Journal articles: 'Outcomes based education'

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Yu, Fu-Lai Tony. "Outcomes-Based Education." International Journal of Educational Reform 25, no. 3 (July 2016): 319–33. http://dx.doi.org/10.1177/105678791602500306.

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Schnur, James O., James A. Siders, and Mark G. Richmond. "Outcomes-Based Teacher Education." Action in Teacher Education 9, no. 3 (September 1987): 25–32. http://dx.doi.org/10.1080/01626620.1987.10519354.

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Rao, N. J. "Outcome-based Education: An Outline." Higher Education for the Future 7, no. 1 (January 2020): 5–21. http://dx.doi.org/10.1177/2347631119886418.

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Things we can do because of learning are called outcomes of learning. Outcome based education (OBE) was propounded by William Spady in the 90s to bring the focus of formal education to what the students learn rather than what they were taught. OBE is a system of education giving priority to ends, purpose, accomplishments, and results. All decisions about the curriculum, assessment, and instruction are driven by the exit learning outcomes the students should display at the end of a program or a course. This paper presents a method of writing outcomes for General higher education programs. Outcomes for a higher education program are defined at three levels as program outcomes (POs), program specific outcomes (PSOs), and course outcomes (COs). The most important aspect of an outcome is that it should be observable and measurable. These are best written in a well-defined framework of taxonomy of learning. Bloom’s taxonomy of learning identifies three domains of learning: Cognitive, affective and psychomotor. Revised Bloom taxonomy of cognitive domain has two dimensions cognitive levels and knowledge categories. It is proposed that CO statements be written within a well-defined structure: Action, knowledge elements, conditions, and criteria. Tagging COs with POs, PSOs, cognitive levels and the number of classroom hours associated facilitates the computation of attainment of COs, POs, and PSOs.

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Cooper, Stephen, Lillian Cassel, Barbara Moskal, and Steve Cunningham. "Outcomes-based computer science education." ACM SIGCSE Bulletin 37, no. 1 (February 23, 2005): 260–61. http://dx.doi.org/10.1145/1047124.1047437.

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Geo-JaJa, Macleans A., and Garth Mangum. "Outcomes-Based Education and SAP: Nigeria." World Studies in Education 3, no. 2 (January 1, 2002): 81–102. http://dx.doi.org/10.7459/wse/03.2.02.

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Safiudin, Adip, Sutrisno ., Meiyanto Eko Sulistyo, Subuh Pramono, and Agus Ramelan. "The Development Of Web-based Outcome Based Education Information System." Journal of Electrical, Electronic, Information, and Communication Technology 2, no. 2 (October 30, 2020): 61. http://dx.doi.org/10.20961/jeeict.2.2.45291.

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The development of Outcome Based Education (OBE) Information System is done as a solution to academic problems related to the achievement of graduate learning for students. In addition, the OBE system is a form of effort to improve academic quality in order to be able to monitor and measure the development of student learning outcomes in a college study program. The Outcome Based Education system includes all grades processing based on Course Learning Outcomes which is related to Graduates Learning Outcomes so that the outcomes of each student can be measured. This information system is developed by the Rapid Application Development method, and uses the Yii2 Framework with the concept of MVC (Model, View, Controller) where system programming is separated based on application components, such as: manipulating data, controllers, and user interfaces. The use of the RAD method and the Yii2 Framework in making applications can be done quickly and in a structured manner making it easier for future developments. The developed system has been successfully tested and applied in the Electrical Engineering Study Program, Civil Engineering Study Program and Mechanical Engineering Study Program, and planned to be implemented in all study programs of the Faculty of Engineering, Sebelas Maret Universit<em>y.</em> This information system can be applied not only in the engineering faculty of Sebelas Maret University but also outside the university which requires an information system to measure the learning outcomes of graduates.

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Newfield, Denise, and Hilary Janks. "Outcomes-Based Education Does Not Have to be Outcomes Driven: An Integrated Model for Lesson Planning in Outcomes-Based Education." Southern African Journal of Applied Language Studies 6, no. 2 (June 1998): 65–81. http://dx.doi.org/10.1080/10189203.1998.9724686.

