Professional Documents
Culture Documents
Outcomes-Based Education: Tool For Restructuring.: View at Eric - Ed.gov
Outcomes-Based Education: Tool For Restructuring.: View at Eric - Ed.gov
Gwennis McNeir
OSSC Bulletin 36 (8), n8, 1993
The acute need for educational reform, which has been building on a national level for at least
the past decade, was made manifest in Oregon in 1991 with the passage of the Oregon
Educational Act for the 21st Century. This legislation mandates the creation of Certificates of
Initial and Advanced Mastery that require students to demonstrate specific skills they have
learned. This implies movement toward outcomes-based education (OBE). While most Oregon
educators welcome the impetus for change if it enhances student success, many educators are
uncertain about how to accomplish the transition from traditional educational methods to an
outcomes-based system. Some are unclear about exactly what is meant by outcomes-based
education. This Bulletin seeks to address the questions and concerns educators may have and to
offer suggestions for making a smoother transition to OBE.
The Bulletin begins by examining the need for outcomes-based reform and the limitations of
traditional methods. Chapter 1 explores the background of the OBE movement and examines
how schools have put OBE into practice. Chapter 2 introduces many of the challenges schools
encounter after adopting an OBE approach. Chapter 3 offers keys to success discovered by
practitioners of OBE both in Oregon and across the United States. The conclusion offers a brief
glimpse of how OBE is faring in Oregon schools.
View at eric.ed.gov
Jake M Laguador
International Journal of Social Sciences, Arts and Humanities 2 (2), 46-55, 2014
Student-centered teaching and learning is the recommended approach to modern day pedagogy
especially in the Outcomes-based Education where the teachers served as the facilitator of
learning activities rather than performing the traditional lecture method. This article aims to
discuss the option of utilizing the cooperative learning approach as teaching and learning
strategy in the classroom to encourage learners’ active participation. Academic performance as
an important measure of students’ learning experience should require evidence as output of the
teaching and learning process. Students are guided with the clear objectives on how to
accomplish group goals and everyone is encouraged to take part in bringing about the required
output of the assigned task. Cooperation is an important aspect of unity, collaboration and social
obligation that creates an environment for better learning experience.
View at max.zhdk.ch
Richard Cooper
Issues in educational research 17 (1), 15-39, 2007
This article presents a positivist quantitative case study of four rural Queensland schools
implementing the Queensland Studies Authority's (QSA) outcomes based education curriculum.
Queensland's school-based management system means that these schools are operating at
distinctly different points along their implementation phase. This research investigated the
professional development the four rural schools experienced from the QSA. The study aimed to
inform educational leaders whether constructivism should have been an explicit part of …
View at iier.org.au
Liezel D Borsoto, Jerome D Lescano, Norielyn I Maquimot, Mary Jean N Santorce, Aileen F
Simbulan, Angelita M Pagcaliwagan
International Journal of Multidisciplinary Academic Research 2 (4), 14-25, 2014
This study determined the status of Outcomes-based Education (OBE) implementation in terms
of practices and environment as well as its usefulness in the Engineering Department of an Asian
University in terms of academic, attitude and instruction; and to test the relationship between the
status of OBE implementation and the level of its usefulness. This study used a descriptive
method of research wherein the quantitative data were gathered using a survey questionnaire.
Results show that OBE is being implemented in terms of practices and environment. Faculty
members together with the students and concerned authorities shall have coordination to identify
the needs of the students and to provide possible solutions and actions to enhance the
implementation of the new learning system. They shall be representatives in conducting seminars
and training that would provide appropriate knowledge and skills for the engineering students
who are ready to face the challenges of ASEAN 2015.
View at citeseerx.ist.psu.edu
Richard G Berlach
In a far off time, in the confederacy of Oz, teaching and learning coexisted in an artistically
symbiotic relationship. Then the experts came along. No, not experts in educational theory, but
experts in the art of Isms–scientific rationalism, reductionism, Fordism, Taylorism, sophism,
postmodernism and above all, obscurantism. They took their Isms and applied them to the art of
education, and lo and behold, outcomes-based education was born. The Ismistic parents cooed
and gloated over their cleverly conceived offspring. In fact, the Ismites within one …
View at researchonline.nd.edu.au
Freddie R Cabrera
Advanced Science Letters 23 (2), 1081-1084, 2017
Outcomes-based Education (OBE) is a student-centered learning that focuses on measuring
student performance which are called outcomes. This study was conducted to determine the
effect of outcomes-based education (OBE) in the mathematics performance, mathematics skills
and attitudes towards mathematics of the BSCS students of ISU-Cauayan City, Isabela,
Philippines. This quasi-experimental study involved the BSCS 1-1 composed of 42 students
assigned as the experimental group exposed in outcomes-based education and BSCS 1-2
composed also of 42 students assigned as the control group exposed in the traditional lecture-
discussion method. Both groups of respondents were homogeneously grouped upon enrolment.
