Competency based education and Learning Outcomes

The ppt contains the slides on what competency based education is, what are learning outcomes and what are the goals of education.

1. Learning Goals. Objectives and Outcomes Prof. Anup Kumar Rajput [email protected]

2. Learning Goals A goal is a broad definition of student competence. What for the students will be capable to do aftere the completion of the course, Some of the examples are: •Students will be competent in critical questioning and analysis. •Students will have an appreciation of the necessity and difficulty of making ethnical choices. •Students will know how to make connections among apparently disparate forms of knowledge.

3. Objective   A course objective describes what a teacher will cover in a course. They are generally less broad that goals and more broad than student learning outcomes. Examples of objectives include: •Students will gain an understanding of the historical origins of art history .•Student will read and analyze seminal works in 20th Century Indian literature . •Students will study the major Indian regulatory agencies.

4. Learning Outcome – A detailed description of what a student must be able to do at the conclusion of a course. Use verbs that are measurable or that describe an observable action. Such verbs help teacher (and students) avoid misinterpretation. The best outcomes will include a description of the conditions (“when given x, you will be able to...”) and the acceptable performance level. Words Open to Many Interpretations To solve To grasp the significance of To construct To enjoy To build To believe To compare Words Open to Fewer Interpretations. To know To write To recite To identify To appreciate To sort

5. Objectives (which we now term “ learning outcomes”) are attainable in three distinct areas or domains Cognitive Affective and Psychomotor At the risk of over-simplification, these can be thought of as being respectively concerned with: Knowledge-related objectives Attitude=related objectives and Motor skills –related objectives

6. Learning Outcomes Describe the end product of teaching learning process Goals of any act of providing education Example: Students recognize, describe, predict, and analyze systems behavior use mathematical ideas to model real-world problems draw labelled diagrams / flow charts of organisms and processes, e.g., parts of flowers; joints; filtration; water cycle, etc.

7. Global Competence Examine local Global and intercultural issues Understand and appreciate the perspectives and world views of other Take action for collective well-being and sustainable development Engage in open, appropriate and effective Interactions across cultures

8. Learning Outcomes Process Outcomes Content Outcomes

9. Learning Outcomes Achieved at the end of the process Child appreciates either verbally or in writing the variety in food, dress, customs and festivals as read/heard in his/her day-to day life, in storybooks/ heard narratives/ seen in videos, films etc. Learning Objectives Fixed or decided in the beginning of the process Child should be able to constructs and uses the multiplication facts (tables) of 2, 3, 4, 5 and 10 in daily life situations

10. Print Experiential Daily life experiences linked with classroom Digital Integration Manipulative Creating Interest Textbooks, comics, Worksheets work books, board games, libraries Stories, poems, riddles, e-content, audio & video programmes, interactive multimedia content, e-worksheets, games Learning Kits, toys, handhelds , labs Art and sport integration Learning Resources: Contextual to the learner

11. Assessment Focus on measurement and evaluation Child centred assessment : Actual assessment of learning styles and learning level of each child. Making teaching-learning more individualistic and contextual School based Assessment is more reliable in projecting actual learning level of each child . It provides appropriate tools to assess overall (holistic) development of the child. Cooperative/collaborative learning and peer assessment Use of technological tools

12. Project based learning and assessment. Projects that each child relates to itself and his/her daily life experiences Assessment in real life situation More focus on assessment of Psychomotor and Affective skills and less on cognitive. Country wide focus is on PISA and TIMSS and PIRLS type of assessment which focuses more on higher levels of learning Deemphasize one time testing and focus on CCE and school Based Assessment Multidisciplinary Assessment

13. Tools for developing and Assessing competencies and Learning Outcomes Assessing the process continuously through Rubrics Portfolio; Physical and e-portfolio Assessment to be integrated with Teaching and not to be done separately Adaptive Assessment: Assessing each child individually with her/his levels of performance and ability to display

14. Assessing Criticality and C reativity Higher levels of learning like creativity, critical thinking and problem solving should be emphasized and assessed By focusing on assessing why? And less on what and how? To assess whether child is thinking or just repeating something seen, heard or read

15. Thank You time for your comments and questions You can contact me at [email protected]