Outcome-Based Education
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The document discusses the importance of learning outcomes in education. It explains that learning outcomes focus on what students can actually do after instruction rather than just covering content. Well-written learning outcomes provide direction for planning lessons, focus student behavior on skills to be developed, and clearly convey to students what they should learn. The document also contrasts learning outcomes with objectives and provides examples of verbs to use in writing measurable outcomes.
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Assessment.obe
This document discusses assessment and evaluation in outcome-based education. It outlines both old and new approaches to assessment, with the new approach focusing on active learning, critical thinking, and assessing learners on an ongoing basis based on outcomes rather than just exam scores. The role of lecturers shifts from being the sole source of knowledge to facilitating learning. Key benefits of the new approach include learners becoming problem solvers, effective communicators, and responsible citizens. Affective goals around attitudes and values are also important to assess but often neglected. The document emphasizes that changing assessment methods is crucial to changing student learning.
OBE Approaches
The document discusses outcome-based education (OBE) and its approaches to assessment, grading, and promotion. OBE focuses on achieving high-level learning and mastery of outcomes rather than accumulating course credits. It also emphasizes changing assessment methods to change student learning. Assessment defines what is important for students and how they will learn. With OBE, teachers act as facilitators by stimulating creativity, self-learning, and critical thinking, with outcomes taking priority over syllabi. OBE uses ongoing, integrated assessment rather than exams to evaluate active, learner-centered learning.
Outcomes-Based Education
This document discusses outcomes-based education (OBE). It defines outcomes as the clear learning results that students must demonstrate after significant learning experiences. OBE focuses on intended learning outcomes from instruction rather than course credits. It is a student-centered approach defined by identifying desired outcomes, strategies to achieve them, and assessment measures. The document compares course objectives to learning outcomes and explains why defining outcomes prior to planning is important. It provides examples of OBE approaches and emphasizes that OBE focuses on long-term, cross-curricular outcomes related to students' future roles.
THE HIDDEN CURRICULUM
The document discusses the concepts of curriculum and hidden curriculum. It defines curriculum as a plan for bringing desirable changes in student behavior and a tool for teachers to mold students according to objectives. Hidden curriculum refers to the unwritten norms, values, and expectations that are unconsciously transmitted to students through various aspects of the school environment and teacher behaviors. Examples mentioned include gender roles, social class, and cultural expectations that influence the social relationships between teachers and students both consciously and unconsciously through the organization of classrooms and schools as well as varying teacher expectations.
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Principles & theories in curriculum development ppt
The document discusses the definition and purpose of curriculum from several perspectives. It describes curriculum as the total learning experience for students, including academic subjects as well as informal activities. An effective curriculum considers students' needs, sets clear learning outcomes, and outlines the content and teaching methods needed to achieve those outcomes. It provides order and structure for administrators, teachers, and students to ensure students receive a well-rounded education that prepares them for further education and career opportunities.
Instructional planning - Janardhanan G
This document provides guidance on instructional planning and design. It discusses:
1. The importance of preparing course plans and unit plans to properly allocate time for teaching topics and ensure a logical sequence.
2. Factors to consider when designing lessons such as objectives, student abilities, and available time and resources.
3. Common components of effective lessons including an introduction, development, consolidation, and evaluation phases with specific teacher and student activities.
4. Tips for effective classroom lectures including engaging students, presenting content logically, using various instructional methods, and providing summaries.
5. Guidelines for establishing a positive classroom climate and effective questioning techniques.
What is Outcome Based Education?
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
Recommended
Assessment.obe
This document discusses assessment and evaluation in outcome-based education. It outlines both old and new approaches to assessment, with the new approach focusing on active learning, critical thinking, and assessing learners on an ongoing basis based on outcomes rather than just exam scores. The role of lecturers shifts from being the sole source of knowledge to facilitating learning. Key benefits of the new approach include learners becoming problem solvers, effective communicators, and responsible citizens. Affective goals around attitudes and values are also important to assess but often neglected. The document emphasizes that changing assessment methods is crucial to changing student learning.
