An Overview of Outcome-Based Education (OBE)

Assoc.Prof. Kunncadah Anuwong, Ph.D.AUN-QA Lead Assessor - Srinakharinwirot University

kunyadaj@gmail.com

Outline•Outcome-Based Education (OBE) principle & rationale

•Adoption of Outcome-Based Education

•Relationship between Outcome-Based Education (OBE), TQF and AUN-QA model at a program level

•OBE Key concepts and process

• Backward Curriculum Design

Outcome-Based Education (OBE)

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. This means staring with a clear picture of what is important for students to be able to do, then, the organizing the curriculum, instruction, and assessment to make sure this learning outcomes ultimately happens.

Spady, 1994

OBE starts with a Clear Picture

• Expected Learning Outcomes (ELOs) or Intended Learning Outcomes (ILOs) or Student Outcomes (SOs)

• Statement of what students are expected to be able to do as a result of learning process

• Expressed in the form of action verbs leading to observable and assessable outcomes

Anuwong, K. 2019

มคอ.1

Why Outcome-based Education?

May 16, 2016

Anuwong, K. 2019

Why Outcome-based Education?

May 16, 2016

Anuwong, K. 2019

Why Outcome-based Education?

•What the students are capable of doing are clearly perceived by all people involved; e.g., teachers, students, employers, etc. •What the students are capable of doing can be

measured and monitored.•Region-wide “common abilities” of individual disciplines

are established. Mobility is promoted.• Student-centered model is enhanced, allowing

individual learning flexibility.•Active learning is the must!

Anuwong, K. 2019

OBE Adoption • Adopted in education systems around the world, at multiple levels.

• Australia and South Africa - the early 1990s.

• The United States – since 1994, and has been adapted over the years.

• Hong Kong universities - 2005.

• Malaysia - 2008.

• The European Union has proposed an education shift to focus on outcomes, across the EU (Bolonga Process, June 1999). Fully implemented by HEIs by 2010.

• The Washington Accord (1989) - an agreement to accept undergraduate engineering degrees that were obtained using OBE methods.

• As of 2017, the full signatories are Australia, Canada, Taiwan, Hong Kong, India, Ireland, Japan, Korea, Malaysia, New Zealand, Russia, Singapore, South Africa, Sri Lanka, Turkey, the United Kingdom, Pakistan, Myanmar, Vietnam, China and the United States.

• OBE used as a framework of many international QA systemsAnuwong, K. 2019

กรอบมาตรฐานคณวฒระดบอดมศกษาแหงชาตTHAILAND QUALIFICATION FRAMEWORK

หลกการส าคญของ TQF1. เปนเครองมอในการน าแนวนโยบายการพฒนาคณภาพและมาตรฐานการจดการศกษาตามทก าหนดใน

พ.ร.บ.การศกษาแหงชาตฯ ในสวนทเกยวกบมาตรฐานการอดมศกษาและการประกนคณภาพการศกษา

สการปฏบตในสถาบนอดมศกษาอยางเปนรปธรรม

2. มงเนนทผลการเรยนร (Learning Outcomes) 5 ดาน ซงเปนมาตรฐานขนต าเชงคณภาพเพอ

ประกนคณภาพบณฑต

3. มงประมวลกฎเกณฑและประกาศตางๆ ทเกยวกบเรองหลกสตรและการจดการเรยนการสอนเขาไว

ดวยกนและเชอมโยงใหเปนเรองเดยวกน

4. เปนเครองมอการสอสารทมประสทธภาพในการสรางความเขาใจและความมนใจในกลมผทเกยวของ/ม

สวนไดสวนเสย เชน นกศกษา ผปกครอง ผประกอบการ ชมชน สงคมและสถาบนอนๆ ทงในและ

ตางประเทศเกยวกบคณลกษณะของบณฑตทคาดวาจะพงม

หลกการส าคญของ TQF (ตอ)

5. มงใหคณวฒหรอปรญญาของสถาบนใดๆของประเทศไทยเปนทยอมรบและ

เทยบเคยงกนไดกบสถาบนอดมศกษาทดทงในและตางประเทศ โดยเปดโอกาสให

สถาบนอดมศกษาสามารถจดหลกสตรตลอดจนกระบวนการเรยนการสอนไดอยาง

หลากหลาย โดยมนใจถงคณภาพของบณฑตซงจะมมาตรฐานผลการเรยนรตามทมงหวง

สามารถประกอบอาชพไดอยางมความสขและภาคภมใจ เปนทพงพอใจของนายจาง

6. สงเสรมการเรยนรตลอดชวต

OBE and TQF

ELOs (5-6 TQF Domains)

