Views on Outcomes-Based Education

PACU Seminar on Outcomes-Based Education & Accreditation February 25, 2011

Presentation Outline
What is OBE? Why OBE? Definitions / basic terminology Teaching and learning: the changing context Content-based and outcomes-based programs Constructive Alignment Blooms taxonomy of cognitive learning Role of teachers, students, administrators, and professional bodies Views of internal stakeholders Lessons learned Final thoughts

Outcomes-Based Education is it a new paradigm? To discuss this question, we need to have a common understanding of OBE why we need to adopt/ embrace it. So, what is OBE? Why OBE?

OUTCOMES BASED EDUCATION

The most simplistic meaning derived from the words used:
the delivery of education with a focus on outcomes. An Outcomes Based Education system is one in which stated learning outcomes drive the whole course content and assessment structure. (1) Tucker 2004

________________________________________________________________________________________________________________

(1) Tucker, B. (2004), Literature Review - Outcomes-focused Education in Universities, Curtin University of Technology

Why OBE ?
Considerations Globalization of education International trend towards outcomes-oriented education Expectations of the expanding variety of students Expectations of employers, the professions and the community

We return to the question:

Outcomes-based Education is it a new paradigm?

How has teaching been done in the past?
What are the differences between the traditional and the OBE mode of teaching and learning?

Some basic terminology

TERMS

Definition
Broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve. Statements that describe what students are expected to know and able to do by the time of graduation.

Some other terms for same concept.

Objectives

Goals, outcomes, purpose, etc. Objectives, standards, etc.

Standards , rubrics, specifications, metrics, outcomes, etc.

Outcomes

Specific, measurable statements identifying the Performance performance(s) required to meet the outcome; confirmable through evidence. Criteria Processes that identify, collect, use and prepare data that can be used to evaluate achievement. Process of reviewing the results of data collection and analysis and making a determination of the value of findings and action to be taken

Assessment

Evaluation.

Evaluation

Assessment

Traditional Teaching one view

Curriculum A list of topics to be covered

Teaching Lecture, tutorial practicum as defaults

Assessment Exam, assignment as defaults

Professor John Biggs, in his presentation entitled Plenary - Implementing Outcomes Based Teaching and Learning at CityU What does it mean? on 2 September 2005, City University of Hong Kong

The Changing Context

Teaching
Teacher-centred activities

Learning
Student-centred activities

Processes
Discipline specific Institutional learning

Outcomes
All round development Life-long learning

Professor John Biggs and Dr. Catherine Tang, Workshop entitled Implementing Outcomes Based Teaching & Learning at CityU - The Changing Context of Teaching 6 September 2005, City University of Hong Kong

The Changing Context - (2) Student learning is centre stage

Aims & Objectives Lectures/Tutorials Passive learning Transmission mode Aims & Outcomes Large/small class teaching Active learning Transformation mode

Teaching
Alignment debatable

Teaching + facilitating
Alignment carefully orchestrated

Outcomes-Based versus Content-Based Programs

Patrick Griffin, Outcomes-Based Education, Interpreting Evidence of Learning

Components and Change Criteria

Desired outcomes

Typical of Outcomes-Based Typical of Content-Based Programs Programs

Specific and measurable, representing levels Non specific, not necessarily measurable; typically global statements or lists of decontextualised objectives

Instructional content Time provided for instruction

Outcome based Learner continues until outcome can be demonstrated

Subject Matter based Fixed time units (semester, term)

Outcomes-Based versus Content-Based Programs

Patrick Griffin, Outcomes-Based Education, Interpreting Evidence of Learning Components and Change Criteria Mode of Instruction Typical of Outcomes-Based Typical of Content-Based Programs Programs Teacher as a facilitator of learning using a variety of instructional techniques and groups What the learner needs to learn to achieve outcomes Variety of text, media and real life materials based on various learning styles Emphasis on teacher as a transmitter of specialized information

Focus of Instruction

What the teacher is able and likes to teach Narrow source of materials (text or workbooks)

Instructional Materials

Outcomes-Based versus Content-Based Programs

Patrick Griffin, Outcomes-Based Education, Interpreting Evidence of Learning
Components and Change Criteria Typical of Outcomes-Based Programs Typical of Content-Based Programs

Feedback on learner performance

Results reported immediately after performance in understandable terms

Criterion referenced (competency based) interpretation of assessments indicate progress in terms of outcomes on learning continua. Learner demonstrates the specified competencies and outcomes at pre-specified levels on a continuum

