Scribd
Upload
308 views

Outcome Based Education

This document discusses outcome-based education and curriculum development. It defines key terms like learning outcomes, curriculum models, and curriculum types. It also describes the elements and process of curriculum development. The key aspects are: 1) Learning outcomes describe the specific tasks students are able to perform with a given level of competence. 2) Curriculum provides the template for learning and answers questions about what, how, when and why to teach. 3) Outcome-based education focuses on what students know and can do as a result of learning experiences. 4) Developing curriculum is a cooperative process that considers learners' needs and interests as well as societal factors.

Uploaded by

Dr Narayana Swamy Ramaiah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
308 views

Outcome Based Education

This document discusses outcome-based education and curriculum development. It defines key terms like learning outcomes, curriculum models, and curriculum types. It also describes the elements and process of curriculum development. The key aspects are: 1) Learning outcomes describe the specific tasks students are able to perform with a given level of competence. 2) Curriculum provides the template for learning and answers questions about what, how, when and why to teach. 3) Outcome-based education focuses on what students know and can do as a result of learning experiences. 4) Developing curriculum is a cooperative process that considers learners' needs and interests as well as societal factors.

Uploaded by

Dr Narayana Swamy Ramaiah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 33

OUTCOME BASED EDUCATION

By

Dr Narayana Swamy Ramaiah


Professor, Dept of CSE
SCSE,FET, JAIN Deemed to be University
CURRICULUM

• Curriculum is the Total Learning Experience of the student

Total Learning
Student Experience
(Educational Environment)
Graduate
•
Curriculum

• A learning outcome is what a student CAN DO as a result of a learning experience. It describes a


specific task that he/she is able to perform at a given level of competence under a certain situation.
• The three broad types of learning outcomes are:
• Disciplinary knowledge and skills
• Generic skills
• Attitudes and values
PURPOSE OF CURRICULUM

• To Provide a template or design which enables learning to take place.


• To provide answers to
• What to teach?
• How to teach?
• When to teach?
• Why to teach?
CURRICULUM MODELS

• Provide a basis for decisions regarding the Selection, Structuring, and


Sequencing of Educational Experiences.

Traditional Modern
(Product Model) (Process Model)

Teacher Centered Learner Centered

Knowledge Giving Problem Based (Activity)

Integrated
Discipline Led
(One to One Connectivity between
(Course are Taught Separately)
courses as Prerequisite)

Standard Program Electives + Core


CURRICULUM TYPES

• Official or Formal
• Hidden or unofficial (de facto)
• Specific types of curriculum
• Recommended
• Written
• Taught
• Supported
• Assessed
• Learned
• Hidden/Implicit
ELEMENTS OF CURRICULUM

• Statement of Aims and Specific Objectives


• Selection and organization of content
• Pattern of learning and teaching
• Program of evaluation of outcomes
CURRICULUM DEVELOPMENT CYCLE

Design

Needs Assessment cycle Implementation

Outcomes
CURRICULUM DEVELOPMENT

• It is the process of selecting, organizing, executing and evaluating learning experiences on the
basis of needs, abilities and interests of learners and the nature of society.
• It is a cooperative venture
• Factors considered in developing curriculum
• Nature of society
• Interests, needs, and experiences of learners and society
• Education principles
• Factors affecting curriculum change
• Trends, culture, politics, economy, students, teachers, parents, industry, funding bodies, past
experience
OUTCOME BASED EDUCATION

Plan

Act OBE Do

Check
PDCA MODEL
OBE

• Graduates are equipped with Disciplinary Knowledge and Skills, Generic Skills, and Attitudes and
Values needed to demonstrate self efficiency and social responsibilities.
• Provides a framework for focusing and organizing the curriculum around predetermined and clearly defined
Student Learning Outcomes.
• Focuses on what students Know and Can Do as a result of an learning experience.
• Learning Outcomes Statements are most useful when they are crafted to inform effective educational
policies and practices. When they are clear about proficiencies students are to achieve, such statements
provide reference points for student performance, not just for individual courses but the cumulative effects
of a program of study.
• “Constructive Alignment” is the process followed when we build OBE Syllabus.
• The word 'constructive' refers to what the learner does to construct meaning through relevant learning activities.
• The 'alignment' aspect refers to what the teacher does. The key to the alignment is that the components in the
teaching system, especially the teaching methods used and the assessment tasks are aligned to the
learning activities assumed in the intended outcomes.
• Outcomes are about performance, and this implies
• There must be a performer – the student, not the teacher
• There must be something performable (thus demonstrable or assessable) to perform
• The focus is on the performance, not the activity or task to be performed
SHIFT TOWARDS OBE

