OBE: outcome based education

December 19, 2017

Assoc. Prof. Bundit Thipakorn Vice President for Educational Development King Mongkut’s University of Technology Thonburi BYST

OUTCOME is what you want to

VS OUT PUT is what you

CHANGE PRODUCE

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GOAL representing in terms of (programme) learning outcomes

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OBE is an education PLATFORM that bases each part of the SYSTEM PROGRAMME / INTENDED / EXOPECTED

around

LEARNING OUTCOMES.

By the end of the learning experience each should have the learning outcomes...

STUDENT achieved

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learning environment

University (and teachers) control many of the conditions that determine whether or not students are successful at school learning.

Spady (1994)

Successful learning promotes even more successful high quality of teaching learning All students can learn and succeed, but not all in the same time or in the same way. dierentiate learning BYST

ESSENTIAL principles

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the significant outcomes the students will achieve as a result of their total programme …

BEGIN with the

“END”

in mind ...

d r a rw

o f r e v i l de

Growth of Student building block building block

building block

building block

enabling LOs

enabling LOs

enabling enabling

LOs

final day

LOs

first day

d r a w k c a b n

g i s de

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PARADIGM in HE … BYST

Everything in HEI is organised and operates around “LEARNING” instead of the sage of “administrative convenience”, Everyone in HEI takes more responsibility and accountability for student learning, Teacher believes that “all students” will succeed at HEI but may not be at the same time, BYST

HEI strives to provide “individual teaching and learning” instead of “one size fit all”, Assessment is a “KEY” not “secondary”, Learning outcome is fixed but time is varied, Curriculum is designed as “PROCESS” not “PRODUCT”, BYST

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is not significant unless they reflect the complexities of real life and give prominence to the life roles that learners will face after they have finished their formal education…

Graduate

“trainable”

GOAL of the programme

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Can you identify key components of “OUTCOME BASED EDUCATION (OBE) ?

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OBE is an education PLATFORM that bases each part of the SYSTEM PROGRAMME / INTENDED / EXOPECTED

around

LEARNING OUTCOMES.

By the end of the learning experience each should have the learning outcomes...

STUDENT achieved

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OBE - in a simple form…

Say what you want Do what you say Measure it ensuring Improve it BYST

we design “HOW TO” make learning happens …

CURRICULUM

EVERYTHING

in a teaching and learning system of higher education institute is

organised

around

learning outcomes and the

SUCCESS students of all

‌

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significant

engaging

informative

significant

engaging

informative

Programme/Instruction designer must have a clear understanding of: “WHAT” is important for students to be able to do (their

“ACHIEVEMENT” )… teacher must design

“HOW” to

make sure such learning ultimately

“HAPPENS”…

“WHAT”

“HOW” would you like to

“ASSESS” performance

from your students’

behaviourability

WHAT

student can

DO

“LEARNING OUTCOME”

CURRICULUM as a SYLLABUS

PROCESS

with

WHAT activities HOW TEACH

and

to

HOW

ASSESS

to

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Elements of the Programme Specification Aims of the Programme Learning Outcomes of the Programme: Competences (Professional and Generic)

Trigger Questions: Process informed by: What's the purpose of the programme?

TQF University Level

Descriptors Professional/Statutory Bodies Requirements

What should students know and be able to do on completion?

Subject Benchmarks Programme learning outcomes broken down by level to ensure incremental attainment over duration of course

Module Learning Outcomes

Module Assessment

Outcome for Level Attained through:

Attainment verified by:

Assessment Criteria

Grades awarded according to: BYST

OBE - in a simple form‌

Say what you want learning outcomes Do what you pedagogy say & learning activities learning environment Measure itassessment ensuring Improve it continuous improvement PROGRAMME

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KMUTT Input High School Students

