COLLEGE OF NURSING

ASSIGNMENT
ON
COMPETENCY BASED EDUCATION &
OUTCOME BASED EDUCATION

SUBMITTED TO:- SUBMITTED BY:-

H.O.D. O.B.G M.SC. (N) PERVIOUS

NURSING NURSING
 INTRODUCTION
The most important characteristic of competency- based education is
that it measures learning rather than time. Students progress by
demonstrating their competence, which means they prove that they
have mastered the knowledge and skills (called competencies)
required for a particular course, regardless of how long it takes. While
more traditional models can and often do measure competency, they
are time-based courses last about four months, and students may
advance only after they have put in the seat time. This is true even if
they could have completed the coursework and passed the final exam
in half the time. So, while most colleges and universities hold time
requirements constant and let learning vary, competency-based
learning allows us to hold learning constant and let time vary.
While competency-based education is better for all students because it
allows them to study and learn at their own pace. It makes it possible
for them to come back and complete a degree, which can mean a
better job, higher earning potential, and a better life.

PURPOSE
1. Measure student learning rather than time.
2. Harness the power of technology for teaching and learning.
Computer-mediated instruction gives us the ability to individualize
learning for each student. Because each student learns at a different
pace and comes to college knowing different things, this is a
fundamental requirement of competency-based education.
3. Fundamentally change the faculty role. When faculty serve as
lecturers, holding scheduled classes for a prescribed number of weeks,
the instruction takes place at the lecturers' pace. For most students,
this will be the wrong pace. Some will need to go more slowly, others
will be able to move much faster. Competency-based learning shifts
the role of the faculty from that of "a sage on the stage" to a "guide on
the side." Faculty members work with students, guiding learning,
answering questions, leading discussions, and helping students
synthesize and apply knowledge.
4. Define competencies and develop valid, reliable assessments. The
fundamental premise of competency-based education is that we define
what students should know and be able to do, and they graduate when
they have demonstrated their competency. This means that we have to
define the competencies very clearly. Getting industry input is
essential to make sure that we've identified relevant competencies.
Once the competencies are established, we need experts in assessment
to ensure that we're measuring the right things.
BENEFITS
The benefits of this competency-based approach have been
recognized by policy makers and influencers in higher education. The
Center for American Progress recently released a white paper that
found, "Competency-based education could be the key to providing
quality postsecondary education to millions of Americans at lower
cost." In a speech last fall, U.S. Secretary of Education Arne Duncan
referred to Western Governors University's competency-based degree
programs, saying, "While such programs are now the exception, I
want them to be the norm."

While policy makers are praising competency-based education, not

enough is being done to ensure that our rules and regulations support
it. For example, financial aid rules are generally based on seat time,
and accreditation requirements tend to focus on reviews of faculty
credentials, course materials, and time measures rather than what
students are learning. Moving competency-based education into the
mainstream will require a fundamental change in the way we look at
higher education in America, but the improvements we will gain in
student learning, efficiency, and affordability will be worth it.

OUTCOME- BASED EDUCATION

INTRODUCTION
Concerns that the education system cannot adequately prepare
students for life and work in the 21st Century ph have prompted
people across the country to explore new ways of designing
education. In several states, educators and policy makers are
attempting to change the way we measure the effectiveness of
education from an emphasis on traditional inputs, such as course
credits earned and hours spent in class, to results or outcomes.
The shift toward outcome-based education is analogous to the total
quality movement in business and manufacturing. It reflects a belief
that the best way for individuals and organizations to get where
they're going is first to determine where they are and where they want
to be then plan backwards to determine they best way to get from here
to there.
Proponents of the outcomes approach in education assume there are
many ways to arrive at the same results: the important thing is that
states, districts, schools students do, in fact, achieve them. Opponents
worry about who will decide on outcomes and how students, school
and districts will be held accountable for achieving them. Both sides
raise fundamental questions about the structure and direction of the
education system and the role of education in a democracy.
Competency-based education has become a hot topic in higher
education circles these days - it is becoming increasingly popular as
the country searches for ways to improve college affordability and
more accurately measure student learning. There are almost as many
institutions claiming to have competency-based education as there are
definitions, so it seems worthwhile to define what competency-based
learning is and how it can benefit higher education in the United
States.
The need for competency-based education (CBE) in nursing has been
recognized for years.
CBE provides a way to help ensure that learners are competent at the
end of educational endeavors.

DEFINITION OF OBE
In outcome-based learning, all school programs and instructional
efforts are designed to have produced specific, lasting results in
students by the time they leave school.

