Understanding the origin of Outcome Based Education (OBE) and it’s key concepts in depth…
William Spady, the pioneer of Outcome Based Learning (OBE), certainly could not have predicted that his idea would go so far in the realm of education when he initially introduced it. This blog intends to contemplate what Outcome Based Education is and what it entails on a bigger scale.
The term “outcome based education” refers to a learning system in which intended results serve as the foundation. An outcome-based curriculum is created with the goal of achieving the desired results in mind from the beginning. The content of the course and the tests are created around the outcome.
The outcome based education model is implemented in traditional educational settings all around the world. Traditional learning’s time-bound curriculum is being replaced by an outcome-centered approach. This places the focus of learning on the pupil. Before the evaluation, instructors will give the student the opportunity to learn in numerous different ways, as part of an outcome-based strategy. Before moving on, the student must demonstrate that they have mastered the skill.
Let’s look at the major concepts underpinning outcome-based learning in more detail.
This is a method of demonstrating and measuring a learner’s mastery of a certain skill. All considerations revolve around the learners’ needs. As a result, institutes will hire teachers who are most suited to present their curriculum, rather than designing it around their expertise. The content is presented in such a way that students can comprehend it and make changes if necessary.
Focus on clarity:
Even at the start of learning, a learning outcome must be made clear to the learner. This outcomes-based methodology focuses on eliciting specific objectives from students.
Learning outcomes must be assessed. If one strategy does not work, they might provide pupils with other options for proving their knowledge. While some detractors mistakenly associate outcome based education with standardized testing, this is not the case. There is an opportunity for innovative and dynamic examinations that allow students to demonstrate their knowledge and abilities.
Design down, deliver up:
This means that the curriculum must have a clear description that outlines the intended outputs. This will create the door for the student’s performance to have more opportunities.
To be effective, education must provide the outcomes that students need to achieve. These outcomes must first be properly established before instruction can begin. What are the essential skills for students to master? What’s the use of teaching it to them? This approach is called the “design down” method.
All students have the ability to perform at the master level. The only way to achieve high expectations is to make them believe and encourage one another.
The predetermined results must be met by the students. They have to keep trying till they succeed. As long as the results have been designed correctly, this will prepare them for the challenges of what lies ahead.
This also indicates that, in an outcome-based system, evaluating students on a curve based on their classmates’ grades is not acceptable. Regardless of how their colleagues fare, they must perform to an objective level.
This entails providing pupils with a plethora of options and methods to demonstrate that they have achieved their goals. Not every student learns the same thing in the same way at the same time. Extended chances, on the other hand, can assist pupils to reach high standards by allowing them to learn what is most important for the time and hour.
To Conclude :
Spady’s essay on OBE is the base guideline for the whole theory. As Spady says, “Outcome Based Education means 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 organize the curriculum, instruction, and assessment to make sure this learning ultimately happens” (Spady, 1994).
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