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Manzoor, Arooj, HARIS AZIZ, Mirza Jahanzaib, Ahmad Wasim, and Salman Hussain. "Transformational Model for Engineering Education from Content-Based to Outcomes-Based Education." International Journal of Continuing Engineering Education and Life-Long Learning 27, no. 4 (2017): 1. http://dx.doi.org/10.1504/ijceell.2017.10003459.

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G. Ganesh Narayanan, Dr K. Bala Sathya,. "New Paradigm of Outcome-Based Education – A Higher Education Boon." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 495–97. http://dx.doi.org/10.17762/turcomat.v12i5.1041.

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Outcome-Based Education (OBE) is a vibrant model and considered as a giant leap forward to improve higher education and assists all graduates contend with their global counterparts. It is a student-centered tutoring conception that focuses on measuring student performance through outcomes. The Higher Education Institutions should frame appropriate course outcome, program outcome and these outcome should correlate with institutional objectives. But the actual success lies in the effective implementation and rigid accreditation process to ensure the quality of education. Hence, it is imperative to analyze the strength, weakness of the model and practical difficulties in case of implementation. This study reveals basic concepts, Implementation Strategies and OBE Practices and standards. The OBE-Steering Committee in each HEI offers ideas to frame Newfangled Curriculum with finest outcome and effective teaching methods with ICT tools and evaluation pattern based on blooms taxonomy.

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Balasubramani, R. "Attainment of Course Outcomes in Outcome Based Education: A Case Study." Journal of Engineering Education Transformations 30, no. 2 (October 1, 2016): 82. http://dx.doi.org/10.16920/jeet/2016/v30i2/105449.

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Slotnick, Ruth, Christopher Cratsley, Annamary L. Consalvo, and Carol Lerch. "Outcomes-Based Assessment in Writing:." Journal of Assessment and Institutional Effectiveness 4, no. 1 (January 1, 2014): 52–84. http://dx.doi.org/10.5325/jasseinsteffe.4.1.52.

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Abstract Two community colleges and two state universities in central Massachusetts developed a collaborative partnership of faculty assessment teams using institutionally developed rubrics and the LEAP VALUE Written Communication rubric to compare the scoring results and record perceptions of the scoring process itself. Qualitative analysis revealed that while there were differences in interpretations of terminology impacting the assessor confidence and voice when applying both the national and local rubrics to score student work, the process of explicating what goes into selecting a score was central to the process of judging student artifacts. Despite the differences in interpretation of language, quantitative data demonstrated that the LEAP VALUE rubric in its original form or slightly modified allowed assessors to detect significant differences in freshman and sophomore writing samples. By creating a shared partnership for assessment using a mixed-methods approach faculty were able to discuss the requisite level of proficiency in written communication for successful transfer. Translating this knowledge into the types of assignment prompts and assessments needed to measure and communicate a student's proficiency may help to maximize the transfer success for academically at-risk students—indeed, for all students.

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Forker, Judith Erickson, and E. Ruth Yurchuck. "Assessing Outcomes of Community-Based Nursing Education." Nurse Educator 21, no. 2 (March 1996): 15–16. http://dx.doi.org/10.1097/00006223-199603000-00005.

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Bailey, Denise Nagle, and Zane Robinson Wolf. "Community-Based Abstinence Education Project: Program Outcomes." Nursing Forum 50, no. 1 (June 17, 2014): 37–50. http://dx.doi.org/10.1111/nuf.12092.

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Palmer, S., and C. Ferguson. "Improving Outcomes-Based Engineering Education in Australia." Australasian Journal of Engineering Education 14, no. 2 (January 2008): 91–104. http://dx.doi.org/10.1080/22054952.2008.11464014.

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Baguio, Joy B. "Outcomes-Based Education: Teachers’ Attitude and Implementation." University of Bohol Multidisciplinary Research Journal 7, no. 1 (September 30, 2019): 110–27. http://dx.doi.org/10.15631/ubmrj.v7i1.113.