OBE Approaches
The document discusses outcome-based education (OBE) and its approaches to assessment, grading, and promotion. OBE focuses on achieving high-level learning and mastery of outcomes rather than accumulating course credits. It also emphasizes changing assessment methods to change student learning. Assessment defines what is important for students and how they will learn. With OBE, teachers act as facilitators by stimulating creativity, self-learning, and critical thinking, with outcomes taking priority over syllabi. OBE uses ongoing, integrated assessment rather than exams to evaluate active, learner-centered learning.
Outcomes-Based Education
This document discusses outcomes-based education (OBE). It defines outcomes as the clear learning results that students must demonstrate after significant learning experiences. OBE focuses on intended learning outcomes from instruction rather than course credits. It is a student-centered approach defined by identifying desired outcomes, strategies to achieve them, and assessment measures. The document compares course objectives to learning outcomes and explains why defining outcomes prior to planning is important. It provides examples of OBE approaches and emphasizes that OBE focuses on long-term, cross-curricular outcomes related to students' future roles.
THE HIDDEN CURRICULUM
The document discusses the concepts of curriculum and hidden curriculum. It defines curriculum as a plan for bringing desirable changes in student behavior and a tool for teachers to mold students according to objectives. Hidden curriculum refers to the unwritten norms, values, and expectations that are unconsciously transmitted to students through various aspects of the school environment and teacher behaviors. Examples mentioned include gender roles, social class, and cultural expectations that influence the social relationships between teachers and students both consciously and unconsciously through the organization of classrooms and schools as well as varying teacher expectations.
Curriculum content.ppt
The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
Principles & theories in curriculum development ppt
The document discusses the definition and purpose of curriculum from several perspectives. It describes curriculum as the total learning experience for students, including academic subjects as well as informal activities. An effective curriculum considers students' needs, sets clear learning outcomes, and outlines the content and teaching methods needed to achieve those outcomes. It provides order and structure for administrators, teachers, and students to ensure students receive a well-rounded education that prepares them for further education and career opportunities.
Instructional planning - Janardhanan G
This document provides guidance on instructional planning and design. It discusses:
1. The importance of preparing course plans and unit plans to properly allocate time for teaching topics and ensure a logical sequence.
2. Factors to consider when designing lessons such as objectives, student abilities, and available time and resources.
3. Common components of effective lessons including an introduction, development, consolidation, and evaluation phases with specific teacher and student activities.
4. Tips for effective classroom lectures including engaging students, presenting content logically, using various instructional methods, and providing summaries.
5. Guidelines for establishing a positive classroom climate and effective questioning techniques.
What is Outcome Based Education?
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
Outcomes-Based Education
Outcomes-based education in the Phil.
Let me share my topic during our reporting.
Sources: Google, Foundation on Education
Chapter 3 Curriculum Design
This document defines curriculum design and describes four common types: subject-centered, learner-centered, problem-centered, and core learning designs. It provides examples of specific designs within each type, such as subject design, integrated design, activity/experience design, and core design. The document also discusses macro and micro levels of organizing curriculum content and considerations for horizontal and vertical organization in curriculum design.
Competency based curriculum
The document defines key terms related to competency-based curriculum. It discusses definitions of curriculum, competence, and competency-based curriculum. It outlines the background and characteristics of competency-based curriculum, including its student-centered principles. The document also examines components, implementation through teaching and learning activities, and evaluation of competency-based curriculum. It concludes that competence refers to intelligent actions and responsibilities to perform tasks, and that competency-based curriculum emphasizes developing student abilities and mastery of competencies.
OUTCOME BASED LEARNING
The world of education has changed drastically in last decade. Education that is not based on defined outcomes has absolutely no meaning.