Delayed feedback

Assessment

Norm referenced assessments based on relative performance of others

Exit criteria

Final assessment in grades or percentages

Outcomes Based Learning Versus Content Based Learning

(Source: Spady, 1994)
Outcomes Based Learning System Active learners Continuous assessment Critical thinking, reasoning, reflection & action Content Based Learning System Passive students Assessment process exam & grade driven Rote learning

Integration knowledge, learning relevant/ connected real life situations

Learner centered & educator/ facilitator use group/ teamwork
Learning programs seen as guides that allow educators to be innovative & creative in designing programs/ activities

Content based/broken into subjects

Textbook/worksheet focused & teacher centered

Syllabus seen as rigid & non negotiable

Content Based Learning Versus Outcomes Based Learning

(Source: Spady, 1994)
Outcomes Based Learning System Learners take responsibility for their learning, learners motivated by constant feedback/ affirmation of worth Emphasis outcomes what learner becomes & understands Flexible time frames - learners work at own pace Content Based Learning System Teachers/trainers responsible for learning - motivated by personality of teacher Emphasis what teacher hopes to achieve Content placed in rigid time frames

Learners can gather credits different institutions until achieve Qualification

Recognition of prior learning: after preassessment, learners credited outcomes demonstrated or transfer credits elsewhere

Stay in single learning institution until complete

Previous knowledge & experience in learning field ignored Each time attends whole course

Outcomes Based Principles

(Source: Spady, 1994; Killen, 2000)
OBE Principles Clarity of focus Explanation Focus on what want learners be able to do successfully Application to practice Help learners develop competencies Enable predetermined significant outcomes Clarify short & long term learning intentions Focus assessments on significant outcomes Develop systematic education curricula Trace back from desired end results Identity learning building blocks Link planning, teaching & assessment decisions to significant learner outcomes

Design down

Begin curriculum design with a clear definition of the significant learning that learners are to achieve by the end of their formal education

Outcomes Based Principles

(Source: Spady, 1994; Killen, 2000)
OBE Principles High expectations Explanation Establish high, challenging performance standards Do not learn same thing in same way in same time Application to practice Engage students in deep learning Push beyond the usual Provide multiple learning opportunities matching learners needs with teaching techniques

Expanded opportunities

Learning Systems:
Outcomes Based versus Content Based
(Source: Spady, 1994)
Learning System Characteristics Framework Outcomes Based (Transformational) Curriculum, instructional strategies, assessment & performed standards Structures support outcomes, flexible & a means to define learning ends Content Based (Traditional/Transactional) Predefined curriculum, assessment & credentialing in place Structures ends, no defined learners outcomes

Time

Used alterable source Inflexible constraint for match needs of educator & educator & learner learners schedule controls learning & success

Learning Systems:
Content Based versus Outcomes Based
(Source: Spady, 1994)
Learning System Characteristics Performance standards Outcomes Based (Transformational) Learners potentially able receive credit for achieving performance standards No quotas & standards pursued Macro view learning & achievement Mistakes inevitable steps in development, internalizing & demonstrating high level of performance capabilities Ultimate achievement what able to do Content Based (Traditional/Transactional) Comparative & competitive approach Linked to predetermined curve or quota of possible successes Continuous testing & permanent grading Mistakes on permanent record: best grades & records fast & consistent performers; slower learners never catch up Never assess/ document what learners can ultimately do successfully

Learning assessments

Constructive Alignment for Outcomes-based Program Design

Constructive alignment (Biggs, 1996; Biggs, 2003):
outcomes-based methodology for designing, promoting and assessing deep student learning student constructs his or her own learning through engaging in relevant learning activities Alignment refers to what the teacher does, which is to create appropriate learning environments

Constructive Alignment
Disconnects between outcomes and teaching activities Disconnects between learning outcomes and assignments Disconnects between assignments and evaluation rubrics Importance of carefully crafting questions used on assessments

Blooms Taxonomy
Active verbs based on Bloom's Taxonomy of Cognitive Learning

Blooms Taxonomy
University of Glasgow Active verbs based on Bloom's Taxonomy of Cognitive Learning

Blooms Taxonomy
University of Glasgow Active verbs based on Bloom's Taxonomy of Cognitive Learning