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Assessing teachers’ attitudes in the implementation of Outcomes-Based Education (OBE) is essential for the success of this new paradigm shift in the educational system. This study used a descriptive research design where the researcher gathered quantitative data utilizing a survey questionnaire to assess the attitude fostered by the teachers of the University of Bohol towards OBE. It further assessed the level of its implementation in the four major areas: formulation and alignment of learning outcomes, curriculum content and structure, teaching-learning process, and assessment. Findings of the study revealed that the respondents’ age, length of teaching experience, and highest educational attainment have no direct relationship to OBE implementation. However, the respondents’ age is directly related to the level of its implementation. Results also revealed that teachers who have a highly favorable attitude towards OBE are more motivated and willing to carry out the overall processes that necessitate OBE implementation. For a change in education to be effective and long-lasting, teachers need to view the entire OBE process as desirable and necessary. With a strong determination and purpose combined with a collaborative effort between the school administrators, teachers, students, and other stakeholders, indeed successful implementation of this newly adopted curriculum in higher education institutions will reach far beyond one could imagine.

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Jdaitawi, Malek, Belal Sadiq, Ayat Al Sharoa, Ahmed Elkilany, Marwa Kholif, and Yasser Rady. "Does Flipped Learning Success in Enhancing Education Outcomes." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1201–6. http://dx.doi.org/10.9756/int-jecse/v14i1.221137.

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Although, flipped learning has existed for more than a decade, few reviewed studies were highlighted in the literature. Flipped learning has the potential to enhance the learning outcomes in the educational settings. Therefore, this paper presented a literature review on the flipped learning from several fields and settings. A total 51 studies published from 2015 to 2020 were included in the analysis. The results indicated that the majority of the studies were conducted using quantitative method and in higher education setting. Based on the results, limitations and recommendations were identified.

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Rajaee, N., E. Junaidi, S. N. L. Taib, S. F. Salleh, and M. A. Munot. "Issues and Challenges in Implementing Outcome Based Education in Engineering Education." International Journal for Innovation Education and Research 1, no. 4 (December 31, 2013): 1–9. http://dx.doi.org/10.31686/ijier.vol1.iss4.121.

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In recent years, the implementation of outcome based education (OBE) has been much emphasized in developed and developing nations which led to becoming the focal point for educational reforms. In outcome based education, students are responsible for their own learning and the assessment of learning are based on the outcomes instead of the contents being taught. However, much criticism against the OBE has also been presented in various papers regarding the actual implementation of OBE. In this paper, we discussed the issues and challenges of implementing an outcome based education in engineering education particularly in Faculty of Engineering, UNIMAS, Malaysia.

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Dr. Preeti Oza, Dr Gurudutta P. Japee,. "Curriculum and Evaluation in Outcome-Based Education." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5620–25. http://dx.doi.org/10.17762/pae.v58i2.2982.

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The “Outcome-Based Education” (OBE) model is being adopted at a fast pace in education institutions. it's considered an enormous breakthrough to enhance education across the world . Outcome-based education (OBE) may be a student-centered instruction model that focuses on measuring student performance through outcomes. Outcomes include knowledge, skills, and attitudes. there's a hidden contradiction within the projection and implementation of the OBE. One results in Multidisiciplinarity and therefore the other results in OBE. At first, we expect freedom and in other structured progress is predicted . One results in democratic knowledge and therefore the other results in capitalist knowledge management. Our education is sort of a lady with over ornaments who is unable to steer simply because of the load she carries of the ornaments. Technology silences the mind and not questioning a mind and thus this information society or knowledge society is ignorant and this may come whenever and wherever we mention mass education and not class education. This paper discusses the necessity and importance of curriculum formation and enhancing evaluation within the Outcome Bases education –OBE

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Alshammari, Ayadah Abdullah. "Switching from Education based on Learning Outcomes to Education based on Personal Aspects." International Journal of Early Childhood Special Education 14, no. 1 (March 31, 2022): 1294–305. http://dx.doi.org/10.9756/int-jecse/v14i1.221148.

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Creating stated, realistic educational objectives is a vital component of establishing corporate training programs. Both management and instructors must agree on what learners should understand after completing their learning path. Learning objectives are also significant in evaluation and assessment since they indicate what information students should have when the teaching process is completed. Several scholars revealed that the instructor's promptness appears to be a critical factor in developing interpersonal relationships with students and increasing student communication and learning results in Saudi Arabian colleges. Users of e-learning technologies in the Kingdom of Saudi Arabia are dissatisfied. Students are not disappointed with the IT infrastructure or other technological characteristics. Many students, on the other hand, report minimal interaction with their peers. When contacts do occur, students find them to be quite useful.

