This document discusses outcome-based education (OBE). It defines OBE as organizing education around clearly defined goals and outcomes that students should achieve. The key principles of OBE are clarity of focus, designing curriculum down from outcomes, and high expectations. The process of OBE involves defining learning outcomes and aligning curriculum, teaching methods, and assessments to achieve these outcomes. Benefits include promoting high expectations and preparing students, while drawbacks include potential conflicts with traditional college admissions.

2. OUTCOME BASED EDUCATION
PRESENTED BY- DISHA SINHA
1ST YR MSC NSG
2088011

3. OUTLINE OF THE SESSION
• Introduction
• Meaning
• Definition
• Principles of outcome based education
• Process of outcome based education
• Benefits of outcome based education
• Drawbacks of outcome based education

4. INTRODUCTION
OBE is an educational theory that bases each part of an educational
system around goals (outcomes). It is also called standard based
education reforms, mastery education, and performance based
education.

5. MEANING
Outcome-based education means clearly focussing and organizing
everything in an education system around what is essential for all students
to be able to do successfully at the end of their learning experience.

6. DEFINITION
‘Outcome-based education (OBE) is a process that involves the
restructuring of curriculum, assessment and reporting practices in
education to reflect the achievement of high order learning and mastery
rather than the accumulation of course credits.’

7. PRINCIPLES
1. Clarity of focus
2. Designing down
3. High expectation
4. Expanded opportunities

8. PROCESS
'Constructive alignment' is the process that we usually follow when we build up an
OBE syllabus.
It is a term coined by Professor John Biggs in 1999, which refers to the process to
create a learning environment that supports the learning activities appropriate to
achieving the desired learning outcomes.
The key to the alignment is that the components in the teaching system, especially
the teaching methods used and the assessment tasks are aligned to the learning
activities assumed in the intended outcomes.

9. Defining Curriculum Objectives and Intended Learning Outcomes
Designing Assessment Tasks
Selecting teaching learning activities
Reviewing program level outcomes
Writing intended learning outcomes
Choosing an appropriate outcome based assessment tool and method

10. DESIGNING ASSESSMENT TASKS
1. How will each learning outcome be assessed?
2. What evidence of student learning is most
relevant for each learning outcome and what
standard or criteria will be used to evaluate that
evidence?

11. SELECTING TEACHING LEARNING ACTIVITIES
• A student-centred approach is the emphasis in OBE as its success is largely
dependent on the extent to which students take responsibility for their own
learning and whether or not co-operative learning is used.
• These activities can be-
1. teacher-managed
2. peer-managed or
3. self-managed.

12. REVIEWING PROGRAM LEVEL OUTCOMES
1. Number of outcomes
2. Check for overlap
3. Check for clarity
4. Check for representativeness
5. Check for alignment

13. WRITING INTENDED LEARNING OUTCOMES
1. A statement of what content are the student is
expected to be able to do at the end of learning
experience;
2. The levels of understanding or performance in
those content areas.

14. CHOOSING AN APPROPRIATE OUTCOME BASED
ASSESSMENT TOOL AND METHOD
1. In order to achieve constructive alignment and validly assess all of the
outcomes
2. Traditional assessment only assess a fairly narrow range of skills and with
the current expectations to develop students a lifelong learners with a range
of transferable and disciplinary skills, a narrow range of assessments is unlikely
be able to assess validly on a wide range of outcomes
3. A variety of assessment offers all students disadvantaged under one the
opportunity to possibly excel in the others

15. • Borden range of assessment methods means more choice and variety for students.
These are the two factors that can increase interest and motivation
• To develop students' competencies
• To take a holistic approach on assessing students' performance

16. BENEFITS OF OBE
• Promotes high expectations and greater learning for all students.
• Prepare students for life and work values, attitudes and beliefs.
• Encourages decision making regarding curriculum, teaching methods,
school structure and management at each school or district level.
• Enhances public relations
• More directed and rationale curriculum

17. DRAWBACKS OF OBE
• Conflict with admission requirements and practices of most colleges and
universities which rely on credit hours and test scores.
• Some outcomes focus too much on feelings.
• Relies on subjective evaluation, rather than objective tests and measurements.

20. • ElvinaEdwin. (n.d.). OBE & CBE. Retrieved October 26, 2021, from Slideshare.net
website: https://www.slideshare.net/ElvinaEdwin2/obe-cbe
• Nursing Path. (n.d.). Outcome based education. Retrieved October 26, 2021, from
Slideshare.net website: https://www.slideshare.net/drjayeshpatidar/outcome-based-
education-181028575
• OBE Principles and Process. (n.d.). Retrieved October 26, 2021, from Edu.hk website:
http://cei.hkust.edu.hk/teaching-resources/outcome-based-education/institutional-
resources/obe-principles-and-process
• Wikipedia contributors. (2021, March 22). Outcome-based education. Retrieved
October 26, 2021, from Wikipedia, The Free Encyclopedia website:
https://en.wikipedia.org/w/index.php?title=Outcome-
based_education&oldid=1013589136
BIBLIOGRAPHY