Presentation on Outcome Based Education.pptx

will help the students to understand the benifits of same

1. OUTCOME BASED EDUCATION SUBMITTED TO: SUBMITTED BY: RESP. SANJAY GUPTA SIR CHANDERREKHA ASSISTANT PROFESSOR Msc .(1 st YEAR) SINPMS,BADAL ROLL.NO.- 13 SUBMITTED ON- 03-05-14

2. INTRODUCTION OBE was a popular term in the united states during 1980 and early 1990s.it was also called mastery education, performance based education. The emphasis in an OBE education system is measured outcomes rather than inputs such as how many hours student spend in class or what textbooks are provided. outcomes may include a range of skills and knowledge .Outcome based education is the current trending standard in nursing education

3. DEFINITIONS Outcomes are clear learning results that learners have to demonstrate at the end of significant learning experiences: what learners can actually do with what they know and have learned . Outcomes are actions/ performances that embody and reflect learner competence in using content, information, ideas and tools successfully.

4. OBE is defined as a “…comprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each student” OBE as “an educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning. Thus, having decided what are the key things students should understand and be able to do or the qualities they should develop, both structures and curricula are designed to achieve those capabilities or qualities. Educational structures and curriculum are regarded as means not ends. If they do not do the job, they are rethought” .

5. T yler’s educational objectives In 1950 tyler identified fundamental issues important when developing and planning instructions including purpose,content ,organization and evaluation.he believed objectives very essential for systematic planning and identifying the required learner behavior OBE ROOTS

6. BLOOM’S MASTERY LEARNING Bloom taxonomies educational objectives emerged in the 1950 and helped to determine whether learners has attained acceptable standards compared to desired learning outcomes. His mastery learning theory was based on the premise that with sufficient opportunities and support from an appropriate learning environment most learners are successful in their learning tasks.

7. prerequisite knowledge or skills to attain goals. A flexible time frame to attain goals. Using different media and material to create Enriched teaching /learning contexts. Formative evaluation to provide feedback for both teaching and learning improvement.

8. COMPTENCY BASED EDUCATION Explicit learning outcomes A flexible time frame to master skills. A variety of instructional activities to facilitate learning. Criterion referenced testing of the required outcomes. Adaptable programme to ensure optimum learner guidance.

9. Support for the notion the is accountable for his or her own achievement. Glaser ‘s criterion –referenced learning- In 1963 , glaser described criterion –referenced measurement as that which locates a student’s test behaviour on a continuum ranging from “no proficiency” to perfect performance”-reference instruction

10. CONT………… And assessment is based on attaining specific outcomes and on testing for competence in terms of stated criterion. this form of instruction compares a learning outcomes or mastery of competencies with a pre determined external standard .success is measured by demonstration of standards followed by remedial intervention as required.

11. SPADY’S OBE Spady obe approach closely resembles mager’s (1962) guidelines in term of expected performance , condition under which it is attained and standard for assessed quality.obe learning programme assessment and learner’s competence compared to specific criteria

12. OBE PHILOSOPHY OBE can be regarded as a theory (or a philosophy) of education . Within OBE there are a certain set of beliefs and assumptions about learning, teaching and the systemic structures within which activities take place. three basic assumptions: all learners can learn and succeed; success breeds success; and “teaching institutions” (schools) control the conditions of success .

13. CONT …. The first includes performance indicators often measured in terms of tests results, completion rates, post course employment, and so forth. It also emphasizes learner mastery of traditional subject related academic outcomes/content and some cross discipline outcomes (such as problem solving or working cooperatively).

14. The second is less tangible and usually expressed in terms of what the learners know, are able to do or are like as a result of their education. It stresses long term, cross-curricular outcomes which relate to future life roles of the learner (such as being a productive worker, a responsible citizen or parent). These two approaches respectively calls traditional/transactional (content based) and transformational (outcomes based) learning systems

15. OBE PRINCIPLES clarity of the focus : This principle infers that curriculum development, implementation and evaluation should be geared by the outcomes which are expected as the culminating demonstrations of the learners. The principle clearly delineates that the articulation of the desired end point is essential for successful outcomes .curriculum planners and educators have to identify a clear focus on what they want learners to be able to demonstrate at the end of significant learning time. Once these outcomes have been identified, the curriculum is constructed by backward mapping of knowledge and skills. The design down aspect infers that all curricular and educational activities should be designed back from the point where the “exit outcomes” are expected to happen.

16. High expectations elicits higher level of standards then would normally be set as only those can be labeled completed. Further learners are supported to culminate higher level of performance . Expanded opportunities provide for a flexible approach in time and teaching methodologies matched against the needs of the learner allowing more than one opportunity to succeed . Each of these principles are explored and applied to practice below.

17. CONCLUSION In summary, the focus of education has shifted from the educator to learner however this shift requires change within the educational system in order to facilitate learning. Establishing an OBE system for education is the best way for a particular learner to reach the desired outcomes. The role of the educator is to enable and encourage all learners to achieve essential outcomes while the learner actively participates in and contributes towards the learning process. OBE also demands a commitment to continuing professional development and lifelong learning.

18. SUMMARIZATION Introduction of outcome based education. Definition of outcome based education. Roots of outcome based education. Philosophy of outcome based education. Principles of outcome education.

19. RECAPTUALIZATION Define out of outcome based education. Describes roots of outcome based education. Explain the principles of outcome based education.

20. REFERENCES Arjun , P. 1998. An Evaluation of the Proposed New Curriculum for Schools in Relation to Kuhn’s Conception of Paradigms and Paradigms Shifts. South African Journal of Higher Education, 12(1), 20-26. Cited in B. Malan, 2000. ping OBET Programmes for Higher Education. Higher Education Policy Unit: Rand Afrikaans University.  

21. Killen , R. 2000. Outcomes-Based Education: Principles and Possibilities. Unpublished manuscript. University of Newcastle, Australia: Faculty of Education. Malan, B. 2000. The New Paradigm of Outcomes-based Education in Perspective. Tydskrif vir Verbruikerwetenskappe , 28, 22-28.