Blooms Taxonomy
Active verbs based on Bloom's Taxonomy of Cognitive Learning

Examples : Enhancements to Learning Objectives

Learning Objectives (Content-based)
1. 2. 3. 4. 5. Understand the need for modelling .. Understand the necessary interactions Outline the development lifecycle ... Understand the core concepts of ... Analyse and design simple applications

Intended Learning Outcomes

1. Apply their knowledge

2. Describe how systems analysis 3. Gather information systems requirements 4. Devise and model effective system solutions 5. Critique models of information systems requirements 6. Operate effectively within a team environment demonstrating 7. Communicate information effectively in presentations with oral, written and electronic formats

Role of Teachers
If students are to learn desired outcomes in a reasonably effective manner, then the teachers fundamental task is to get students to engage in learning activities that are likely to result in their achieving those outcomes.... It is helpful to remember that what the student does is actually more important in determining what is learned than what the teacher does.
Thomas J. Shuell (1986).

Role of Teachers (2)

Are you starting from scratch? Course redesign who needs to do this? Need to recognize that this is an iterative process. Is this a paper exercise? Importance of reflective practice. Focus on alignment. Remember student learning to be center stage. Impact of intended learning outcomes on the whole process of learning. Remember from the students perspective, assessment drives learning.

reflection

Role of Students
Constructive Alignment
Learning takes place through the active behavior of the student: it is what he does that he learns, not what the teacher does. Ralph W. Tyler (1949).

Students construct their own learning, but student buy-in is very important.
If students have to take responsibility for their own learning, it is necessary for the teachers to create the environment for them to do so.

Role of Administrators
Departmental Level - Course Level, Program Level, Year Level - Staff development, Formative Evaluation, Quality Enhancement - Provision of support/advice from external consultants Senior Administrators Level - Resources - Infrastructure support - QA framework including systems for evaluation of teaching, regulations, management strategies, etc. - Provision of support/advice from external consultants - Leadership

Role of professional bodies & accrediting bodies

Impact of the requirements of professional bodies and accrediting bodies (e.g. PICE,PACUCOA) External quality audits also have immense impact on the program delivery in the outcomes mode

Addressing Student Learning Outcomes

Accreditors, accrediting agencies, and academic institutions:
should collaboratively develop a coherent and understandable way to explain the approach and acceptable evidence on the matter of student learning should agree on a common vocabulary or glossary of terms should benefit from the development of common resources
CHEA , Accreditation and student Learning Outcomes: A Proposed Point of Departure, Ewell 2001

Some Views among Students, Faculty and Staff

Heavier workload for both students, faculty and staff Concerns about new assessment method Feasibility of OBE approach for specific programs OBE approach is for some disciplines but not for others Concerns: Resistance to change Culture change takes a lot of time.

Lessons to be learned
Leadership/ administration support at all levels is very important Seek advice of external consultants in the early stages Find ways to engage ALL staff in the effort Develop strategies for self reliance and capacity building Develop a framework and work plans to include transition for deployment of a revised curriculum Resolve conflicting voices in design and decision making Identify targets/milestones and timelines clearly Develop management structures to implement OBE

Lessons to be learned
Create broad buy-in for institution-wide change initiatives Ensure student buy in of the OBE mode of course/program delivery Provide infrastructure support and resource requirements Recognize and reward champions Encourage sharing of experiences and disseminate good practices Develop a process for formative evaluation Process is as important in this effort as the outcome Do not expect to see results in the short term this is culture change and it takes time

The Way Forward Why would you pursue OBE? How do you move forward?

Final thoughts
To promote real changes, we need to develop learning communities among faculty, students, staff, and administrators involved in assessment. With dialogue, assessment can be integral to our work, internally driven, and engage us in improvement of learning.

Final Thoughts
Knowledge is experience, every thing else is just information. Einstein The journey to outcomes-based education is challenging. We need: Clarity Consistency Continuity Diversity Flexibility Persistence
University City of Hong Kong

Changing Ahead of the Curve

Many institutions wait too long to attempt transformations, doing so only when the signs of trouble have become obvious. But in todays unforgiving environment, thats probably too late. High performers by contrast, change before they must, knowing that the best way to transform is from a position of strength.
Source: Breene, Tim, Shill, Walter E., & Nunes, Paul F. (2007). Transformation: Changing Ahead of the
Curve. Retrieved June 29, 2007 from http://www.accenture.com/Global/Research_and_Insights/ Outlook/By_Issue/Y2007/ChangingAheadCurve.htm

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