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Premalatha, K. "Course and Program Outcomes Assessment Methods in Outcome-Based Education: A Review." Journal of Education 199, no. 3 (June 17, 2019): 111–27. http://dx.doi.org/10.1177/0022057419854351.

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In Outcome-Based Education (OBE), the assessment of the Course Outcomes (COs) is the most prominent aspect required to improve the quality of education. The COs for each course are based on the Program Outcomes (POs), Program Specific Outcomes (PSOs), and other requirements. There are various understandings toward the concept of OBE that resulted in various attainment to PO based on the CO. This article describes the framework of OBE and detailed survey on CO-PO mapping and its attainment models. This article serves as guidelines of writing COs, and mapping CO and PO and its attainment.

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Rajaretnam, Thevy, and Bhajan Kaur. "Outcome-based education : comparing students' perceived learning outcomes with their assessment scores." Social and Management Research Journal 9, no. 2 (December 3, 2012): 87. http://dx.doi.org/10.24191/smrj.v9i2.5218.

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The purpose of this study was to ascertain whether the perception of the 30 undergraduates in the Faculty of Dentistry who underwent the Language Enhancement for the Health Sciences course regarding their mastery of the learning outcomes was reflected in their assessment scores as a result of the teaching learning process using the a BE & SCL curriculum. These students learnt skills broadly underfour course outcomes which were further subdivided into 24 learning outcomes. The four course outcomes were assessed through four on-going formative assessments. Students responded to a Course Entrance Survey and a Course Exit Survey. Their responses to both these surveys were analysed using the paired samples t-test to find out the differences in their perception of their mastery of the learning outcomes. The differences in their perception were compared to their performances in the assessments using the Pearson correlation analysis. Although there was a significant difference in the students' perception of their mastery of the learning outcomes, it was not reflected in their performances in the assessments.

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Rani, C. Nirmala. "A Study On Outcome-Based Education – Issues And Challenges." International Review of Business and Economics 4, no. 2 (2020): 271–79. http://dx.doi.org/10.56902/irbe.2020.4.2.50.

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Outcome-based education, a performance- based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education. The emphasis is on the product-what sort of doctor will be produced-rather than on the educational process In study and unambiguously specified. These determine the curriculum content and its organization, the teaching methods and strategies, the courses offered, the assessment process, the educational environment and the curriculum time table. They also provide a framework for curriculum evaluation. A doctor is a unique combination of different kinds of abilities. A three-circle model can be used to present the learning outcomes in medical education, with the tasks to be performed by the doctor in the inner core, the approaches to the performance of the tasks in the middle area, and the growth of the individual and his or her role in the practice of medicine in the outer area. Medical schools need to prepare young doctors to practice in an increasingly complex healthcare scene with changing patient and public expectations, and increasing demands from employing authorities. Outcome-based education offers many advantages as a way of achieving this. It emphasizes relevance in the curriculum and accountability, and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal. It encourages the teacher and the student to share responsibility for learning and it can guide student assessment and course evaluation. What sort of outcomes should be covered in a curriculum, how should they be assessed and how should outcome-based education be implemented are issues that need to be addressed. In the era of globalization, traditional education system is losing its relevance. In today’s world, everything changes very rapidly and continuously. More skills are required to work with very fast developing technology. The educational institutions should produce graduates to cope with technological development. Thus to overcome the requirement, it is mandatory to shift from traditional education system to Outcome Based Education (OBE), which includes Program Outcomes (PO), Program Specific Outcomes (PSO), and Course Outcomes.

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Hassan, Sa’adah, Novia Indriaty Admodisastro, Azrina Kamaruddin, Salmi Baharom, and Noraini Che Pa. "Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia." International Education Studies 9, no. 2 (January 25, 2016): 132. http://dx.doi.org/10.5539/ies.v9n2p132.

