TRAINING ON OUTCOME BASED EDUCATION YEAR 2011
UNIT 1 INTRODUCTION TO OUTCOME-BASED EDUCATION
TEACHER A DO IT NOW OR OUT YOU GO!!!
CONTENT 2 1 Definition of OBE Principles of OBE 3 4 Characteristics of OBE curricula Components of OBE 5 6 Importance of OBE Important terms of OBE
1. INTRODUCTION TO OBE LEARNING OUTCOMES At the end of this session, participants should be able to: • explain the principles, characteristics and components of OBE. (C2,A3) • analyze the current scenarios and issues related to OBE.(C4,A3) • analyze the importance of OBE. (C4,A3)
1.WHAT IS OBE? “a comprehensive approach to organizing and operating an education system that is focused on and defined by the successful demonstrations of learning sought from each student”. (Spady, 1994)
OBE 1. A model of education whereby students demonstrate what they know and are able to do whatever the required outcomes are. 2. An approach that focuses on students’ learning rather than teaching
OBE ADDRESS THE FOLLOWING KEY QUESTIONS : i. What do you want the students to learn? ii. Why do you want them to learn it? iii.How can you best help students learn it? iv.How will you know what they have learnt?
WHAT IS OBE? UtilizeOBE curriculum that outlines specific, measureable outcomes Method of curriculum design and teaching that focuses on what students can actually do after they are taught. It is stated clearly NOTwhat the lecturer is going to teach, but what the outcome of that teaching is intended to be and at what standard 2 3 1 OUTCOME -BASED EDUCATION
PRINCIPLES OF OBE PRINCIPLE 1 PRINCIPLE 2 CLARITY OF FOCUS DESIGN DOWN OBE HIGH EXPECTATIONS EXPANDED LEARNING PRINCIPLE 4 PRINCIPLE 3
PRINCIPLES OF OBE TRADITIONAL EDUCATION Teachers must be clearly focused on what they want students to know, understand and be able to do. In other words, teachers should focus on helping students to develop the knowledge, skills and personalities that will enable them to achieve the intended outcomes that have been clearly defined. P1 back
PRINCIPLES OF OBE TRADITIONAL EDUCATION 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 of teaching and learning are then made to ensure the achievement of the intended outcomes. P2 back
PRINCIPLES OF OBE TRADITIONAL EDUCATION Teachers should establish high, challenging standards of performance in order to encourage students to engage deeply in what they are learning. Helping students to achieve high standards is linked very closely with the idea that successful learning promotes more successful learning. P3 back
PRINCIPLES OF OBE TRADITIONAL EDUCATION Teachers must strive to provide expanded opportunities for all students in learning. 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 opportunities. P4 next
OBE vs TE TE OBE OBE VS TE
Characteristics of OBE Curriculum It has program aims, program learning outcomes, course learning outcomes and performance indicators. It is objective and outcome driven, where every stated objective and outcomes can be assessed and evaluated. Every learning outcome is intentional and therefore the outcomes must be assessed using suitable performance indicators. It is centered around the needs of the students and the stakeholders.
Characteristics of OBE Curriculum Teaching / Learning method may have to be integrated to include different delivery methods to complement the traditional Lecturing method. Program outcomes, which consist of abilities to be attained by students before they graduate, are formulated based on the program objectives. Program outcomes address Knowledge (K), Skills (S) and Attitudes(A) to be attained by students. Program objectives address the graduates attainment within 3-5 years after their graduation.
Components of OBE Curriculum Focus on Learning Outcome (LO), Prepared and documented by BPK, JPP Instruction Teaching and learning activities (TLAs) Prepared by lecturers ELEMENTS OF OBE Assessment Assessment Tasks (i.e : assignments, quizes, projects,tests, reflective journals, rubrics ,etc). Prepared by lecturers
Constructive Alignment (CA) • CA refers to the process of creating a learning environment that supports the learning activities appropriate to achieve the desired learning outcomes. • Constructive = what learner does to construct meaning through relevant activities • Alignment = what teachers does (components in teaching system – teaching method used)
Aligning learning outcomes, learning and teaching activities and assessment. Adapted from Biggs (1999) Learning and teaching activities Designed to meet learning outcomes Assessment methods Designed to assess learning outcomes Intended Learning Outcomes
Expected Changes For OBE Implementation Modify existing Curriculum Revise course content & structure Expected changes For OBE Implementation Introduce innovative delivery /Teaching- Learning method Introduce innovative Assessment & Evaluation tools Introduce system of Data and evidence collection Continuous Quality Improvement
Reflection Define OBE in your own words Brain Game … Test Your Memory OBE… is this something new to you? WHY? Characteristics of OBE
2. IMPORTANCE OF OBE-Current Scenario 1.2.WHY OBE ? Mismatch in supply & demand of graduates Economic Transformation Programme (ETP), New Economic Model Current scenarios/ issues National Transformation Agenda Programme MUST be outcome-based (OBE) Polytechnic Transformation Plan Increase Graduate Employability rate (53% to 85%) MQA Requirements WHY? Graduates are not completely prepared for the workforce. Innovative Assessment & Evaluation Continuous Quality Improvement (CQI) OBE vs Traditional Education (TE)
ECONOMIC TRANSFORMATION PROGRAMME (ETP) • ETP is a comprehensive effort that will transform Malaysia into High-Income Nation by 2020 (GNI per capita RM48,000 – 6% growth in 10 years). • Implementation of concrete changes in specific sectors & areas of economy 12. Greater Kuala Lumpur / Klang Valley 1. Oil & Gas 11. Agriculture 2. Palm Oil 12 NKEA (National Key Economic. Area) 10. Communication & Infrastructure 3. Financial Services 4. Tourism 9. Healthcare 5. Business services 8. Education 6. Electronic & Electrical 7. Whole Sale & Retail
POLYTECHNIC AND ECONOMIC TRANSFORMATION PROGRAMME (ETP) 3.3 mil New jobs TEVT 1.48mil POLY 680,000 grads
FUNCTIONS OF MQA ON OBE • To implement Malaysian Qualifications Framework (MQF) as a reference point for Malaysian Qualification • To develop standards and criteria and all other relevant instruments as national references for the conferment of awards with the cooperation of stakeholders • To assure quality of programmes • To accredit courses that fulfill the set of qualifications • To facilitate the recognition and articulation of qualifications • To maintain the Malaysian Qualification Register (MQR)
Continual Quality Improvement (CQI) Assessment and evaluation processes provide critical information to lecturers and administrators on the effectiveness of the design, delivery, and direction of an educational program - CQI Improvements based on feedback from evaluations will close the system loop and the process will continue year after year.
- Economic Transformation Programme (ETP), New Economic Model- Programme MUST be outcome-based (OBE)- Innovative Assessment & Evaluation- Graduates are not completely prepared for the workforce.- Graduate Employability- Mismatch in supply & demand of graduates Reflection Discuss how each following factors influence the needs to implement OBE GROUP DISCUSSION AND PRESENTATION
CONCLUSION • OBE promises high level of learning for ALL students as it facilitates the achievement of the outcomes, characterised by its appropriateness to each learner’s development level and active and experienced-based learning. Moreover, knowing that this system is going to be used would also give students the freedom to study the content of the course in a way that helps them learn it. OBE must involve administrators, educators, parents, teachers and students for successful implementation.
Appendixes • Terms and glosary • References