Program Design:• PLOs (ELOs/ILOs)• Structure & Content• Curriculum Mapping

Course Design: • CLOs (ELOs/ILOs)• Teaching/Learning

activities• Student assessment

Course Assessment

Program Assessment

มคอ.๑

มคอ.๒

มคอ.๓, มคอ.๔

ทวนสอบ, มคอ.๕, มคอ.๖

ทวนสอบ, มคอ.๗Anuwong, K. 2017

AUN-QA Model for Higher Education Quality Assurance at Program Level: Version 4.0

OBE, TQF and AUN-QA

ELOs (5-6 TQF Domains)

Program Design:• PLOs• Structure & Content• Curriculum Mapping

Course Design: • CLOs• Teaching/Learning

activities• Student assessment

Course Assessment

Program Assessment

มคอ.๑

มคอ.๒

มคอ.๓, มคอ.๔

ทวนสอบ, มคอ.๕,๖

ทวนสอบ, มคอ.๗

AUN-QA Criteria 1, 2

AUN-QA Criteria 1, 2, 3, 4

AUN-QA Criteria 2, 3, 4

Anuwong, K. 2021

OBE Key Concept and Deployment: Constructive Alignment

Anuwong, K. 2019

Clear Program Learning Outcomes, PLOs or ELOs

Curriculum Development(Backward Curriculum Design)

Course Learning Outcomes, CLOs

Learning activities and Assessment

Requirements

1.1 The programme to show that the expected learning outcomesa are appropriatelyformulated in accordance with an established learning taxonomy, are aligned to thevision and mission of the university, and are known to all stakeholders.

1.2 The programme to show that the expected learning outcomes for all courses areappropriately formulated and are aligned to the expected learning outcomes of theprogramme.

1.3 The programme to show that the expected learning outcomesa consist of both genericoutcomes (related to written and oral communication, problem-solving, informationtechnology, teambuilding skills, etc.) and subject specific outcomes (related to knowledgeand skills of the study discipline).

1.4 The programme to show that the requirements of the stakeholders, especially theexternal stakeholders, are gathered, and that these are reflected in the expected learningoutcomes.

1.5 The programme to show that the expected learning outcomes are achieved by thestudents by the time they graduateb.

AUN-QA: Criterion 1 - Expected Learning Outcomes

19

Determining Stakeholders’ Needs

Who are significant

stakeholders of the program?

University Needs

Faculty Needs

Department Needs

Society Needs

Government/ Ministries/ Accreditation Bodies Needs

Employers/ Professional Bodies Needs

Students/Alumni NeedsAnuwong, K. 2017

Example: Inputs for ELOs Formulation

TQF 5-6 ดาน

มคอ.1*

ขอก าหนดสภาวชาชพ*

วตถประสงค เปาหมายหลกสตร

Program Learning Outcomes

ความตองการจ าเปนของนายจาง

วสยทศนมหาวทยาลย (คณะ ภาควชา)

คณลกษณะทพงประสงค อตลกษณนสตนกศกษาเสยงสะทอนจากศษยเกา

มาตรฐานสากล

21st Century Skills

Life Long Learning Skills

Anuwong, K. 2018

22

Bloom’s Taxonomy (Revised): Cognition

23

Aff

ect

ive

d

om

ain

Psy

cho

mo

tor

do

mai

n(D

ave

, 19

70

)

“Writing and Using Learning Outcomes: a Practical Guide” by Declan Kennedy, Aine Hyland, and Norma Ryan

Action Verbs

24

OBE Key Concept and Deployment: Constructive Alignment

Anuwong, K. 2019

Clear Program Learning Outcomes, PLOs or ELOs

Curriculum Development(Backward Curriculum Design)

Course Learning Outcomes, CLOs

Learning activities and Assessment

Requirements

2.1 The specifications of the programme and all its coursesc are shown to be comprehensive,up-to-date, and made available and communicated to all stakeholders.

2.2 The design of the curriculum is shown to be constructively alignedd with achieving theexpected learning outcomes.

2.3 The design of the curriculum is shown to include feedback from stakeholders, especiallyexternal stakeholders.

2.4 The contribution made by each coursec in achieving the expected learning outcomes isshown to be clear.

2.5 The curriculum to show that all its coursesc are logically structured, properly sequenced(progression from basic to intermediate to specialised courses), and are integrated.

2.6 The curriculum to have option(s) for students to pursue major and/or minorspecialisations.

2.7 The programme to show that its curriculum is reviewed periodically following anestablished procedure and that it remains up-to-date and relevant to industry.

AUN-QA: Criterion 2 - Programme Structure and Content

26

Backward Curriculum Design

Draw knowledge, skills and attitude from individual PLOs, to create or redesign the courses for the whole program

Anuwong, K 2017

PLO Knowledge Specific Skills

Generic Skills

Attitude/Affection

Courses

ขอบคณคะ