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Presented By,
BHATT PRIYANKA,
M.SC NURSING
(PSYCHIATRIC)
I/C PRINCIPAL
NURSING COLLEGE
BMU
OUT COME BASED EDUCATION
Outcome-based education (OBE) is a recurring
education reform model.
It frames itself as a student-centered learning
philosophy that focuses on empirically
measuring student performance, which are
called outcomes.
INTRODUCTION
Outcomes are demonstrations of learning.
They are general in that they either sum up a
group of other outcomes or a group of tasks.
MEANING OF OUTCOMES
Entry level professional expectations
The Critical Cross Field Outcomes
Current and future trends in the world of work
Institutional focus these exit level outcomes
OUTCOMES WORD DERIVE FROM:
An entry-level job is a job that is normally
designed or designated for recent
graduates of a given discipline and
typically does not require prior
experience in the field or profession.
These roles may require some on-site
training.
An entry-level job is
a job that generally requires little skill
and knowledge, and is generally of a low
pay. These jobs may require physical
ENTRY LEVEL PROFESSIONAL
EXPECTATIONS
 Critical cross-field outcomes
refer to those generic outcomes that
are a by-product of all teaching and
learning. Critical cross-field
outcomes may include working
effectively with others as a member
of a team and/or collecting,
analysing, organising and critically
evaluating information.
CRITICAL CROSS-FIELD OUTCOMES
 The Five Trends Shaping the
Future of Work. The world of work is
constantly changing and companies
must stay abreast of new trends. ...
Technology and globalization have
created a world where it is possible
to work with anyone from anywhere.
The millennials, technologies,
globalization, mobility, new attitudes
CURRENT AND FUTURE TRENDS IN THE
WORLD OF WORK
 The outcomes to be achieved by
a qualifying learner at the point at
which he or she leaves the
programme leading to a qualification
and achievement of which entitles
the learner to a qualification”.
INSTITUTIONAL FOCUS THESE EXIT LEVEL
OUTCOMES
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 from
each student”
(Spady, 1994).
DEFINITION
Four principles guide the transformational
OBE approach
1] Clarity of focus
2] Design down
3] High expectations
4] Expanded opportunities
PRINCIPLES OF OBE:
This means that
everything
teachers do must
be
clearly focused on
what they want
students to know,
understand and be
able to do.
1] Clarity of focus
 It means that
the curriculum
design must start with a
clear definition of the
intended outcomes that
students are to achieve
by the end of the
program. Once this has
been done, all
instructional decisions
are then made to ensure
achieve this desired end
result.
2] Design down
 The focus
on outcomes creates a
clear expectation of what
needs to be
accomplished by the end
of the course. Students
will understand what is
expected of them and
teachers will know what
they need to teach during
the course. Clarity is
important over years of
schooling and when
team teaching is involved
3] HIGH EXPECTATIONS
This principle
is based on the idea
that not all learners
can learn the same
thing in the same
way and in the same
time. However, most
students can
achieve high
standards if they
are given
appropriate opportu
nities.
4] EXPANDED OPPORTUNITIES
 The assessment procedures should be valid .
 The assessment procedures should be reliable.
 The assessment procedures should be fair – they should not
be influenced by any irrelevant factors such as the learner’s
cultural background.
 Assessment should reflect the knowledge and skills that are
most important for learners to learn.
 Assessment should tell educators and individual learners
something they do not already know, stretching learners to
the limits of their understanding and ability to apply their
knowledge.
 Assessment should be comprehensive.
 Assessment should support every learner’s opportunity to
learn things that are important.
ASSESSMENT CRITERIA:
There are two key aims for OBE.
Ensure all learners are successful in that they are
equipped with the knowledge, skills and qualities
(values and attitudes) required after they exit the
educational system
Achieve and maximize selected outcomes for all
students by structuring and operating education
facilities to be success oriented.
PURPOSES :
There are two basic approaches to teaching:
Teacher-centred approaches
Student-centred approaches
TEACHING STRATEGIES FOR OBE:
 1. A clear set of outcomes that all students will achieve
 2. A clear set of suitably graded extension outcomes for
those students who progress beyond the minimum
outcomes.
 3. A detailed specification of the prerequisites that
students must master before attempting to achieve each
new outcome.
 4. Plans for several different teaching strategies
 5. Plans for guided practice sessions
 6. A variety of tests to provide both the teacher and the
students with feedback.
 7. A variety of mastery tests (at different levels).
THE OUTCOMES-BASED PROGRAMME SHOULD NEED TO
INCLUDE THE FOLLOWING:
 All students have talent and it is the job of schools to develop
it.
 The role of schools is to find ways for students to succeed,
rather than finding ways for students to fail.
 Excellence is for every child and not just a few.
 By preparing students every day for success the next day, the
need for correctives will be reduced.
 Students should collaborate in learning rather than compete.
 As far as possible, no child should be excluded from any
activity in a school.
 A positive attitude is essential. (If you believe that you can get
every student to learn well then they will.)