MEANING OF OBE
Outcome-based education (OBE) is a recurring education reform
model. It is a student-centered learning philosophy that focuses on
empirically measuring student performance, which are called
outcomes. OBE contrasts with traditional education, which primarily
focuses on the resources that are available to the student, which are
called inputs. While OBE implementations often incorporate a host of
many progressive pedagogical models and ideas, such as reform
mathematics, block scheduling, project-based learning and whole
language reading, OBE in itself does not specify or require any
particular style of teaching or learning. Instead, it requires that
students demonstrate that they have learned the required skills and
content. However in practice, OBE generally promotes curricula and
assessment based on constructivist methods and discourages
traditional education approaches based on direct instruction of facts
and standard methods. Though it is claimed the focus is not on
"inputs", OBE generally is used to justify increased funding
requirements, increased graduation and testing requirements, and
additional preparation, homework, and continuing education time
spent by students, parents and teachers in supporting learning.

OBE PRINCIPLES
An OBE curriculum means starting with a clear picture of what is
important for students to be able to do, then organizing the
curriculum, instruction and assessment to make sure this learning
ultimately happens. The four basic principles are (Spady, 1994):
Clarity of focus
This means that everything teachers do 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 articulated.
Designing down
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 are then
made to ensure achieve this desired end result.
High expectations
It means that 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.
Expanded opportunities
Teachers must strive to provide expanded opportunities for all
students. 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.

OBE PROCESS
'Constructive alignment' is the process that we usually follow when
we build up an OBE syllabus. It is a term coined by Professor John
Biggs in 1999, which refers to the process to create a learning
environment that supports the learning activities appropriate to
achieving the desired learning outcomes. 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. Here is the constructive alignment process

Types of Assessment Tools and Methods

1. Formative assessment
The collection of information about student learning during the
progression of a course or program in order to improve students
learning Example reading the first lab reports of a class to assess
whether some or all students in the group need a lesson on how to
make them succinct and informative.
2.Summative assessment
The gathering of information at the conclusion of a course, program,
or undergraduate career to improve learning or to meet accountability
demands. When used for improvement, impacts the next cohort of
students taking the course or program. Examples: examining student
final exams in a course to see if certain specific areas of the
curriculum were understood less well than others, analyzing senior
projects for the ability to integrate across disciplines
3. Criterion-referenced assessment
A score that compares a student's performance to specific standards.
The student is assessed in reference to some student outcome that can
be expected as a result of an education experience (i.e., a degree of
mastery of identified criteria. Criteria are qualities that can provide
evidence of achievement of goals or outcomes, such as
comprehension of concepts introduced or reinforced, a kind of inquiry
behavior encouraged, or a technique practiced for its potential
contribution to the skill of the artist/student or the
meaning/communication of the art work. It makes sense to assess in
terms of what a teacher believes was taught

4.Alternative assessments
A catch all term for assessments that depart from the traditional
multiple choice, norm-referenced tests such as coding live art
criticism discussions, portfolio reviews, rating performances or art
products on criteria established by teachers and students, journals,
authentic task assessment and direct observation of student
performance.
5. Authentic assessment
Assessment that fits meaningful, real-life learning perform
experiences. It includes recording evidence of the learning process,
applications in products and performances, perception of visual and
audio relationships, integrations of new knowledge, reflecting
profitably on one's own progress, and interpreting meaning in
consideration of contextual facts.

6. Performance assessment
An observation of the process of creating an answer or product that
demonstrates a student's knowledge and/ or skills. Directly
observable, student- generated evidence of learning.
7.Developing marking schemes
Once an assessment tool has been settled on, specific decisions may
have to be made about the criteria by which student work will be
assessed, depending on the learning outcome being assessed and the
tool for assessment. Choosing criteria is where rubrics come in.
A rubric is a set of criteria for assessing student work or performance.
Rubrics are particularly suited to learning outcomes that are complex
or not easily quantifiable, for which there are no clear "right" or
"wrong" answers, or which are not evaluated with standardized tests
or surveys. Assessment of writing, oral communication, critical
thinking or information literacy often requires rubrics.
8. Giving feedback
Feedback tells students how they are doing towards achieving
intended learning outcomes. This information can help them to
improve their learning and so help them to enhance their performance
in assessment. There is also considerable research evidence that the
most important part of the assessment process, with regard to
supporting learning, is feedback.
Each unit in a programme should normally include not only
summative assessment but also formative assessment for which
suitable feedback is provided in time for students to learn from it
before major summative assessment. Coursework often serves a
formative purpose through feedback while also contributing to
summative assessment through the marks awarded; in such cases,
feedback should be returned in time to inform the next piece of
coursework.
 CONCLUSION
Competency-based education emphasizes how competent each
student is in a specific subject. It does focus on students grades. On
the contrary, other learning models measure the success of students
summatively by exposing them to content-weather skills or concets.

BIBLIOGRAPHY
Text book of nursing education D. Elakkuvana Bhaskara Raj Nima
Bhaskar, 2nd edition, page no. 108-111
Text book of nursing education KP Neeraja Jaypee brothers Medical
Publishers ,1st edition 2003, page no.232-251.