The study started with the administration of pre-mathematics skills test and pre-mathematics
attitude test to the experimental ad control group to determine their mathematics skills and
attitudes towards mathematics bore the start of the study. At the end of the study, a post
mathematics skills test and post mathematics attitude test towards mathematics was again
administered to measure the mathematics skills of the students in the subject and their attitudes
towards mathematics. The scores were compared and the mean difference was determined using
t-test. Findings showed that the use of outcomes-based education (OBE) in teaching mathematics
improved and enhanced mathematics performance and mathematics skills of the students
exposed to this approach. This is a very clear indication that that the outcomes-based education
in teaching mathematics among the students is as effective as the usual traditional lecture
discussion method. Positive changes taking place when teachers change their teaching methods
towards a more student-centered approach like outcomes-based education. Therefore it is
recommended to adopt outcomes-based education (OBE) in teaching as an innovative approach
in teaching mathematics.
View at ingentaconnect.com
Mark Alipio
EdArXiv, 2020
This study was designed to verify the connections between psychological factors, expectancy-
value beliefs, and academic performance. A cross-sectional survey was conducted with a
systematic sample of 12,452 college freshmen from 70 higher education institutions (HEIs) in
the Philippines. Zero-order correlations revealed that psychological factors, expectancy-value
beliefs, and academic performance are significantly interrelated with each other. Path analysis
revealed that help-seeking, self-esteem, self-efficacy, and social support positively influence
expectancy-value beliefs and academic performance. Furthermore, the path analysis showed that
academic overload and perceived stress exerted a negative influence on expectancy-value beliefs
and academic performance, while expectancy-value beliefs had a positive influence with
academic performance. Mediation analysis revealed that expectancy-value beliefs to OBE
partially mediate the effects of the six psychological variables, namely help-seeking, self-esteem,
self-efficacy, social support, academic overload and perceived stress, on academic performance.
Based on the results of the study, a model that would predict the academic performance of
students under OBE approach using psychological factors and expectancy-value beliefs, was
developed.
View at edarxiv.org
Roy Killen
Juta and Company Ltd, 2007
This is an easily understandable and practical guide to effective teaching for teachers and trainers
in all instructional settings: school, further education and training, and higher education. It is
particularly useful for students, both as a text for their theoretical studies and as a reference
during their practical teaching experiences and their later teaching careers. This second edition
has been extensively revised and now includes introductory chapters that provide a strong
theoretical base as well as a chapter on outcomes-based assessment.
View at books.google.com
14. Mental health effects of adolescent trauma exposure in a female college sample:
Exploring differential outcomes based on experiences of unique trauma types and
dimensions
Janice L Krupnick, Bonnie L Green, Patricia Stockton, Lisa Goodman, Carole Corcoran, Rachel
Petty
Psychiatry: Interpersonal and Biological Processes 67 (3), 264-279, 2004
Most studies on the psychological impact of trauma exposure focus on the response to a single
type of trauma, with little or no attention paid to the contribution of prior traumatic experiences.
The goal of this study was to disentangle some of the confounding effects of multiple trauma
exposures by exploring the unique contribution to mental health outcomes made by specific
types and dimensions of trauma. This report compares the psychological outcomes of college
women who experienced different types of trauma during adolescence, including traumatic
bereavement, sexual assault, and physical assault. Young women who had experienced a single
event of one of these types were compared with peers who had experienced multiple single
events, ongoing sexual and/or physical abuse, as well as those who had experienced no trauma.
Results, based on structured clinical interviews, and self-report measures showed that there were
some significant differences in mental health outcomes based on trauma type. However, trauma
exposure versus no exposure and the cumulative effects of exposure versus one-time experiences
played the key roles in differentiating the groups.
View at guilfordjournals.com
Cliff Malcolm
Changing Curriculum: Studies on Outcome-Based Education in South Africa, 77-113, 1999
Over the last six or seven years I have given many conference and workshop presentations on
OBE, both in Australia and South Africa. A question participants often ask is:'Yes, but does it
work?'The question is loaded, with its Yes but...'form and in other ways as well. For example,
what is ‘it? Outcomes-based education is a way of managing curriculum and assessment that has
many forms. Spady describes models in the USA (Spady, 1994, 1997, 1998; Spady & Marshall,
1991) that vary between themselves and are remarkably different, for example, from the
Australian model (Australian Education Council (AEC), 1994a, b). These are differences at the
level of theory—long before we get to variations in details and ways the systems are interpreted
and applied in schools. They make a short answer to the conference question difficult (if not
impossible). Yet I have heard speakers as well as questioners blithely draw evidence and ideas
from different models even in the one statement.