OUTCOMES-BASED SCHOOLS HAVING FOLLOWING POINTS:
Outcome base education

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Outcome base education

  • 1. Presented By, BHATT PRIYANKA, M.SC NURSING (PSYCHIATRIC) I/C PRINCIPAL NURSING COLLEGE BMU OUT COME BASED EDUCATION
  • 2. Outcome-based education (OBE) is a recurring education reform model. It frames itself as a student-centered learning philosophy that focuses on empirically measuring student performance, which are called outcomes. INTRODUCTION
  • 3. Outcomes are demonstrations of learning. They are general in that they either sum up a group of other outcomes or a group of tasks. MEANING OF OUTCOMES
  • 4. Entry level professional expectations The Critical Cross Field Outcomes Current and future trends in the world of work Institutional focus these exit level outcomes OUTCOMES WORD DERIVE FROM:
  • 5. An entry-level job is a job that is normally designed or designated for recent graduates of a given discipline and typically does not require prior experience in the field or profession. These roles may require some on-site training. An entry-level job is a job that generally requires little skill and knowledge, and is generally of a low pay. These jobs may require physical ENTRY LEVEL PROFESSIONAL EXPECTATIONS
  • 6.  Critical cross-field outcomes refer to those generic outcomes that are a by-product of all teaching and learning. Critical cross-field outcomes may include working effectively with others as a member of a team and/or collecting, analysing, organising and critically evaluating information. CRITICAL CROSS-FIELD OUTCOMES
  • 7.  The Five Trends Shaping the Future of Work. The world of work is constantly changing and companies must stay abreast of new trends. ... Technology and globalization have created a world where it is possible to work with anyone from anywhere. The millennials, technologies, globalization, mobility, new attitudes CURRENT AND FUTURE TRENDS IN THE WORLD OF WORK
  • 8.  The outcomes to be achieved by a qualifying learner at the point at which he or she leaves the programme leading to a qualification and achievement of which entitles the learner to a qualification”. INSTITUTIONAL FOCUS THESE EXIT LEVEL OUTCOMES
  • 9. 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 from each student” (Spady, 1994). DEFINITION
  • 10. Four principles guide the transformational OBE approach 1] Clarity of focus 2] Design down 3] High expectations 4] Expanded opportunities PRINCIPLES OF OBE:
  • 11. This means that everything teachers do must be clearly focused on what they want students to know, understand and be able to do. 1] Clarity of focus
  • 12.  It means that the curriculum design must start with a clear definition of the intended outcomes that students are to achieve by the end of the program. Once this has been done, all instructional decisions are then made to ensure achieve this desired end result. 2] Design down
  • 13.  The focus on outcomes creates a clear expectation of what needs to be accomplished by the end of the course. Students will understand what is expected of them and teachers will know what they need to teach during the course. Clarity is important over years of schooling and when team teaching is involved 3] HIGH EXPECTATIONS
  • 14. This principle is based on the idea that not all learners can learn the same thing in the same way and in the same time. However, most students can achieve high standards if they are given appropriate opportu nities. 4] EXPANDED OPPORTUNITIES
  • 15.  The assessment procedures should be valid .  The assessment procedures should be reliable.  The assessment procedures should be fair – they should not be influenced by any irrelevant factors such as the learner’s cultural background.  Assessment should reflect the knowledge and skills that are most important for learners to learn.  Assessment should tell educators and individual learners something they do not already know, stretching learners to the limits of their understanding and ability to apply their knowledge.  Assessment should be comprehensive.  Assessment should support every learner’s opportunity to learn things that are important. ASSESSMENT CRITERIA:
  • 16. There are two key aims for OBE. Ensure all learners are successful in that they are equipped with the knowledge, skills and qualities (values and attitudes) required after they exit the educational system Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented. PURPOSES :
  • 17. There are two basic approaches to teaching: Teacher-centred approaches Student-centred approaches TEACHING STRATEGIES FOR OBE:
  • 18.
  • 19.
  • 20.  1. A clear set of outcomes that all students will achieve  2. A clear set of suitably graded extension outcomes for those students who progress beyond the minimum outcomes.  3. A detailed specification of the prerequisites that students must master before attempting to achieve each new outcome.  4. Plans for several different teaching strategies  5. Plans for guided practice sessions  6. A variety of tests to provide both the teacher and the students with feedback.  7. A variety of mastery tests (at different levels). THE OUTCOMES-BASED PROGRAMME SHOULD NEED TO INCLUDE THE FOLLOWING:
  • 21.  All students have talent and it is the job of schools to develop it.  The role of schools is to find ways for students to succeed, rather than finding ways for students to fail.  Excellence is for every child and not just a few.  By preparing students every day for success the next day, the need for correctives will be reduced.  Students should collaborate in learning rather than compete.  As far as possible, no child should be excluded from any activity in a school.  A positive attitude is essential. (If you believe that you can get every student to learn well then they will.) OUTCOMES-BASED SCHOOLS HAVING FOLLOWING POINTS: