Outcome-based Education.docx
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Outcomnes-based Education 1. 1. Outcomes-based Education Carlo Magno, PhD. Lasallian Institute for Development and Educational Research 2. 2. Construct a one session plan showing outcomes with appropriate assessment and delivery mode.Objectives 3. 3. Cherry is a staff in Mall X. Her work is to get the products in the stock room as requested by the sales lady. Cherry has been working in Mall X for two months right after her graduation. Cherry finished a course in computer science and she is expected to develop softwares. One time the HR called her and asked her to make a program for the payroll system of the employees in the computer for an extra pay. She begged off honestly and said “Sorry I do not know how to make a program, perhaps you can ask other computer science graduates from other schools.”Case A 4. 4. 80% of them working as a teacher were rated satisfactory in their teaching performance by the school administrators. 60% of the faculty are receiving a salary of less than Php15,000 100% of the graduates passed the licensure exam for teacher. 100% of the graduates were able to get a job in two months. 100% of the graduates were employed as teachers in different sectors. Cheryl conducted a graduate tracer study to determine if the teacher education program of the school is adequate. She found in the survey that: Case B 5. 5. This means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction and assessment to make sure this learning ultimately happens (Spady, 1994). 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. Outcomes-based Education 6. 6. appropriate assessments methodologies delivery modes development of instructions programme outcomes and course outcomes, curriculum design Then go backward with: What is expected from the learning after the students have graduated in order to equip them with the necessary skills
and capabilities before they enter the work place In the process of designing programme curriculum, the outcomes of the learning is emphasized and pre- determined Outcomesbased Education 7. 7. It points to the way in which the level of attainment of the outcomes can be progressively heightened. looking at the level at which the inputs, methods, and execution produce the desired learning competencies for the graduates of that program as determined by the Technical Committees/Technical Panels and as measured by appropriate assessments. Outcomes-based Education 8. 8. Detailing how outcomes based learning at a whole program level functions within a complex university context Assessing student growth and competency in relation to these outcomes Outcomes-based Education 9. 9. targets (e.g., 70% passing or 85% employed). metrics (e.g., percentage of passing in a licensure exam or percentage of employment) indicators (e.g., professional qualification or employability) Mission and Vision are translated into: What needs to be set? 10. 10. Performance criteria – specific, measureable statements identifying the performance(s) required to meet the outcome; conformed through evidence. Outcomes-based teaching and learning – constructive alignment of intended, learning outcomes with appropriate outcomes-based assessment methods and teaching and learning activities. OBE applied in the classroom level. Outcomes-based evaluation – 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 the learning experiences. Outcomes – what learners are expected to know and be able to do at the desired level of competence Outcomes-based Education 11. 11. 4) to enhance programs and systems 3) to review against performance indicators and standards defined in the assessment system 2) to establish the proper learning environment (implementation of teaching-learning systems as
well as support processes and procedures) 1) to translate vision, mission, and goals (VMG) into desired learning outcomes Ensure quality assurance (QA) Outcomes-based Education 12. 12. An audit of the quality systems of an institution, to determine whether these are sufficiently robust and effective to ensure that all programs are well designed and deliver appropriate outcomes. (To deliver effective programs) A direct assessment of educational outcomes, with evaluation of the individual programs that lead to those outcomes. (To make sure that outcomes are delivered) Approaches on OBE 13. 13. Continuing quality improvement program Program assessment and evaluation process Outcome-based teaching and learning delivery system Matrix of courses with program outcomes (Curriculum map) Program Outcomes Program Educational Objectives Mission and vision What needs to be established? 14. 14. Example Learning outcome Indicators Assessment At the end of the course students should be able to: • decide which inferential statistics can be used for a specific hypothesis • Encode data acceptable in SPSS • use SPSS to compute for the inferential statistics • Suggest which type of statistics to be used given a hypothesis • Use SPSS to encode survey data • Click appropriate menu in SPSS when computing for ANOVA, ttest etc. • Test: Given a hypothesis, write the correct stats to be used • Performance based: encode the data from a survey to the SPSS worksheet • Checklist: step by step procedure in using SPSS 15. 15. Understanding by Design Learner-centered Transformative learning How do you teach in an OBE framework? 16. 16. A group of psychology students at the start of the term thinks that doing research is going to the library and compiling information about a topic from different books. The teacher knew about it by asking the students at the start of the class what research is. The teacher started to show examples of journal articles and how research is conducted. The different methodologies and the use of research was assigned. Then the
students conducted their own research using a nonexperimental design. Towards the end of the term when the teacher asked again hat is research, students see it as a process of arriving at new knowledge and supporting the ideas through data (evidence).Case presentation 17. 17. http://www.youtube.com/watch?v=vMkT8jYh8MI Watch a short film segment-school of rock 18. 18. Achieved through becoming critically reflective of assumptions underlying content, process, or premise through instrumental and communicative learning. TLT is a cognitive learning theory that results in changes in meaning perspectives that have developed over an individual's lifetime based upon their life experiences (Mezirow, 2000). What is transformative learning? 19. 19. Process where learners critically examine their beliefs, assumptions, and values in light of acquiring new knowledge and correspondingly shift their worldviews to incorporate new ideas, values and expectations (Cranton, View learning as a process of critical reflection and self-examination of one’s worldview in light of new knowledge and a fundamental reorganization of one’s perspective or frame of reference (Taylor, 1998). What is transformative learning? 1994; Mezirow, 1994, 2000). 20. 20. Phases of transformative learning theory 21. 21. 7) a reintegration into one’s life directed by one’s new perspective (Mezirow, 2000) 7) building competence and selfconfidence in new roles and relationships 6) provisional trying of new roles 5) planning a course of action 4) exploration of new roles and actions 3) sharing of one’s transformation process with others 2) critical questioning and self-reflection 1) a disorienting dilemma Facilitating TL 22. 22. Show objects and ask for examples how to teach it using the ways TL facilitation. 23. 23. Learning to be - the life-long journey of self- discovery as part of the process of learning (Monk, 2011). Learning to live together – using the concept of collaboration on a local and global scale Learning to do - framed in the idea of learner-
centered learning and leadership performance tasks that demonstrate the ability to apply knowledge in a creative way Learning to know - the capability of making connections, adapting to changes and knowing how to learn. Pillars of TL 24. 24. How do you help students learn better through assessment? What is the function of assessment? Assessment 25. 25. Likely use open-ended tasks aimed at assessing higher level cognitive skills. Involve: (a) activities for which there is no single correct answer, (b) assessing groups rather than individuals, (c) testing that would continue over an extended period of time, (d) self-evaluation of performances. Have a high degree of realism about them (authentic). Intended to assess what it is that students know and can do with the emphasis on doing. Features of performance assessment 26. 26. Assessment should approximate closely what it is students should know and be able to do. Bring testing methods more in line with instruction. Performance assessment 27. 27. Direct measures of skills of interest. Should assess higher level cognitive skills rather than narrow and lower level discreet skills. Emphasis of performance assessment 28. 28. Create a one session plan that will run for one session. Indicate atleast one or two learning outcomes Provide the indicators How will you assess the aim? List the procedure how you will teach,Learning outcome Indicators Assessment Mode of delivery (teaching) At the end of the course students should be able to: • decide which inferential statistics can be used for a specific hypothesis • Encode data acceptable in SPSS • use SPSS to compute for the • Suggest which type of statistics to be used given a hypothesis • Use SPSS to encode survey data • Click appropriate menu in SPSS when computing for ANOVA, ttest etc. • Test: Given a hypothesis, write the correct stats to be used • Performance based: encode the data from a survey to the SPSS worksheet • Checklist: step by step procedure in using SPSSWorkshop
and capabilities before they enter the work place In the process of designing programme curriculum, the outcomes of the learning is emphasized and pre- determined Outcomesbased Education 7. 7. It points to the way in which the level of attainment of the outcomes can be progressively heightened. looking at the level at which the inputs, methods, and execution produce the desired learning competencies for the graduates of that program as determined by the Technical Committees/Technical Panels and as measured by appropriate assessments. Outcomes-based Education 8. 8. Detailing how outcomes based learning at a whole program level functions within a complex university context Assessing student growth and competency in relation to these outcomes Outcomes-based Education 9. 9. targets (e.g., 70% passing or 85% employed). metrics (e.g., percentage of passing in a licensure exam or percentage of employment) indicators (e.g., professional qualification or employability) Mission and Vision are translated into: What needs to be set? 10. 10. Performance criteria – specific, measureable statements identifying the performance(s) required to meet the outcome; conformed through evidence. Outcomes-based teaching and learning – constructive alignment of intended, learning outcomes with appropriate outcomes-based assessment methods and teaching and learning activities. OBE applied in the classroom level. Outcomes-based evaluation – 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 the learning experiences. Outcomes – what learners are expected to know and be able to do at the desired level of competence Outcomes-based Education 11. 11. 4) to enhance programs and systems 3) to review against performance indicators and standards defined in the assessment system 2) to establish the proper learning environment (implementation of teaching-learning systems as
