Assessment and outcomes-based education (OBE) are closely linked. OBE shifts the focus from content delivery to equipping learners with the knowledge and skills needed for their future. Assessment must also focus on whether learners achieve important outcomes rather than just covering content. In OBE, learners are responsible for their own learning and progress, while lecturers take on more of a facilitating role to stimulate creativity and critical thinking. OBE benefits both students and lecturers by making learning more relevant, empowering, and focused on long-term success.

1. Assessment of Learning
Outcomes in OBE

2. What is assessment?
Why is assessment so important?

3. Importance of Assessment
Assessment defines for the students
what is important, what counts, how
they will spend their time and how
they will see themselves as learners.

4. OUTCOME-BASED LEARNING
• This differs from the traditional
content-or competency-based
learning in the sense that those
types of learning were mainly
content/skills driven and
teacher/trainer centered.
• Outcome-based learning is learner driven
and aimed at achieving
Outcomes.

5. Role of the lecturer
• The lecturer becomes more a
facilitator learning by stimulating
creativity, self learning and critical
thinking.
• Outcomes become more important to
the lecturer than the written syllabus.

6. OBE and the learning process
Outcomes-based education is a
flexible, empowerment orientated
approach to learning
It aims at equipping learners with
the knowledge, competence and
orientation needed for success in
their future professions.

7. The benefits for the student of OBE
Students, actively involved with a
curriculum that is relevant and
learner-centred will blossom
Students will have greater selfesteem
because they will be allowed
to develop at their own pace
Learners will be trained to work
effectively in groups

8. Assessment of Learning Outcomes in OBE
Assessment in OBE should also be guided by the four
principles of OBE which are:
1. Clarity of Focus
2. Designing Backwards
3. High Expectations and;
4. Expanded Opportunity

9. It should contribute to the objective of improving
student’s learning.
Since in OBE, there is a need first to establish a clear
vision of what the students are
expected to learn (desired learning outcome) ,
then assessment become an embedded part of the
system.

10. To be useful in OBE system, assessment should be guided by the following
principles.
1. Assessment procedure should be valied. Procedure and tools
tools actually assess what one intends to test.
2. Assessment procedure should be reliable. The results should
should be consistent.
3. Assessment procedure should be fair. Cultural background and
background and other factors should not influence assessment
assessment procedure.
4. Assessment should reflect and knowledge and skills that are
are important to the students.

11. 5. Assessment should tell both the teachers and
students how the students are progressing.
6. Assessment should support every student’s
opportunity to learn things that are important.
7. Assessment should allow individuality or
uniqueness to be demonstrated.
8. Assessment should be comprehensive to cover a
wide range of learning outcomes.

12. OBE and the learning process
• Outcomes-based education is a
flexible, empowerment orientated
approach to learning
• It aims at equipping learners with
the knowledge, competence and
orientation needed for success in
their future professions.

13. OBE will need changes
Aspects such as teaching and
learning models even timetabling will
have to be adapted to optimize
learning and ensure the development
of effective learning institutions.

14. Learner’s Responsibility for Learning
In OBE, students are responsible for their own learning and progress.
Nobody can learn for the learn for the learner.
It is only the learnher himself/herself who can drive himself to learn,
thus learning is a personal matter.
Teachers can only facilitate that learning, define the learning
outcomes to be achieved , and assist the students to achieve those
outcomes.
Students have the bigger responsibility to achieve those outcomes .
In this way, they will be able to know whether they are learning or
not.

15. The benefits for the student of OBE
• Students, actively involved with a
curriculum that is relevant and
learner-centred will blossom
• Students will have greater selfsteem
because they will be allowed
to develop at their own pace
Learners will be trained to work
effectively in groups

16. • Students will become analytical and
creative thinkers, problem solvers
and effective communicators
• They will know how to collect, gather
and organise information and
conduct research
• They will be more aware of their
responsibilities to the environment
and the people around them

17. Lecturers: Central to the
implementation of the OBE
OBE requires lecturers to focus on
the outcomes of education rather
than merely teaching information.
The lecturer will plan all activities
around these outcomes
Assessment will be on-going

18. OBE encourages lecturers to
translate the curriculum into
something achievable. There must be
a shift away from content-based
programmes.
In OBE lecturers are encouraged to
find ways of providing conditions of
success in the classroom. A positive
learning environment is essential.

19. Benefits to the lecturers
Teaching will become a far more
creative and innovative career.
Lecturers will no longer feel the
pressure of having to be the “source
of all knowledge”
We will ultimately help to transform
our continent in one which we all
want to live, by producing thinking,
caring students.

20. Affective educational goals
In the process of writing and
evaluating outcomes, we would not
only look towards cognitive
educational goals (knowledge and
understanding) and psychomotor
educational goals (skills), but also to
affective educational goals
(Attitudes and Values).