopting outcome-based approaches to student learning involves four important areas of work for the purpose of enhancing quality of student learning in our programmes: •as the starting point define clearly what students should be able to do on completing their course of study (intended learning outcomes) •design the curriculum, teaching, learning and assessment to enable students to achieve the intended learning outcomes (alignment) •collect data on students’ achievement of learning outcomes (outcomes assessment) •use outcome assessment data to inform further development and enhancement of the programme/subject continuous improvement PEEYUSH VERMA, NITTTR, BHOPAL
- 4. THREE BASIC PREMISEOF OBE All students can learn and succeed, but not all in the same time or in the same way. We need to nurture and develop ”learning to learn skills” in them. Successful learning promotes even more successful learning. “Schools” (and teachers) control the conditions that determine whether or not students are successful at school learning. PEEYUSH VERMA, NITTTR, BHOPAL
- 5. INTENDED LEARNING OUTCOMES Distinguish some important differences between the outcome-based approach and common 'traditional' approaches. The Distinction between Learning Outcomes and Syllabus/Content. To elaborate, what are the desirable qualities of the graduates from your programme(s) and subject(s)? What knowledge and skills you want and expect your students to demonstrate? What level of performance should they demonstrate to be able to excel in their prospective role of entry-level professionals? PEEYUSH VERMA, NITTTR, BHOPAL
- 6. BENCHMARK STATEMENT OFHEALTH STUDIES • the ability to make comparisons between a range of health contexts, such as individual and institutional and national and international contexts; • the ability to analyse health and health issues, and health information and data that may be drawn from a wide range of disciplines; • the ability to synthesise coherent arguments from a range of contesting theories relating to health and health issues; • the ability to draw upon the personal and lived experience of health and illness through the skill of reflection and to make links between individual experience of health and health issues and the wider structural elements relevant to health; • the ability to articulate central theoretical arguments within a variety of health studies contexts; • the ability to draw on research and research methodologies to locate, review and evaluate (Source: Health Studies, QAA, 2004) NITTTR, BHOPAL PEEYUSH VERMA,
- 7. BENCHMARK STATEMENT OFHEALTH STUDIES The Health Studies graduates will demonstrate knowledge and understanding of: 1. health as a contested concept; 2. the multidisciplinary nature of health studies; 3. the central place of research activity in the development of the subject; 4. the diverse determinants of health; 5. the contemporary issues at the forefront of the subject; 6. the range of realist and constructionist theories of causality relating to health; (Source: Health Studies, QAA, 2004) PEEYUSH VERMA, NITTTR, BHOPAL
- 8. We could readthe science learning area like this New ‘nature of science’ integrating strand (based on generic Key Competencies) Understanding about science Communicating in science Investigating in science Participating and contributing Content included through integration Living World Material World Physical World PEEYUSH VERMA, NITTTR, BHOPAL Planet Earth and Beyond
- 9. PEEYUSH VERMA, NITTTR,BHOPAL
- 10. Representing ideas … •What is different about this way of showing the water cycle? • What do the pictures on the “game” represent? • What do the pathways represent? Why are they different colours? • What do the arrows represent? • What is not represented PEEYUSH VERMA, NITTTR, BHOPAL here?
- 11. The disciplinary potentialin NZ based Model • Provides the language, including „meta‟ language, to help students think; • awareness that texts are structured differently for different purposes; • multiple representations of ideas; • unpacking conventions and thinking about how different disciplines work; • valuing systems level thinking and complexity; PEEYUSH VERMA, NITTTR, BHOPAL
- 12. Teaching for ‘deeperunderstanding’ • Experts know their area deeply – the theories, the unanswered questions, the research methods, the practical challenges of deploying these, the work of their peers, the reputable journals, the professional rivalries and so on… • They may not know other related areas as deeply – but they will know the right questions to ask – that is, they’ll draw on their expertise to identify what it might be that they don’t know (and now need to find out), assuming they are disposed to do this… Source: www.mfe.govt.nz Students from Papakura South School Can students become experts so they too can experience these powerful capabilities? What are the implications for teaching? PEEYUSH VERMA, NITTTR, BHOPAL
- 13. USING BROAD OUTCOMESTATEMENT Outcomes refer to the desirable qualities of our graduates: 1. learning contributes to the development of some essential qualities, such as problem solving, communication, decision making.; 2. it is important to get the key areas of learning and developmental outcomes right so as to develop ”learning to learn skill”; EXAMPLE The learning about the various domains in an MBA programme is expected to lead to the development of the abilities to identify and diagnose problems: Identify/Diagnose problems) Ability to identify and diagnose business problems accurately and effectively across a wide range of business domains, including management practices, accounting and financial management, operations, marketing, and strategic PEEYUSH VERMA, NITTTR, BHOPAL management.“