well as support processes and procedures) 1) to translate vision, mission, and goals (VMG) into desired learning outcomes Ensure quality assurance (QA) Outcomes-based Education 12. 12. An audit of the quality systems of an institution, to determine whether these are sufficiently robust and effective to ensure that all programs are well designed and deliver appropriate outcomes. (To deliver effective programs) A direct assessment of educational outcomes, with evaluation of the individual programs that lead to those outcomes. (To make sure that outcomes are delivered) Approaches on OBE 13. 13. Continuing quality improvement program Program assessment and evaluation process Outcome-based teaching and learning delivery system Matrix of courses with program outcomes (Curriculum map) Program Outcomes Program Educational Objectives Mission and vision What needs to be established? 14. 14. Example Learning outcome Indicators Assessment At the end of the course students should be able to: • decide which inferential statistics can be used for a specific hypothesis • Encode data acceptable in SPSS • use SPSS to compute for the inferential statistics • Suggest which type of statistics to be used given a hypothesis • Use SPSS to encode survey data • Click appropriate menu in SPSS when computing for ANOVA, ttest etc. • Test: Given a hypothesis, write the correct stats to be used • Performance based: encode the data from a survey to the SPSS worksheet • Checklist: step by step procedure in using SPSS 15. 15. Understanding by Design Learner-centered Transformative learning How do you teach in an OBE framework? 16. 16. A group of psychology students at the start of the term thinks that doing research is going to the library and compiling information about a topic from different books. The teacher knew about it by asking the students at the start of the class what research is. The teacher started to show examples of journal articles and how research is conducted. The different methodologies and the use of research was assigned. Then the
students conducted their own research using a nonexperimental design. Towards the end of the term when the teacher asked again hat is research, students see it as a process of arriving at new knowledge and supporting the ideas through data (evidence).Case presentation 17. 17. http://www.youtube.com/watch?v=vMkT8jYh8MI Watch a short film segment-school of rock 18. 18. Achieved through becoming critically reflective of assumptions underlying content, process, or premise through instrumental and communicative learning. TLT is a cognitive learning theory that results in changes in meaning perspectives that have developed over an individual's lifetime based upon their life experiences (Mezirow, 2000). What is transformative learning? 19. 19. Process where learners critically examine their beliefs, assumptions, and values in light of acquiring new knowledge and correspondingly shift their worldviews to incorporate new ideas, values and expectations (Cranton, View learning as a process of critical reflection and self-examination of one’s worldview in light of new knowledge and a fundamental reorganization of one’s perspective or frame of reference (Taylor, 1998). What is transformative learning? 1994; Mezirow, 1994, 2000). 20. 20. Phases of transformative learning theory 21. 21. 7) a reintegration into one’s life directed by one’s new perspective (Mezirow, 2000) 7) building competence and selfconfidence in new roles and relationships 6) provisional trying of new roles 5) planning a course of action 4) exploration of new roles and actions 3) sharing of one’s transformation process with others 2) critical questioning and self-reflection 1) a disorienting dilemma Facilitating TL 22. 22. Show objects and ask for examples how to teach it using the ways TL facilitation. 23. 23. Learning to be - the life-long journey of self- discovery as part of the process of learning (Monk, 2011). Learning to live together – using the concept of collaboration on a local and global scale Learning to do - framed in the idea of learner-
centered learning and leadership performance tasks that demonstrate the ability to apply knowledge in a creative way Learning to know - the capability of making connections, adapting to changes and knowing how to learn. Pillars of TL 24. 24. How do you help students learn better through assessment? What is the function of assessment? Assessment 25. 25. Likely use open-ended tasks aimed at assessing higher level cognitive skills. Involve: (a) activities for which there is no single correct answer, (b) assessing groups rather than individuals, (c) testing that would continue over an extended period of time, (d) self-evaluation of performances. Have a high degree of realism about them (authentic). Intended to assess what it is that students know and can do with the emphasis on doing. Features of performance assessment 26. 26. Assessment should approximate closely what it is students should know and be able to do. Bring testing methods more in line with instruction. Performance assessment 27. 27. Direct measures of skills of interest. Should assess higher level cognitive skills rather than narrow and lower level discreet skills. Emphasis of performance assessment 28. 28. Create a one session plan that will run for one session. Indicate atleast one or two learning outcomes Provide the indicators How will you assess the aim? List the procedure how you will teach,Learning outcome Indicators Assessment Mode of delivery (teaching) At the end of the course students should be able to: • decide which inferential statistics can be used for a specific hypothesis • Encode data acceptable in SPSS • use SPSS to compute for the • Suggest which type of statistics to be used given a hypothesis • Use SPSS to encode survey data • Click appropriate menu in SPSS when computing for ANOVA, ttest etc. • Test: Given a hypothesis, write the correct stats to be used • Performance based: encode the data from a survey to the SPSS worksheet • Checklist: step by step procedure in using SPSSWorkshop
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