Curriculum and Pedagogy

Culture and Environment Student Learning Process

S & E Educational Research Assessment and Evaluation

Learning Outcomes

Faculty Members Management and Policy

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OBE FRAMEWORK

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learning Development from

what we want to “CHANGE”…

competent person

final day

beginner first day

Growth of Student BYST

Programme must be designed based on these following questions: what are the competences (knowledge, skills, and attitude) gap between each stage? how do we know our students first day are ready for the next stage? what is the specification of our academic and supporting staff? who are our learners?

u t s our

e h t rom

f s t den

r o f e k i l ? e h t t u a ? o p y r a e e d h h t l t a g s n i i n f t o l a e a h h t w m o e t h y t a p d l if rst n we he a c how

Growth of Student

final day

LEARNING OUTCOME

ANSWERS THESE

QUESTIONS

“

learning outcomes must answer this

“Why should students take this course?”… question:

Characteristics of learning outcome statement: reflect essential knowledge, skills, or attitudes; focus on “results” of the learning activities; reflect the “end” of the learning experience, what the learner will know and be able to do, rather than the means or the process; represent the “minimum performances” that must be achieved to successfully complete a course or programme.

“

Outcomes are about performance, and this implies: • There must be a performer – the student, not the teacher • There must be something performable (thus demonstrable or assessable) to perform • The focus is on the performance, not the activity or task to be performed

Structure of a learning outcome statement:

“ACTION”

an word that identifies the performance to be demonstrated, a “LEARNING STATEMENT” that specifies

“WHAT” learning will be demonstrated in the performance,

“CRITERION” or “STANDARD” for acceptable a broad statement of the

performance.

Format #1: To (action verb) (object) (target) (modifiers) Format #2: The (target) (action verb) (modifiers) (object)

Generic format of learning outcome:

Action Verb + Object + Qualifying Phrase

what does the cupcake look like?

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what does the cupcake look like?

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what does the cupcake look like?

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“what is the SIGNIFICANT learning” for students to know, be able to do, or values (their accomplishment)?”…

“PERFORMANCE not topics (what a student should be able to do in order successfully to complete the programme)”. ect… “why should students take these core courses?”…

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start with writing the

“Learning Outcomes� for each course..

INTEGRATION: within-subject knowledge… across-subject knowledge… focusing on long-term generalized outcomes …

the

“WHAT” of “LEARNING”…

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design backward/ design down…

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final day

first day

Growth of Student

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December 19, 2017

Assoc. Prof. Bundit Thipakorn Vice President for Educational Development King Mongkut’s University of Technology Thonburi BYST

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our current

focus on what to “TEACH”

HIGHER EDUCATION SYSTEM

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Did we do the

“RIGHT” thing so far?

YES… kind of

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HOW to implement OBE …

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Traditional OBE can be simply performed by using the existing curriculum. It does not have the clear picture of intended learning outcomes that lie beyond the curriculum. It should be labeled “curriculum-based objectives (CBO)” since the outcomes come after the curriculum in the design process. The traditional OBE is focused on “short-term”, “subject-specific” outcomes …

constructive alignment/LOs is just “ADD-ON” to the course design.. but not the “CENTRAL” of programme/ curriculum design…

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Transitional OBE focuses outcomes that reflect higher order competencies which cut across traditional subjects. It addresses the question: “what is most essential for students to know, be able to do, and be like in order to be successful when they have graduated. Content is used as the vehicle to attain higher order competencies such as problem solving, critical thinking, eective communication and technological applications. An integration-across-the-curriculum approach is adhered to ‌

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ของประเทศไทย

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WHATWANT does TQF

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TQF

กรอบมาตรฐานคุณวุฒิระดับอุดมศึกษาแห่งชาติกำหนด

ผลการเรียนรู้

ที่คาดหวังให้บัณฑิตมีอย่างน้อย ๕ ด้าน

ดังนี้

(๒) ด้านความรู้ (Knowledge) หมายถึง ความสามารถในการ เข้าใจ การนึกคิด และการนำเสนอ ข้อมูล การวิเคราะห์ และจำแนกข้อ เท็จจริง ในหลักการ ทฤษฎี ตลอด จนกระบวนการต่างๆ และสามารถ เรียนรู้ด้วยตนเองได้

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Knowledge, the ability to understand, recall and present information including: - Knowledge of specific facts.