- 14. USING APPROPRIATE ACTIONVERBS Outcomes imply what the student should be able to know and do and therefore outcome statements should be about how such achievement can be demonstrated - by action verbs: Such that: • It goes beyond simple knowledge or comprehension such as interpret, draw, reflect, apply. • It uses novel situation or “real world” context. • involves multiple concepts. • It requires recognition of concepts involved (analysis), their roles here (application), and how several ideas come together (synthesis). PEEYUSH VERMA, NITTTR, BHOPAL
- 15. Some key verbs Analyse,Apply, Articulate, Compare, Contra st, Criticise, Describe, Differentiate, Discuss , Distinguish, Elaborate, Evaluate, Identify, I ntegrate, Interpret, Justify, Label, List, Matc h, Outline, Summarise, Synthesise, Theoris e, Create, Decide, Design, Organise, Plan, Predict, Prepare, Present, Prioritise, Produc e. PEEYUSH VERMA, NITTTR, BHOPAL
- 16. Connecting questions studentscould ask • Relating more general conceptual ideas to specific contexts • Making coherent links between topics and ideas within a discipline area • Developing multi-disciplinary links across learning areas • Building bridges between powerful conceptual learning and everyday life PEEYUSH VERMA, NITTTR, BHOPAL
- 17. Challenges for alignmentin any education system! Knowledge era: new views of knowledge, ICTs, globalization, diversity, rapid change, etc. Curriculum review (lifelong learning, key competencies, content reduction) New types of assessment (e.g. assessment for learning) By implication... Deep changes in teaching and learning - both in practice and in [tacit] beliefs about their nature PEEYUSH VERMA, NITTTR, BHOPAL
- 18. What about assessmentof “progress”? What do these outcomes look like? Capabilities Teaching through knowledge FOR capabilities (i.e. key competencies) Knowledge and its organisation Disciplinary knowledge is the basis through which we teach for capabilities (as outcomes in their own right) BHOPAL PEEYUSH VERMA, NITTTR,
- 19. Should we assessKey Competencies? • If key competencies can transform learning outcomes, then asking how we might assess them per se seems to be the wrong question. • Is this a better exploratory question: What can changed outcomes look like when key competencies are used to transform disciplinary learning? PEEYUSH VERMA, NITTTR, BHOPAL
- 20. More questions thananswers • • • Can competency be reported from single tasks or should evidence be accumulated across a range of tasks and learning contexts? (Sufficiency of evidence) What role (if any) should extracurricular activities play in making judgments about a student‟s capabilities? What does making progress in developing capabilities look like? PEEYUSH VERMA, NITTTR, BHOPAL
- 21. How might progressbe described? More certain outcomes Standardised tests measure traditional academic outcomes Making rich connections across ideas and contexts Zooming in Zooming out Using new skills and knowledge in unfamiliar and more demanding contexts Key competencies transform learning outcomes After Carr, 2008 Outcomes more uncertain PEEYUSH VERMA, NITTTR, BHOPAL
- 22. New assessment questions •We already know how to assess basic literacy and numeracy well. Why would we change? • If they are “necessary but not sufficient” to meet the multiliteracies demands of the 21st century, what other aspects of these learning foundations should we be looking to grow? • How will we know if our teaching has been successful? NZCER currently has a research project directly exploring this question – “Lifelong Literacy”, funded by the Cognition Trust. ARBs research is contributing too. PEEYUSH VERMA, NITTTR, BHOPAL
- 23. What could countas evidence? More certain outcomes Standardised tests measure traditional academic outcomes Perhaps some inquiry outcomes would sit here? What else? Zooming in Zooming out How much do we know about “making progress” in all the curriculum learning areas? Do we even know what we are looking for? How could we look for and document growth that transforms our children’s “being”? After Carr, 2008 Outcomes more uncertain PEEYUSH VERMA, NITTTR, BHOPAL
- 24. Purposes for inquiry:what might evidence of learning look like in each case? • Developing inquiry skills • Learning to learn/fostering lifelong learning dispositions • Developing deeper understanding of a topic/ issue/ context/ concept/ system or etc • Learning about research as a process of knowledge building (the constructed and contested nature of knowledge) PEEYUSH VERMA, NITTTR, BHOPAL
- 25. • We‟re allon a learning journey. It‟s important to take it slowly and think carefully about the way ahead. • But this is not an excuse for inaction… • The assessment questions I‟ve posed here seem to be “on the edge of our knowing” – but have we even got the right questions? • We can only answer questions like these if we work together PEEYUSH VERMA, NITTTR, BHOPAL
- 26. THE OUTCOME BASEDCURRICULUM FOCUS “The learning outcomes comprise the knowledge, understanding, skills and attitudes that students should acquire to enable them to reach their full potential and lead successful and fulfilling lives as individuals, as of the community and at work”. HOW TO DEVELOP LEARNING TO LEARN ATTITUDE AMONG STUDENTS? PEEYUSH VERMA, NITTTR, BHOPAL
- 27. References • Carr, M.(2008, 13 March ). Zooming in and Zooming Out: Challenges and choices in discussions about making progress. Paper presented at the NZCER Conference: Making Progress - Measuring Progress, Wellington, March 2008. • Gilbert, J. (2005). Catching the Knowledge Wave? The Knowledge Society and the future of education. Wellington: NZCER Press. • Hipkins, R. (2007). Assessing key competencies: why would we? How could we? Wellington: Ministry of Education. • Reid (2007) Key competencies: a new way forward or more of the same? Curriculum Matters, 2, 43-62. (Journal available on subscription from NZCER) PEEYUSH VERMA, NITTTR, BHOPAL