View at books.google.com
18. The impact of school mental health on student and school-level academic outcomes:
Current status of the research and future directions
Donna M Riley
2012 ASEE Annual Conference & Exposition, 25.141. 1-25.141. 13, 2012
Aiding and ABETing: The Bankruptcy of Outcome-Based Education as a Change
StrategyABET’s criteria 2000 were widely heralded among engineering education reformers as a
harbinger ofchange. And while historians in the Liberal Education Division reminded us that
calls for bettercommunication and consideration of social context were not new in engineering
education, many of usdared to hope that things would be different this time. New engineering
programs founded in this erapromised a clean slate from which to create models of new,
balanced curricula. ABET’s bean countingformulas had so obviously constrained creativity and
stifled reform efforts; surely this shift would provideboth flexibility and external incentive to
engineering programs to make much needed changes. A decade later, with most programs having
gone through two accreditation cycles under Criteria 2000, wehave seen at best incremental
change. In retrospect, adopting outcome-based education (OBE) shouldhave raised red flags for
more of us, as its problems have been well known to education scholars for sometime. Drawing
on social theories of education that take a critical view of OBE, this paper will show
howABET’s implementation across engineering education reproduces and reinforces a certain
social order inthe profession and in society, one that continues to resist real change in
educational structures, curriculum, and pedagogy. This more theoretical discussion will be
supported by findings from my research developing, implementing, and assessing critical
pedagogies in engineering education. Within the power structuresthat exist in my institution and
across engineering education, ABET outcomes sometimes can be used to justify broadening the
curriculum when such efforts come under attack by self-appointed technical rigor police.
However, just as often, it constrains what is possible in engineering classrooms through its drive
for (certain kinds of) evidence of achievement of (specific) outcomes, regardless of process.
ABET supports students’ focus on credentialing to the exclusion of intellectual curiosity,
undermining its stated outcome of lifelong learning. What’s missing from the defined outcomes
is also telling; ABET’s educational outcomes reinforce the invisibility of underrepresented
groups in engineering communitiesand devalues discussions of diversity altogether. The paper
will close with some discussion of alternatives to outcomes-based education that might
bettersupport change in engineering education.
View at peer.asee.org
21. Improving practice through outcomes based planning and assessment: A counseling
center case study
Roy Killen
Unpublished manuscript, University of Newcastle, faculty of education, 2000
This paper explores some of the basic principles of outcomes-based education and relates them
to the Australian school and vocational education context. It is intended to help teachers2
understand how they can translate the theory and philosophy of OBE into practical action in their
instructional planning, teaching and assessment of student3 learning. The paper recognises that
OBE has critics as well as advocates, and responds briefly to some of the concerns that are
commonly expressed about OBE. In several respects, the paper is deliberately provocative,
challenging teachers to question their current teaching practices and to find ways in which some
of the philosophies of outcomes-based education can be incorporated into their teaching. The
paper does not attempt to be a complete treatise on OBE. Rather, it introduces some ideas that
are central to OBE and suggests ways in which these ideas could be explored in greater depth.
The quality of an educational system can be judged from at least three perspectives: the inputs to
the system, what happens within the system, and the outputs from the system. Those who are
interested in inputs will focus their attention primarily on finances, resources, infrastructure, etc.,
and may use economic rationalism as the basis for their judgements about the quality or value of
the system. Those interested in what happens within the system will focus their attention
primarily on the processes used to organise, control and deliver education and training. Those
interested in outcomes will focus their attention primarily on the products or results of education.
It can be argued that all aspects of education are important and that quality should not be judged
from any narrow perspective. However, in recent years there have been increasing calls in
Western society for greater attention to be paid to the outcomes of education so that the return on
investments in education (particularly public education) could be evaluated. These increasing
calls for accountability were one reason for the rapid spread of various forms of outcomes-based
education in countries such as the United States and the United Kingdom during the 1980s and
1990s. In Australia also, the concept of educational accountability was one of the driving
motives behind the introduction of OBE. Here, the stimulus for outcomes-based education came
from several sources: political, economic and educational. In particular, the development of
National Profiles (descriptions of the progression of learning typically achieved by students
during the compulsory years of schooling)“reflected a new political will in the States towards
collaboration and rationalisation”(Eltis, 1995, p. 11). These developments were closely related to
the Federal Government's drive for national economic efficiency, which itself reflected a
worldwide emphasis on accountability (including calls for schools to produce measurable
“outputs” commensurate with the public moneys invested in them).
View at academic.payap.ac.th