Teacher Evaluation & Remediation
This document discusses strategies and guidelines for evaluating and potentially terminating both tenured and non-tenured teachers. It emphasizes using student performance data as a significant factor in evaluations. It outlines implementation dates for new evaluation systems, with the lowest performing schools starting in 2012. The document also discusses a plan by the State Superintendent to suspend teaching certificates after two unsatisfactory evaluations, making it easier to remove underperforming teachers. Overall, the document provides information to help administrators strengthen teacher evaluations and navigate the dismissal process, especially for tenured teachers.
teacher education curriculum
The document outlines the desired competencies and outcomes of a teacher education program. It lists 11 competencies that future teachers should demonstrate, such as having a deep understanding of teaching and learning processes, mastering subject content and pedagogical principles, applying a wide range of teaching skills, and pursuing continuous lifelong learning. It also discusses how these competencies align with the domains addressed in the National Competency-Based Teacher Standards, such as diversity of learners, planning and assessment, and personal/professional development. An example teacher education curriculum is provided that demonstrates how students can meet each of the 11 outlined competencies.
Foundations of curriculum
The document discusses the four foundations of curriculum: economic, psychological, philosophical, and sociological. It provides details on each foundation and how they influence curriculum development. The economic foundation focuses on job skills and market needs. The psychological foundation examines learning theories like behaviorism and cognitivism. The philosophical foundation explores perspectives like perennialism and essentialism that influence subject selection. The sociological foundation addresses how curriculum must reflect and preserve a society's culture while understanding global changes.
Outcome based assessment
This document discusses the importance of outcome-based education. It provides the example of manufacturing analogy to illustrate how outcome-based education can be implemented. Specifically, it maps the key aspects of manufacturing like specifications, production process, performance indicators, and measurements to educational objectives, curriculum, learning outcomes, and assessment of outcomes respectively. The document emphasizes that the focus should be on what students learn and become rather than what teachers aim to teach. It also highlights some of the differences between passive learning and active learning in an outcome-based education system.
Tyler objective model
This document provides an overview of Ralph Tyler's objective model of curriculum development. The model emphasizes consistency between objectives, learning experiences, and outcomes. It includes four main principles: 1) defining learning objectives based on studies of learners and society, 2) selecting learning experiences to meet objectives, 3) organizing experiences for maximum effect, and 4) evaluating and revising ineffective aspects. The model aims to provide a structured approach for examining curriculum elements and their relationships. It focuses on clearly specifying objectives and using evaluation to improve curriculum alignment. The document discusses key terms, strengths, and criticisms of Tyler's influential model.
Portfolio
Portfolios are purposeful collections of student work that demonstrate progress over time. They can be used to evaluate student learning, determine if standards have been met, and document growth. Effective portfolios have clear purposes and criteria. Students and teachers collaborate to select portfolio contents and assess student work using rubrics or checklists. Portfolios provide authentic assessments of diverse skills and motivate independent learning.
Portfolio assessment
A portfolio is a collection of a student's work that is selected and organized to show student learning progress over time or showcase a student's best work. A portfolio can contain classwork, assessments, reflections, and other materials. It provides advantages as an assessment tool by allowing students to develop reflective skills and giving teachers documentation of student learning. However, portfolios also have disadvantages such as being time-consuming to create and store. There are different types of portfolios, including working, documentary, and showcase portfolios, that serve different purposes and contain various materials. Effective portfolio assessment involves collaboration between teachers, students, and parents using clear criteria.
Tyler model of curriculum development
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Issues in Assessment
This presentation deals with various issues in academic assessment. It handles issues related to the institution, the instructor and the student.
Chapter 1 Basic Concept in Assessment
Assessment refers to procedures used to gather information about student performance and can be formative or summative. Formative assessment is used to improve student learning while it is occurring, while summative assessment evaluates student learning at the end of a period of instruction. There are various methods of assessment, including teacher-made tests and standardized tests, which are used for multiple purposes like improving instruction, providing student guidance, and administrative decision-making. Proper assessment principles include matching assessments to objectives and providing feedback to students.
