Outcomnes-based Education

  • 1,238 views
Uploaded on

 

More in: Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads

Views

Total Views
1,238
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
107
Comments
0
Likes
2

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Outcomes-based Education Carlo Magno, PhD. Lasallian Institute for Development and Educational Research
  • 2. Objectives  Construct a one session plan showing outcomes with appropriate assessment and delivery mode.
  • 3. Case A  Cherry is a staff in Mall X. Her work is to get the products in the stock room as requested by the sales lady. Cherry has been working in Mall X for two months right after her graduation. Cherry finished a course in computer science and she is expected to develop softwares. One time the HR called her and asked her to make a program for the payroll system of the employees in the computer for an extra pay. She begged off honestly and said “Sorry I do not know how to make a program, perhaps you can ask other computer science graduates from other schools.”
  • 4. Case B  Cheryl conducted a graduate tracer study to determine if the teacher education program of the school is adequate. She found in the survey that:  100% of the graduates were employed as teachers in different sectors.  100% of the graduates were able to get a job in two months.  100% of the graduates passed the licensure exam for teacher.  60% of the faculty are receiving a salary of less than Php15,000  80% of them working as a teacher were rated satisfactory in their teaching performance by the school administrators.
  • 5. Outcomes-based Education  Clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences.  This 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 (Spady, 1994).
  • 6. Outcomes-based Education  In the process of designing programme curriculum, the outcomes of the learning is emphasized and pre- determined  What is expected from the learning after the students have graduated in order to equip them with the necessary skills and capabilities before they enter the work place  Then go backward with:  curriculum design  programme outcomes and course outcomes,  development of instructions  delivery modes  appropriate assessments methodologies
  • 7. Outcomes-based Education  looking at the level at which the inputs, methods, and execution produce the desired learning competencies for the graduates of that program as determined by the Technical Committees/Technical Panels and as measured by appropriate assessments.  It points to the way in which the level of attainment of the outcomes can be progressively heightened.
  • 8. Outcomes-based Education  Assessing student growth and competency in relation to these outcomes  Detailing how outcomes based learning at a whole program level functions within a complex university context
  • 9. What needs to be set?  Mission and Vision are translated into:  indicators (e.g., professional qualification or employability)  metrics (e.g., percentage of passing in a licensure exam or percentage of employment)  targets (e.g., 70% passing or 85% employed).
  • 10. Outcomes-based Education  Outcomes – what learners are expected to know and be able to do at the desired level of competence  Outcomes-based evaluation – clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of the learning experiences.  Outcomes-based teaching and learning – constructive alignment of intended, learning outcomes with appropriate outcomes-based assessment methods and teaching and learning activities. OBE applied in the classroom level.  Performance criteria – specific, measureable statements identifying the performance(s) required to meet the outcome; conformed through evidence.
  • 11. Outcomes-based Education  Ensure quality assurance (QA)  1) to translate vision, mission, and goals (VMG) into desired learning outcomes  2) to establish the proper learning environment (implementation of teaching-learning systems as well as support processes and procedures)  3) to review against performance indicators and standards defined in the assessment system  4) to enhance programs and systems
  • 12. Approaches on OBE  A direct assessment of educational outcomes, with evaluation of the individual programs that lead to those outcomes. (To make sure that outcomes are delivered)  An audit of the quality systems of an institution, to determine whether these are sufficiently robust and effective to ensure that all programs are well designed and deliver appropriate outcomes. (To deliver effective programs)
  • 13. What needs to be established?  Mission and vision  Program Educational Objectives  Program Outcomes  Matrix of courses with program outcomes (Curriculum map)  Outcome-based teaching and learning delivery system  Program assessment and evaluation process  Continuing quality improvement program