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<p class="apa">Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the challenge for the assessment is that it should be capable of measuring whether intended outcomes have been achieved or not. Likely, by assisting lecturer in preparing examination paper that aligns with the specified outcomes is something that can help to ensure the implementation of OBE. Hence, this paper describes the development of a tool for generating question examination paper based on learning outcomes, called Learning Outcome-based Question Examination paper Tool (LoQET). LoQET is proposed for assisting lecturer in Universiti Putra Malaysia for preparing examination paper based on programme outcomes and learning outcomes set in the teaching plan and assessment entries.</p>

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Donen, Neil. "EDUCATION: Mandatory practice self-appraisal: moving towards outcomes based continuing education." Journal of Evaluation in Clinical Practice 5, no. 3 (August 1999): 297–303. http://dx.doi.org/10.1046/j.1365-2753.1999.00187.x.

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Yang, P. "Humanities education reform exploration and practice under outcomes-based education (OBE)." Education and science journal 22, no. 2 (March 4, 2020): 78–97. http://dx.doi.org/10.17853/1994-5639-2020-2-78-97.

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Introduction. The concept of outcomes-based education (OBE) was first put forward in 1981 by the educator W. Spady, and has been widely valued and applied in a rapid speed. During the next 10 years, OBE has formed a relatively complete theoretical system and became the mainstream ideas of national education reform in the United States, Britain, Canada and other counties. At present, the technology and tools of OBE, despite the criticism, remain relevant for the development and optimisation of the humanities education system.The aim of the present research is to study and analyse the theory of OBE and the practice on the application of pedagogical principles for modernisation of the humanities education in China.Results and scientific novelty. Chinese education certification system has made notable progress in recent years. More universities and colleges are pursuing a quality improvement strategy focused on three main components – learning outcomes, student personality and continuous improvement. OBE establishes the same priorities; OBE is considered as a special type of effective pedagogical design. The features of this model implementation are briefly described – the structure of the training process, its stages and characteristics. The opportunities for improving humanities education based on OBE framework were considered. The OBE operates within the framework of the following core issues: the things students learn and the extent of student success, not the manner of learning; the place, the time of learning and the duration of training.OBE process implies ultimate involvement of students’ individual cognitive abilities to master competencies, which help adapt to future life. The knowledge of actual material (content of the programme) is not the key element of the education process, but the skills of knowledge application are important when solving specific tasks. The curricula, educational process, its methods, tools are adjusted, rebuilt and replaced if they do not contribute to the development of such skills, e. g. the results of the training determine its system and act not as a goal, but as a means of achieving it. The structure of results manages all educational activities, and their evaluation is carried out according to clear initially defined criteria, combined with flexible personalised requirements in order to get students to fully self-realise personal potential during a training course. To improve the initial design of curriculum, it is necessary to provide constant feedback “student-teacher”. The teacher has to organise and focus the learning process to give each student confidence in the acquired experience and to guarantee his or her success in further professional activities and life in general.Practical significance. The OBE concept fully complies with the needs and demands of modern society and modern people – it is no coincidence that such training has become one of the most popular forms of education in many countries, including the field of the humanities education in China. The present research leads to the conclusion that in the humanities field, notably in the teaching of foreign languages, a significant improvement in the quality of training of students can be achieved through the use of OBE teaching tools. In this model of training, practice is more important than theory. Moreover, this model assumes understanding to be more valuable than memory; the traditional “cramming” of educational information by students can be completely excluded; also, such model provides an opportunity to establish a continuous productive dialogue between the participants of educational process and to transform a classroom into a laboratory. The student becomes an active, self-motivated and responsible actor of his or her own individual educational trajectory, not a passive consumer of information, and the teacher – active assistant and coordinator of education.

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Morrison, Jill. "Outcomes-based education for a changing health service." Medical Education 39, no. 7 (July 2005): 648–49. http://dx.doi.org/10.1111/j.1365-2929.2005.02210.x.

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Gilman, Stuart C., Robert J. Cullen, James C. Leist, and Carol A. Craft. "Domains-based Outcomes Assessment of Continuing Medical Education." Academic Medicine 77, no. 8 (August 2002): 810–17. http://dx.doi.org/10.1097/00001888-200208000-00010.