Assessment of learning
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
Grading & reporting systems complete presentation
This document compares and contrasts norm-referenced and criterion-referenced grading systems. Norm-referenced systems compare students to each other, which can make learning competitive. Criterion-referenced systems compare students to learning standards regardless of peers' performance. The document discusses advantages and disadvantages of each system and argues that criterion-referenced, or standards-based, grading more accurately measures individual student learning.
Purpose of Assessment
Topic: Purpose of Assessment
Student Name: Ab. Rauf Ansari
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Outcomes Based-Education
The document discusses outcomes-based education (OBE), which focuses on defining the essential knowledge and skills students should gain by the end of their education. OBE has four key principles: clarity of focus on outcomes, designing education backwards from outcomes, high expectations for all students, and expanded opportunities for students. The document provides tips for teaching and learning in OBE, including preparing students and creating a positive learning environment. It also discusses assessment principles for OBE, such as ensuring assessments are valid, reliable, and fair. Finally, the document emphasizes that learning depends on the learner's own determination.
Objectives of curriculum evaluation
The objectives of curriculum evaluation are to: examine how historical, philosophical, ethical, social, economic and political factors influence curriculum; evaluate curriculum methods and structures in relation to national standards and value-added mandates; and relate cognitive and brain-based research to curricular methods, structure and intents. It also aims to analyze the compatibility of curriculum and assessments, explore curriculum's effects on teaching, learning, supervision and policy, evaluate curricular demands of a digital age, and define a personal philosophy around curriculum design, development and implementation.
Cipp model for curriculum evaluation
The document discusses the CIPP model for curriculum evaluation developed by Daniel Stufflebeam. The CIPP model guides evaluators and stakeholders in systematically assessing a curriculum at four stages: context, input, process, and product. Context evaluation involves analyzing needs and goals. Input evaluation considers resources and design. Process evaluation monitors implementation. Product evaluation judges outcomes against anticipated results to determine if the curriculum should continue, be modified, or discontinued. The model helps answer four questions: what should we do, how should we do it, are we doing it as planned, and did the program work.
Outcomes-Based Education (OBE)
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Outcome based education
This document provides an overview of a presentation on outcome-based education (OBE) by Group 6. It defines OBE as an educational approach that focuses on defining learning goals and designing curriculum, instruction, and assessments to help students achieve those outcomes. The presentation will cover what OBE is, its principles, how it relates to teacher education curriculum, teaching and learning in OBE, and assessing learning outcomes. Various presentation strategies like concept webs and flowcharts will be used. The goal is for attendees to understand OBE and how it can be applied to teacher education in the Philippines.
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Outcomes-Based Education
Outcomes-based education in the Phil.
Let me share my topic during our reporting.
Sources: Google, Foundation on Education
Chapter 3 Curriculum Design
This document defines curriculum design and describes four common types: subject-centered, learner-centered, problem-centered, and core learning designs. It provides examples of specific designs within each type, such as subject design, integrated design, activity/experience design, and core design. The document also discusses macro and micro levels of organizing curriculum content and considerations for horizontal and vertical organization in curriculum design.
Competency based curriculum
The document defines key terms related to competency-based curriculum. It discusses definitions of curriculum, competence, and competency-based curriculum. It outlines the background and characteristics of competency-based curriculum, including its student-centered principles. The document also examines components, implementation through teaching and learning activities, and evaluation of competency-based curriculum. It concludes that competence refers to intelligent actions and responsibilities to perform tasks, and that competency-based curriculum emphasizes developing student abilities and mastery of competencies.
OUTCOME BASED LEARNING
The world of education has changed drastically in last decade. Education that is not based on defined outcomes has absolutely no meaning.