  • 14. Example Learning outcome Indicators Assessment At the end of the course students should be able to: • decide which inferential statistics can be used for a specific hypothesis • Encode data acceptable in SPSS • use SPSS to compute for the inferential statistics • Suggest which type of statistics to be used given a hypothesis • Use SPSS to encode survey data • Click appropriate menu in SPSS when computing for ANOVA, t-test etc. • Test: Given a hypothesis, write the correct stats to be used • Performance based: encode the data from a survey to the SPSS worksheet • Checklist: step by step procedure in using SPSS
  • 15.  How do you teach in an OBE framework?  Transformative learning  Learner-centered  Understanding by Design
  • 16. Case presentation  A group of psychology students at the start of the term thinks that doing research is going to the library and compiling information about a topic from different books. The teacher knew about it by asking the students at the start of the class what research is. The teacher started to show examples of journal articles and how research is conducted. The different methodologies and the use of research was assigned. Then the students conducted their own research using a nonexperimental design. Towards the end of the term when the teacher asked again hat is research, students see it as a process of arriving at new knowledge and supporting the ideas through data (evidence).
  • 17.  Watch a short film segment-school of rock  http://www.youtube.com/watch?v=vMkT8jYh8MI
  • 18. What is transformative learning?  TLT is a cognitive learning theory that results in changes in meaning perspectives that have developed over an individual's lifetime based upon their life experiences (Mezirow, 2000).  Achieved through becoming critically reflective of assumptions underlying content, process, or premise through instrumental and communicative learning.
  • 19. What is transformative learning?  View learning as a process of critical reflection and self-examination of one’s worldview in light of new knowledge and a fundamental reorganization of one’s perspective or frame of reference (Taylor, 1998).  Process where learners critically examine their beliefs, assumptions, and values in light of acquiring new knowledge and correspondingly shift their worldviews to incorporate new ideas, values and expectations (Cranton, 1994; Mezirow, 1994, 2000).
  • 20. Phases of transformative learning theory
  • 21. Facilitating TL  1) a disorienting dilemma  2) critical questioning and self-reflection  3) sharing of one’s transformation process with others  4) exploration of new roles and actions  5) planning a course of action  6) provisional trying of new roles  7) building competence and self-confidence in new roles and relationships  7) a reintegration into one’s life directed by one’s new perspective (Mezirow, 2000)
  • 22.  Show objects and ask for examples how to teach it using the ways TL facilitation.
  • 23. Pillars of TL  Learning to know - the capability of making connections, adapting to changes and knowing how to learn.  Learning to do - framed in the idea of learner- centered learning and leadership performance tasks that demonstrate the ability to apply knowledge in a creative way  Learning to live together – using the concept of collaboration on a local and global scale  Learning to be - the life-long journey of self- discovery as part of the process of learning (Monk, 2011).
  • 24. Assessment  What is the function of assessment?  How do you help students learn better through assessment?
  • 25. Features of performance assessment  Intended to assess what it is that students know and can do with the emphasis on doing.  Have a high degree of realism about them (authentic).  Involve: (a) activities for which there is no single correct answer, (b) assessing groups rather than individuals, (c) testing that would continue over an extended period of time, (d) self-evaluation of performances.  Likely use open-ended tasks aimed at assessing higher level cognitive skills.
  • 26. Performance assessment  Bring testing methods more in line with instruction.  Assessment should approximate closely what it is students should know and be able to do.
  • 27. Emphasis of performance assessment  Should assess higher level cognitive skills rather than narrow and lower level discreet skills.  Direct measures of skills of interest.
  • 28. Workshop  Create a one session plan that will run for one session. Indicate atleast one or two learning outcomes Provide the indicators How will you assess the aim? List the procedure how you will teach,Learning outcome Indicators Assessment Mode of delivery (teaching) At the end of the course students should be able to: • decide which inferential statistics can be used for a specific hypothesis • Encode data acceptable in SPSS • use SPSS to compute for the • Suggest which type of statistics to be used given a hypothesis • Use SPSS to encode survey data • Click appropriate menu in SPSS when computing for ANOVA, t-test etc. • Test: Given a hypothesis, write the correct stats to be used • Performance based: encode the data from a survey to the SPSS worksheet • Checklist: step by step procedure in using SPSS