OUTCOME BASED EDUCATION (OBE)
OUTCOME BASED EDUCATION.ppt (Size: 1.99 MB / Downloads: 96)
a model of education
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” (Spady, 1994)
an education approach that focuses on the graduate attributes or outcomes after completing an academic programme (Barr et al., 2006; Mansor et al., 2008)
a student-centered learning philosophy
an education philosophy that focuses on the graduate attributes or outcomes after completing an academic programme
focuses on empirically measuring student performance
emphasis in an OBE education system is on measured outcomes
does not specify or require any particular style of teaching or learning
requires that students demonstrate that they have learned the required skills and content
OBE Model Hierarchy
1. Programme educational objectives (PAIs) are developed from a number of sources including professional accreditation bodies, employer groups, the polytechnic educational principles and the professional experience of staff teaching in the discipline.
2. The programme outcomes(PLO) for a diploma and advanced diploma are clearly written statements about the knowledge, skills and attitudes of its graduates. It should link to the PAIs.
3. From these PO’s (CLO) the curriculum of the course is constructed, the subdivision of structure into units is made, and the outcomes specific to each of the units are derived.
Contents of OBC document
Vision dan Mission
Programme Educational Objectives (PEO)s / Programme Aims (PAIs)
Programme Learning Outcomes (PLOs)
Course Learning Outcomes (CLOs)
Syllabus / JSP / SLT / TOLD / Matrix for all courses in a programme.
Information Transmission/Teacher-focused (ITTF) teaching approach
Conceptual Change/Student-focused (CCSF) teaching approach
‘Surface Learning’ learning approach
‘Deep Learning’ learning approach
Approaches to learning
Students focus their attention on the overall meaning or message in a class session, text or situation. They attempt to relate ideas together and construct their own meaning, possibly in relation to their own experience.
Students focus their attention on the details and information in a class session or text. They are trying to memorise these individual details in the form they appear in the class or text or to list the features of the situation in order to pass the examinations.
Conceptual Change/Student-focused (CCSF)
Staff focus their attention on the students and monitor their perceptions, activity and understanding. Transmission is seen to be not enough.
They assume students construct their own knowledge, and the task of the teacher is to involve the student, and challenge current ideas through questions, discussion and presentation.
Includes mastery of techniques, including those associated with transmission, but this is an empty display without learning.