Teacher Evaluation & Remediation
This document discusses strategies and guidelines for evaluating and potentially terminating both tenured and non-tenured teachers. It emphasizes using student performance data as a significant factor in evaluations. It outlines implementation dates for new evaluation systems, with the lowest performing schools starting in 2012. The document also discusses a plan by the State Superintendent to suspend teaching certificates after two unsatisfactory evaluations, making it easier to remove underperforming teachers. Overall, the document provides information to help administrators strengthen teacher evaluations and navigate the dismissal process, especially for tenured teachers.
teacher education curriculum
The document outlines the desired competencies and outcomes of a teacher education program. It lists 11 competencies that future teachers should demonstrate, such as having a deep understanding of teaching and learning processes, mastering subject content and pedagogical principles, applying a wide range of teaching skills, and pursuing continuous lifelong learning. It also discusses how these competencies align with the domains addressed in the National Competency-Based Teacher Standards, such as diversity of learners, planning and assessment, and personal/professional development. An example teacher education curriculum is provided that demonstrates how students can meet each of the 11 outlined competencies.
Foundations of curriculum
The document discusses the four foundations of curriculum: economic, psychological, philosophical, and sociological. It provides details on each foundation and how they influence curriculum development. The economic foundation focuses on job skills and market needs. The psychological foundation examines learning theories like behaviorism and cognitivism. The philosophical foundation explores perspectives like perennialism and essentialism that influence subject selection. The sociological foundation addresses how curriculum must reflect and preserve a society's culture while understanding global changes.
Outcome based assessment
This document discusses the importance of outcome-based education. It provides the example of manufacturing analogy to illustrate how outcome-based education can be implemented. Specifically, it maps the key aspects of manufacturing like specifications, production process, performance indicators, and measurements to educational objectives, curriculum, learning outcomes, and assessment of outcomes respectively. The document emphasizes that the focus should be on what students learn and become rather than what teachers aim to teach. It also highlights some of the differences between passive learning and active learning in an outcome-based education system.
Tyler objective model
This document provides an overview of Ralph Tyler's objective model of curriculum development. The model emphasizes consistency between objectives, learning experiences, and outcomes. It includes four main principles: 1) defining learning objectives based on studies of learners and society, 2) selecting learning experiences to meet objectives, 3) organizing experiences for maximum effect, and 4) evaluating and revising ineffective aspects. The model aims to provide a structured approach for examining curriculum elements and their relationships. It focuses on clearly specifying objectives and using evaluation to improve curriculum alignment. The document discusses key terms, strengths, and criticisms of Tyler's influential model.
Portfolio
Portfolios are purposeful collections of student work that demonstrate progress over time. They can be used to evaluate student learning, determine if standards have been met, and document growth. Effective portfolios have clear purposes and criteria. Students and teachers collaborate to select portfolio contents and assess student work using rubrics or checklists. Portfolios provide authentic assessments of diverse skills and motivate independent learning.
Portfolio assessment
A portfolio is a collection of a student's work that is selected and organized to show student learning progress over time or showcase a student's best work. A portfolio can contain classwork, assessments, reflections, and other materials. It provides advantages as an assessment tool by allowing students to develop reflective skills and giving teachers documentation of student learning. However, portfolios also have disadvantages such as being time-consuming to create and store. There are different types of portfolios, including working, documentary, and showcase portfolios, that serve different purposes and contain various materials. Effective portfolio assessment involves collaboration between teachers, students, and parents using clear criteria.
Tyler model of curriculum development
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Issues in Assessment
This presentation deals with various issues in academic assessment. It handles issues related to the institution, the instructor and the student.
Chapter 1 Basic Concept in Assessment
Assessment refers to procedures used to gather information about student performance and can be formative or summative. Formative assessment is used to improve student learning while it is occurring, while summative assessment evaluates student learning at the end of a period of instruction. There are various methods of assessment, including teacher-made tests and standardized tests, which are used for multiple purposes like improving instruction, providing student guidance, and administrative decision-making. Proper assessment principles include matching assessments to objectives and providing feedback to students.
