Outcomes-based Education
Download as DOCX, PDF6 likes12,283 views
The document discusses the advantages and disadvantages of outcomes-based education (OBE), highlighting its emphasis on fitness for practice, accountability, and clarity in educational objectives. While supporters advocate for its structured approach to curriculum planning and self-directed learning, critics argue that it imposes constraints and may undermine traditional academic content. Ultimately, the text asserts that OBE is designed to ensure all students attain essential learning outcomes by structuring education to prioritize student success.
More Related Content
Similar to Outcomes-based Education (20)
More from Mariano Marcos State University - College of Teacher Education (CTE) (14)
Outcomes-based Education
- 1. EDUC 121 | Principles of Teaching 2 1 Mariano Marcos State University COLLEGE OF TEACHER EDUCATION Laoag City Name: Jesper C. Silva Course Code: EDUC 121 Section: BSEd III-A, English Course Subject: Principles of Teaching 2 Date: July 3, 2015 1. What are the advantages and disadvantages of Outcomes-Based Education (OBE)? ADVANTAGES DISADVANTAGES Relevance Outcome-based education promotes fitness for practice and education for capability. It ensures that areas that have been underrepresented in the traditional curriculum, such as appropriate attitudes and professionalism, are given the emphasis that is required. Imposition of Constraints Opponents viewed the implementation of the outcome-based approach as imposing constraints on children’s education. Their concern was that education should be open ended, taking the child where he or she was able to develop. While this can be seen as a disadvantage in pre-university education, it is an advantage in health-professions education, focusing attention on fitness to practice. Controversy The process of identification of the outcomes within an institution promotes discussion of fundamental questions, such as what type of health professional are we aiming to train and what are the core issues. Inclusion of and Emphasis on Attitudes and Values Was Inappropriate Opponents of outcome-based education in pre- university education claimed that “the proposed outcomes watered down academic in favor of ill- defined values and process skills” and that “traditional academic content is omitted or buried in a morass of pedagogic clap-trap in the outcome- based education plans that have emerged to date.” The inclusion of attitudes, values, and professionalism is, however, an advantage in health-professions education at a time when health professionals are being criticized regularly in the media for poor attitudes and a lack of professionalism. Clarity An explicit statement of what the educational process aims to achieve clarifies the curriculum for both students and teachers and provides a focus for teaching and learning. [ Inhibition of Learning by Discovery McKernan argued that education should be valued for its own sake and not because it led to a pre- identified outcome. “To define education as a set of outcomes decided in advance of teaching and learning, conflicts with the wonderful, unpredictable voyages of exploration that characterize learning through discovery and enquiry.” He does, however, accept that this liberal notion of education is more appropriate in the arts and humanities. In health- Provision of a Framework Outcome-based education provides a robust framework for integration of the curriculum. Accountability By providing an explicit statement of what the curriculum is setting out to achieve, outcome-based
- 2. EDUC 121 | Principles of Teaching 2 2 education emphasizes accountability. The outcomes provide details against which the graduates of the curriculum can be measured and facilitate the quality-assurance process. professions curricula, the graduate must be fit to practice and the emphasis on outcomes promotes this. Curriculum planning is facilitated, making education more efficient as well as effective. The search is on, in many parts of the world, for ways to reduce the training time in many professions, but particularly in medicine, in response to government demand and the need to train increased numbers of doctors. Outcomes provide the framework for efficient curriculum planning in the top-down approach described above. Self-Directed Learning If students are clear about what they are trying to achieve, they can take more responsibility for their own learning. Outcome-based education thus promotes a student-centered approach to learning and teaching. Flexibility Outcome-based education does not specify educational strategies or teaching methods. What is important is that the students achieve the outcomes and nothow they getthere. Innovation in teaching is possible and also encouraged by this approach and different learning styles can be accommodated. Guide for Assessment As the outcomes are assessed, planning the examinations is clarified. The outcomes provide the framework for student examinations. Contribution to Curriculum Planning Identification of the exit learning outcomes enables specification of phase learning outcomes. The phase learning outcomes lead to the identification of course or module outcomes. The course outcomes lead to the identification of individual lesson outcomes. Outcome-based education is thus a top down approach to curriculum planning that aids coherence and cohesion in student learning. Facilitates Curriculum Evaluation The outcomes provide benchmarks against which the curriculum can be judged. Continuum of Education The outcomes provide pathways along which individuals can progress in basic or undergraduate, postgraduate and continuing education.
- 3. EDUC 121 | Principles of Teaching 2 3 2. Aren’t objectives in the lesson plan the same as the outcomes in the Outcomes-Based Education (OBE)? Support your answer with a research. OBJECTIVES IN LESSON PLAN OUTCOMES IN THE OUTCOMES-BASED EDUCATION (OBE) Objectives are intended results or consequences of instruction, curricula, programs, or activities Outcomes are achieved results or consequences of what was learned; i.e., evidence that learning took place They focused on specific types ofperformances that students are expected to demonstrate at the end of instruction. They are more student-centered and describe what it is that the learner should learn. They are often written more in terms of teaching intentions and typically indicate the subject content that the teachers intend to cover They are more precise, specific, and measurable. Reference: assessment.uconn.edu/docs/HowToWriteObjectiveOutcomes.pdf Answer: Yes, they are not the same. 3. Based on the principles of OBE, is every student needs to attain a learning outcome? OBE Principle Explanation Clarity of focus Focus on what want learners be able to do successfully Designing down Begin curriculum design with a clear definition of the significant learning that learners are to achieve by the end of their formal education High expectations Establish high, challenging performance standards Expanded opportunities Do not learn same thing in same way in same time The table presented will be our basis in answering the question. At its most basic, OBE is simply the establishment of expected goals or outcomes for different levels of elementary-secondary education, and a commitment to ensure that every student achieves at least those minimum proficiencies before being allowed to graduate. Take note the italicized statement. To elaborate, its key aims are to ensure that all learners are successful in that they are equipped with the knowledge,skills and qualities (values and attitudes) required after they exit the educational system and to achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented. In the OBE curriculum, it starts with a clear picture of what is important for students to be able to do, then organizes the curriculum, instruction and assessment to make sure the intended learning outcome will be achieved by the learner. And with this comes now the OBE principles which are presented on the table. Speaking ofoutcomes, there is this what we call intended learning outcome which means the identification of what a student CAN DO as a result of a learning experience. It describes a specific task that he/she is
- 4. EDUC 121 | Principles of Teaching 2 4 able to perform at a given level of competence under a certain situation. So what we mean to this is that, if a learner was not able to achieve that outcome, he needs to repeat it until he will achieve the desired outcome.