- Knowledge of concepts, principles and theories and - Knowledge of procedures.

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(๓) ด้านทักษะทางปัญญา (Cognitive Skills) หมายถึง ความ สามารถในการวิเคราะห์ สถานการณ์ และใช้ความรู้ ความ เข้าใจ ในแนวคิด หลักการ ทฤษฎี และกระบวนการต่างๆ ในการคิด วิเคราะห์ และการแก้ปัญหา เมื่อ ต้องเผชิญกับสถานการณ์ใหม่ๆ ที่ ไม่ได้คาดคิดมาก่อน

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Cognitive skills, the ability to - Apply knowledge and understanding of concepts, principles, theories and procedures when asked to do so; and -

Analyze situations and apply conceptual understanding of principles and theories in critical thinking and creative problem solving when faced with unanticipated new situations.

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TQF

กรอบมาตรฐานคุณวุฒิระดับอุดมศึกษาแห่งชาติกำหนด

ผลการเรียนรู้

ที่คาดหวังให้บัณฑิตมีอย่างน้อย ๕ ด้าน

ดังนี้

๏ Ethical and Moral Development: (๑) ด้านคุณธรรม จริยธรรม (Ethics Development of: and Moral) หมายถึงการพัฒนานิสัย - Habits of acting ethically and ในการประพฤติอย่างมีคุณธรรม responsibly in personal and public จริยธรรม และด้วยความรับผิดชอบทั้ง life in ways that are consistent ในส่วนตนและส่วนรวม ความสามารถ with high moral standards. ในการปรับวิถีชีวิต ในความขัดแย้ง Ability to resolve value conflicts ทางความนิยม การพัฒนานิสัยและการ through application of a consistent ปฏิบัติตนตาม ศีลธรรมทั้งในเรื่องส่วน system of values. ตัวและสังคม BYST

(๔) ด้านทักษะความสัมพันธ์ระหว่าง บุคคลและความรับผิดชอบ (Interpersonal Skills and Resposibility) หมายถึงความ สามารถ ในการทำงานเป็นกลุ่ม การแสดงถึง ภาวะผู้นำ ความรับ ผิดชอบต่อตนเอง และสังคม ความ สามารถในการวางแผนและรับผิด ชอบในการเรียนรู้ด้วยตนเอง

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Interpersonal skills and responsibility, the ability to: - work effectively in groups, and exercise leadership; - accept personal and social responsibility, and - plan and take responsibility for their own learning.

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(๕) ด้านทักษะการวิเคราะห์เชิง ตัวเลข การสื่อสาร และการใช้ เทคโนโลยีสารสนเทศ (Numerical Analysis, Communication and Information Technology Skills) หมายถึง ความสามารถในการ วิเคราะห์เชิงตัวเลข ความสามารถ ในการใช้เทคนิคทางคณิตศาสตร์ และสถิติ ความสามารถในการ สื่อสารทั้งการพูด การเขียน และ การใช้เทคโนโลยีสารสนเทศ

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analytical and communication skills, the ability to: - use basic mathematical and statistical techniques, - communicate effectively in oral and written form, and - use information and communications technology.

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Transformation OBE is based on the concept of equipping all students with all the knowledge, competence, and orientations needed for success after graduating the college. It is the highest evolution of OBE introduced by Spady.

For Spady, learning is not significant unless the outcomes reflect the complexities of real life ‌

“The greatest enemy of understanding is coverage. As long as you are determined to cover everything, you actually ensure that most students are not going to understand.� –Howard Gardner

“It’s not university education that’s an endangered species — it’s the lecture.”

–Geoffrey Garrett

UNIVERSITY is the path, not the POINT…

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