Assessment of learning
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
Grading & reporting systems complete presentation
This document compares and contrasts norm-referenced and criterion-referenced grading systems. Norm-referenced systems compare students to each other, which can make learning competitive. Criterion-referenced systems compare students to learning standards regardless of peers' performance. The document discusses advantages and disadvantages of each system and argues that criterion-referenced, or standards-based, grading more accurately measures individual student learning.
Purpose of Assessment
Topic: Purpose of Assessment
Student Name: Ab. Rauf Ansari
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Outcomes Based-Education
The document discusses outcomes-based education (OBE), which focuses on defining the essential knowledge and skills students should gain by the end of their education. OBE has four key principles: clarity of focus on outcomes, designing education backwards from outcomes, high expectations for all students, and expanded opportunities for students. The document provides tips for teaching and learning in OBE, including preparing students and creating a positive learning environment. It also discusses assessment principles for OBE, such as ensuring assessments are valid, reliable, and fair. Finally, the document emphasizes that learning depends on the learner's own determination.
Objectives of curriculum evaluation
The objectives of curriculum evaluation are to: examine how historical, philosophical, ethical, social, economic and political factors influence curriculum; evaluate curriculum methods and structures in relation to national standards and value-added mandates; and relate cognitive and brain-based research to curricular methods, structure and intents. It also aims to analyze the compatibility of curriculum and assessments, explore curriculum's effects on teaching, learning, supervision and policy, evaluate curricular demands of a digital age, and define a personal philosophy around curriculum design, development and implementation.
Cipp model for curriculum evaluation
The document discusses the CIPP model for curriculum evaluation developed by Daniel Stufflebeam. The CIPP model guides evaluators and stakeholders in systematically assessing a curriculum at four stages: context, input, process, and product. Context evaluation involves analyzing needs and goals. Input evaluation considers resources and design. Process evaluation monitors implementation. Product evaluation judges outcomes against anticipated results to determine if the curriculum should continue, be modified, or discontinued. The model helps answer four questions: what should we do, how should we do it, are we doing it as planned, and did the program work.
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Outcomes-Based Education (OBE)
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Outcome based education
This document provides an overview of a presentation on outcome-based education (OBE) by Group 6. It defines OBE as an educational approach that focuses on defining learning goals and designing curriculum, instruction, and assessments to help students achieve those outcomes. The presentation will cover what OBE is, its principles, how it relates to teacher education curriculum, teaching and learning in OBE, and assessing learning outcomes. Various presentation strategies like concept webs and flowcharts will be used. The goal is for attendees to understand OBE and how it can be applied to teacher education in the Philippines.
Outcomnes-based Education
Lecture on the
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Outcome Based Education (OBE) - A practitioner's experience
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
Outcomes based education
This document discusses outcomes-based education (OBE) as a theory, systemic structure, and classroom practice. It outlines key concepts of OBE including defining learning outcomes, focusing on what students should be able to do, integrating subjects, and assessing student mastery through performance. OBE aims to ensure all students can learn and succeed by setting clear expectations and expanding opportunities. The document provides examples of desired outcomes for agriculturists and doctors and compares OBE and traditional content-based curricula and programming.
Assessment in an Outcomes-Based Education
This slide focuses on how assessment is conducted in an Outcomes-based curriculum. Performance-based assessment is emphasized
Outcome based education
The document discusses outcome-based education (OBE), which focuses on measuring student performance on learning outcomes. It defines OBE and explains that the approach specifies what students should learn and arranges the curriculum to achieve intended outcomes. The document outlines key aspects of OBE, including clearly articulating outcomes, communicating them broadly, and regularly monitoring and assessing them. It presents research questions on how assessment and measuring student learning are done in OBE. The objectives are to help understand assessment criteria, methods, and advantages/disadvantages of OBE. The methodology involved studying literature and presentations to write the paper.
What Is 5 S
5S is a Japanese philosophy that focuses on effective workplace organization and standardized work procedures. 5S simplifies the work environment, reduces waste and non-value activity while improving quality efficiency and safety.