FIRST SECOND THIRD FOURTH FIFTH

•There is a growing •Globalization •Industry, workplace •Graduates who are •OBE stems from the
international trend and stakeholder equipped with need to “establish
in the adoption of expectations propel competencies at par national standards
outcome-based academic institutions with international and levels for
education as a to graduate standards are most outcomes of
framework for professionals who likely to succeed in education and
ensuring the can be locally and their professional training, skills and
alignment of the globally competitive practice and competencies”
curriculum, and who can demonstrate greater
instruction and contribute to local, global mobility
assessment to national and global
enable graduates to development
attain degree level
expectations.
OBE IMPLEMENTATION PROCESS

• Establish Mission statements, Program Educational Objectives


• Map Mission Statements with Program Educational Objectives (PEOs)
• Define PLO with Bloom's Taxonomy
• Map Program Educational Objectives with PLO
• Define CO (Course Objectives)
• Define CLO (Course Learning Outcomes) with Bloom’s Taxonomy for each Course
• Map Courses with PLO at suitable levels of Bloom’s Taxonomy
• Map CLO with PLO at suitable levels of Bloom’s Taxonomy
• Map Assessment Pattern with CLO of each course
• Map Topics with CLOs
• Define pedagogical tools for course outcomes delivery
• Preparing session-wise Course Lesson Planner
• Map Questions with CLO’s at Bloom’s Taxonomy levels & Assessments
• Define rubrics with Bloom’s Taxonomy and CLO
• Track students performance by proposing proper remedial measures
• Measure students performance against CLO threshold, course-wise
• Measure students performance against PLO threshold, semester-wise
• Measure the attainment of each PLO through Direct/Indirect assessments
• Compare PLO for last 3 academic years and propose remedial actions
• Assess the attainment of Program Educational Objectives
LEARNING OUTCOMES

• Learning Outcomes could result from a Program, a Course, a Chapter or a


Section (Topic) of a Chapter.
• We will define what the students would be able to do after the completion of
• A Program as Program Outcomes (POs), Students Outcomes (SOs) or Student
Learning Outcomes (SLOs)
• A Course as Course Learning Outcomes (CLOs)
• A Chapter as Chapter Learning Outcomes (LOs)
• A Section or Topic of Chapter Learning Outcomes (COs)
EXAMPLE

Java Programming

You could start with this stem:


On successful completion of the Course, a (name of course) student will be able to
[action verb] + [activity].

ILO: Apply your programming knowledge of JAVA to create a JAVA applet for a website banner.

TLA: Practical exercise: Students are asked to follow through the programming steps in an online
tutorial and design a basic applet after studying the case study provided by the tutor.
AT: Graded Project: Apply your programming knowledge of JAVA to create a JAVA applet for the
City University's student portal page.
GUIDELINES FOR PRODUCING
EFFECTIVE ILO STATEMENTS

• Outcomes are about performance, and this implies:


• There must be a performer – the student, not the teacher
• There must be something performable (thus demonstrable or assessable) to perform
• The focus is on the performance, not the activity or task to be performed
PROGRAM OUTCOME

• The outcomes at the completion of a program may be defined as PEOs, POs,


SOs or SLOs.
• Student outcomes describe what students are expected to know and be able to do by the
time of graduation. These relate to the skills, knowledge, and behaviors that students acquire
as they progress through the program.
PROGRAM OBJECTIVES

• Each Outcome-Based Education (OBE) program may decide to identify the


Reasons or Purpose. Terms objectives or goals are generally used to identify
the outcomes of an OBE program.
• Program educational objectives (PEOs) are broad statements that describe what graduates
are expected to attain within a few years of graduation.
• Program educational objectives are based on the needs of the program’s constituencies.
THANK YOU

You might also like