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Eschbach, Cheryl L., Robert Weber, Erica Tobe, Lauren Hale, and Vivian Washington. "Evaluating an Outcomes-based Standardized Homeownership Education Program." Family and Consumer Sciences Research Journal 45, no. 2 (December 2016): 138–49. http://dx.doi.org/10.1111/fcsr.12189.

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ARTEL, RICHARD W. H. "Education Making the Transition to Outcomes-based Instruction." Journal of Food Science 69, no. 3 (May 31, 2006): CRH96—CRH97. http://dx.doi.org/10.1111/j.1365-2621.2004.tb13348.x.

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Genelza, Genesis Gregorious. "Higher education’s outcomes-based education: Bane or boon?" West African Journal of Educational Sciences and Practice 1, no. 1 (May 18, 2022): 34–41. http://dx.doi.org/10.57040/wajesp.v1i1.206.

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Outcomes-Based Education (OBE) encompasses the learning, awareness, abilities, and viewpoints that students should learn to attain their successful and satisfying life cycles as human beings, members of society, and at employment. However, OBE has recently become a topic of debate and controversy. Some critics consider this educational approach ineffective, while others see it as solution to a country's educational problems. In this context, it is important to consider the nature of outcomes-based education and the challenges that come with its implementation in the Philippines. Rather than criticizing the notions associated with it, this paper focuses on such a reflection. The paper introduces several important notions (both good and bad) in Outcomes-Based Education and recommends methods in which these concepts may perhaps be studied further. This paper is not purposed to negate the system nor to agree with the sets of standards embedded in this kind of system in Philippine education but to establish awareness on how this system works. But if OBE will be a miracle cure in the Philippines (or a plague to the country), Filipinos must play their part in order to achieve the ideal goals since they are the ones who are greatly affected either way.

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Kozlinska, Inna, Tõnis Mets, and Kärt Rõigas. "Measuring Learning Outcomes of Entrepreneurship Education Using Structural Equation Modeling." Administrative Sciences 10, no. 3 (August 13, 2020): 58. http://dx.doi.org/10.3390/admsci10030058.

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This paper empirically substantiates a novel tripartite framework for measuring learning outcomes of entrepreneurship education (EE) by employing structural equation modeling. Three types of learning outcome are estimated—cognitive, skill-based, and affective—following Bloom’s (1956) taxonomy of educational objectives. The study is based on a sample of 249 imminent and recent Bachelor-level graduates from the leading universities of Estonia. The key fit, reliability, and validity indicators show statistically that the tested framework can serve as an instrument for measuring the learning outcomes of EE. This novel instrument may also serve as an alternative to entrepreneurial intention-based models very frequently used in EE to evaluate the learning outcomes. The studied interrelationships demonstrate that (1) the affective outcomes correlate significantly with the cognitive outcomes (r = 0.273, p < 0.001) and with the skill-based (r = 0.368, p < 0.001) outcomes; a correlation between the cognitive and skill-based outcomes is also significant and comparatively high (r = 0.602, p < 0.001); (2) the learning outcomes explain more variance in the cognitive and skill-based outcome constructs (44.7% and 81.0%, accordingly) than in the affective outcome construct (16.7%). Conclusions and implications for entrepreneurship educators and researchers are discussed.

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Thomas, Roger E. "Problem‐based learning: measurable outcomes." Medical Education 31, no. 5 (September 1997): 320–29. http://dx.doi.org/10.1046/j.1365-2923.1997.00671.x.

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Rustam, Rustam, and Priyanto Priyanto. "Pembelajaran Tamadun Melayu Jambi Berbasis Outcome-Based Education (OBE) Berorientasi Produk Kreatif." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 5, no. 2 (May 1, 2022): 359–76. http://dx.doi.org/10.30872/diglosia.v5i2.284.