5S: A Workplace Organization Method
By the end of the module, one can:
1.) Define and understand the importance of the 5s method
2.) Identify and overcome the barriers to productivity
3.) Improve QUALITY of work
4.) Practice efficiency at all times
Measurement, Evaluation, Assessment, and Tests
Tests, assessments, and evaluations are different terms referring to the process of determining how much students have learned from assigned materials. A test uses tools like quizzes to examine a student's knowledge, an assessment documents learning in measurable terms, and an evaluation makes judgements based on criteria and evidence. Together, they measure how well students are mastering materials and meeting learning goals and objectives.
Types of evaluation
This document discusses different types of evaluation:
1) Placement, formative, summative, and diagnostic evaluations are distinguished based on when they are used in the learning process. Placement evaluates entry-level knowledge, formative provides ongoing feedback, summative assesses mastery at the end, and diagnostic identifies specific learning difficulties.
2) Evaluations can also be norm-referenced, comparing performance to peers, or criterion-referenced, assessing whether criteria are met without comparisons. Criterion-referenced tests describe specific behaviors while norm-referenced rank performance within a group.
3) The key difference between criterion-referenced and norm-referenced tests is that criterion-refer
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Dokumen tersebut merupakan perancangan strategik panitia matematik SJK(T) Ladang Valdor untuk tahun 2014-2015. Ia mengandungi analisis kekuatan, kelemahan, peluang dan cabaran panitia, serta matlamat, objektif dan strategi untuk meningkatkan pencapaian murid dalam peperiksaan matematik. Rangkaian program dan aktiviti telah dirancang untuk mencapai sasaran tersebut.
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Buku panduan ini membahaskan penjajaran konstruktif dalam pendidikan tinggi, yang merupakan prinsip untuk mereka bentuk aktiviti pembelajaran, tugasan pentaksiran, dan hasil pembelajaran agar sejajar. Buku ini menyediakan contoh pemetaan penjajaran konstruktif untuk beberapa kursus dan domain hasil pembelajaran.
Basic Enhanced Teacher Education Curiculum
The document outlines the key principles of outcomes-based education including: defining outcomes-based education as focusing on what students should be able to do successfully at the end of learning; identifying the four principles as clarity of focus, designing backwards, high expectations, and expanded opportunities; and describing how teaching, learning, and assessment relate to outcomes-based education and students' responsibilities for their own learning.
enhanced teacher education curruculum anchored on obe (mr.balana)
The document outlines the desired competencies and outcomes of a teacher education curriculum based on Outcomes-Based Education (OBE). It lists the ideal competencies for graduates, including being multiliterate, reflective, mastering content knowledge, and being highly skilled, sensitive, multicultural, innovative, professional, and lifelong learners. As an example, it then lists the specific outcomes graduates are expected to demonstrate by the end of their degree, such as literacy skills, understanding of teaching and learning processes, mastery of subject matter and pedagogy, application of teaching skills, and understanding of educational contexts.
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The document discusses learning outcomes and outcome-based education. It explains that learning outcomes specify what a student should be able to do after instruction. Learning outcomes are stated using action verbs and are measurable. The document provides examples of writing learning outcomes and objectives. It also discusses characteristics of good learning outcomes like being achievable, observable, and measurable. Finally, it mentions Bloom's taxonomy and higher-order thinking skills.
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Here are the key events in the stanza:
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- He grinned at life in empty joy, suggesting he found happiness even though it was superficial
- He slept soundly through the lonesome dark
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This shows he was keeping cheerful despite the difficult conditions, finding simple pleasures like whistling.
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A:
Marking against the learning objective
provides formative feedback.
LO: To understand how Sassoon shows the depression of the soldier in ‘Suicide in the Trenches’.
