Outcome Based Education

Outcome Based Education

Outcome based education is a new educational theory which the teaching is aimed to archive an outcome from the student. These outcomes are defined upfront and students were directed to achieve the defined outcome. [1] 

The OBE has following features.  In contrast to the mainly predefined curriculum structure with an assessment and credentialing system, that is not structured around a clearly defined outcomes in the traditional systems, the OBE is built on a framework of everything on it is clearly defined as expected outcomes/outputs. Here, the curriculum, instructional strategies, assessments, and performance standards are established and executed to facilitate the key outcomes. Under the OBE, since the standards are clearly defined, the students will know and understand what is expected out of them or what will be tested at the end of the course or at the end of each lesson. Similarly the teachers will also have better guide lines of what they need to teach, and where to guide the students. Inside a sensible limitation, the class/lesson time is used to the best advantage of the students.  Here the instructors have the freedom to structure his/her lessons according to the student’s needs and understanding level.  It also allows the instructor to use any suitable teaching and assessment methods. 

The key OBE elements form a Pyramid as of follows. Starting at the top is one Paradigm of operation, two key Purposes, three key Premises, four operating Principles, and five generic domains of Practice [2]. 

1.       The OBE paradigm is the view point that what and whether the students learn successfully is more important than when and how they learn something.

2.       The two key purposes are,

(a)    Ensuring that all students are equipped with the knowledge, competence, and qualities needed to be successful after they exit the educational system

(b)   Structuring and operating the schools so that those outcomes can be achieved and maximized for all students.

3.       Three key Premises,.

a.       All students can learn and succeed, but not on the same day in the same way.

b.      Successful learning promotes even inure successful learning.

c.       Schools control the conditions that directly affect successful school learning.

4.       four operating Principles,

a.       clarity of focus

b.      expanded opportunity

c.       high expectations

d.      design down

5.       five generic domains of Practices

a.       Define Outcomes

b.      Design Curriculum

c.       Deliver Instruction

d.      Document Results

e.      Determine Advancement

In addition to the positive features, also there are draw backs in the OBE [1]. Since the outcomes are defined by the instructors, across different programs and between different instructors in the same program, the outcomes could be construed differently. This will lead to a variance in the level of the education acquired by the students in different programs and learning under different instructors.  Additionally, while conducting assessments, to determine an achievement of an outcome, the assessments can become mechanical, targeting only the outcome but not the students overall acquired knowledge.  Assessing the student’s development in critical thinking, creativity, and self-sufficiency is problematic under the OBE. Even some times they may not develop those skills because under OBE, a target is given and students are forced to pursuit that target instead of acquiring background knowledge and skills. So, the OBE can introduce containment to the teaching and assessment processes.[1]

Reference:

[1] https://en.wikipedia.org/wiki/Outcome-based_education

[2] Outcome-Based Education: Critical Issues and Answers, By William G. Spady, The American Association of School Administrators (1994)