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teaching and learning training, information on teaching and learning, improving teaching and learning, ways to improve teaching and learning, what does brilliant training look like, teaching and learning consultant, teaching and learning consultants, teaching and learning consultancy,
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This document discusses the importance of using learning objectives, outcomes, and success criteria in lesson planning. It defines these terms and provides examples. Setting clear objectives helps pupils understand what they are learning and why. Describing outcomes and success criteria empowers pupils to take responsibility for their own learning and know how to be successful. When used consistently, these techniques can improve pupil focus, independence, understanding, and feedback.
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The document discusses outcome-based education (OBE) principles and processes. Key points include:
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- Core OBE principles are clarity of focus on intended outcomes, high expectations for students, designing the curriculum backwards from outcomes, and expanding opportunities for all students.
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Outcomes-based education focuses classroom instruction on the skills and competencies students must demonstrate upon exiting. It clearly organizes an education system around essential learning outcomes. Outcomes can be immediate competencies acquired in a course or deferred abilities applied later in a profession. Program objectives are broad goals of what a program aims to achieve, while student learning outcomes are operational definitions of the objectives stated as active verbs. Assessment in an outcomes-based system is ongoing, integrates different abilities like critical thinking, and evaluates what students can do instead of just content remembered.
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Setting learning objectives is important for tutors to design effective assessments, teaching strategies, and activities to help students develop their knowledge and skills. Learning objectives should be measurable statements of what students will know or be able to do by the end of a session. Examples include a student being able to identify variables in a word problem or describe key events of the Civil War. Setting clear learning objectives allows tutors to measure student learning and helps students understand what is expected of them.
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This document discusses assessment in K-12 classrooms. It defines assessment as a process teachers use to collect evidence to improve student learning. The assessment process involves planning, implementing, analyzing, and revising assessments. Teachers should use assessment prior to, during, and after instruction to diagnose student needs, group students, plan lessons, provide feedback, and evaluate learning. The document distinguishes between formative and summative, formal and informal, objective and subjective, and authentic and performance-based assessments. Finally, it provides tips for designing effective classroom assessments.
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This document discusses aligning course assessments with learning outcomes. It provides guidance on developing effective learning outcomes and assessments, including characteristics of good outcomes, the difference between formative and summative assessments, and types of authentic assessments. The document encourages faculty to review their assessments to ensure they measure desired learning and provide a skeletal course outline template to help align assessments with one identified course outcome.
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The document discusses outcome-based education (OBE), which focuses on empirically measuring student performance outcomes. It explains that institutions define their ideal graduate attributes based on their visions and missions to guide the development of program and course outcomes. Additionally, it outlines four principles of OBE: 1) having a clear focus on the knowledge, skills and abilities students will develop, 2) designing curriculum around intended outcomes, 3) establishing high expectations for student performance, and 4) providing expanded learning opportunities for all students.
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Objectives are statements which describe what the learner is expected to achieve as a result of instruction.
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Outcome-Based Education
- 2. In life, which is more important? Destination or Journey?
- 4. An educational method that focuses on what students can actually do after they are taught. O.B.E.
- 5. Why is it important to know the outcomes prior to planning and teaching?
- 6. What do you want the students to learn? (Learning Outcomes) Why should they learn it? (Motivation) How can you best help students learn it? (Teaching Strategies) How will you know if they have learnt it? (Assessment)
- 9. Objective: To provide participants with a good understanding of outcome-based education Outcome: Participants must be able to demonstrate their grasp of OBE by, e.g. writing learning outcomes for the courses they teach A Sample…
- 10. Exercise: Write the objectives and outcomes for two lessons in the subject you teach
- 11. What are the characteristics of good learning outcomes?
- 12. Achievable
- 13. Observable
- 15. Challenging
- 17. What is a HIGHER-ORDER Thinking Skill?
- 18. Bloom’s Taxonomy : Cognitive Domain Diploma Bachelor Post-Grad
- 19. In 2001, there was a revision to Bloom’s…
- 22. Learning is creating meaning and knowledge forms
Editor's Notes
- Set Induction recommendations: Role-play an argument between colleagues Show a video about a conversation gone very bad – preferably one from a popular movie or TV series.