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The "Merdeka Belajar Kampus Merdeka" (MBKM) policy at the study program level requires analysis and mapping as well as the preparation of Outcome-Based Education (OBE)-based Graduate Learning Outcomes in the form of creative products that are in accordance with the competency demands of Subject Learning Outcomes. To implement the policy, an in-depth study is needed on implementing the Jambi Malay Tamadun learning course in the Indonesian Language and Literature Education study program in Jambi province. The research method uses mixed methods concurrent embedded design. Data were collected through interviews, observation, and documentation techniques for qualitative data, while quantitative data used an essay test. Based on the research results, PBSI lecturers have carried out: (1) analysis of outcomes-based curriculum (OBC), outcomes-based learning and teaching (OBLT), and outcome-based assessment and evaluation (OBAE), (2) analysis of CPL, (3) analysis of CPKM, (4) Sub-CPMK analysis, (5) reviewing study materials or materials, (6) implementing learning with the SCL approach, PjBL method, Case Method, contextual, and (7) assessing student learning outcomes in the form of creative souvenir product portfolios Jambi Malay traditional crafts.

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Kumar, K. S. Ananda, Bekele Worku, Sisay Muleta Hababa, Balakrishna R, and Prasad A Y. "Outcome-Based Education: A Case Study on Course Outcomes, Program Outcomes and Attainment for Big data Analytics Course." Journal of Engineering Education Transformations 35, no. 2 (October 1, 2021): 63–72. http://dx.doi.org/10.16920/jeet/2021/v35i2/22072.

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Abstract: The key aspect of Outcome-Based Education (OBE) is an assessment of learning outcomes. OBE assessment of the outcomes of the course is the most critical feature required to improve the quality of education. Learning outcomes are concrete, formal statements that state what students are expected to learn in a course. Program Outcomes (POs) are the knowledge, skills, and attitudes that students should have at the end of the course. POs can be measured through Course Outcomes (COs) which are broad statements indicating knowledge, skills acquired at the end of the course. The results of each course are based on COs and POs. An innovative method is needed for assessing the COs and POs. This paper details the CO-PO matrix analysis and CO-PO attainment analysis for Big data analytics course. This study aims to give an effective strategy for evaluating COs and POs, beginning with the formulation of COs using Bloom's Taxonomy. In this methodology by using the students' performance in internalassessment, end exam, assignments, and course exit feedback; calculate the attainment of the course. The proposed method assists in the creation of effective lesson plans, high-quality question papers, and effective rubrics for course evaluation. The outcomebased approach necessitates a paradigm shift in thecurriculum process and how the learner is empowered to achieve outcomes. Keywords: Attainment, Course Outcomes, Outcome Based Education, Program Outcomes, Program Evaluation, Student Evaluation.

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Walden, Patrick R. "Competency-Based Education: Purposes and Promises." Seminars in Speech and Language 41, no. 04 (July 22, 2020): 289–97. http://dx.doi.org/10.1055/s-0040-1713780.

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AbstractCompetency-based education (CBE) is described and the reported advantages to CBE are discussed. The need for a stronger evidence base to support CBE is acknowledged. As we continue to develop this evidence base, the practices of (1) focusing on outcomes and (2) being flexible in the time needed for trainee mastery of competencies hold promise and are consistent with good pedagogy. A model for clinical supervision that includes a focus on outcomes, as well as built-in acknowledgment of time for mastery, is briefly described.

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Asim, Hafiz Muhmmad, Anthony Vaz, Ashfaq Ahmed, and Samreen Sadiq. "A Review on Outcome Based Education and Factors That Impact Student Learning Outcomes in Tertiary Education System." International Education Studies 14, no. 2 (January 25, 2021): 1. http://dx.doi.org/10.5539/ies.v14n2p1.

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Education opens numerous revenues to register economic expansion all around the world with specific reference to developing nations. Advancement of Pakistan in education indicators has been severely insufficient during the previous decades. Decreased financing along with inefficiency in budget expenditure plus weak management system have crippled the education sector ensuing poor educational outcomes. Outcome-based Education (OBE) has recently gained much attention in Pakistan. OBE is used in education because it clearly focuses and organizes everything in an educational system around what is necessary for all students to be able to do at the end of their learning. OBE proposes an influential and interesting option of transforming and organizing medical education. Therefore, the basic aim of this review is to highlight the tertiary education system of Pakistan and the need to shift from teacher centered to Outcome Based Education system. The review also addresses the major factors that impact student learning outcomes. Data bases were searched including Cochrane and Medline. Search strategy was designed by combining Boolean operators and key terms related to review objectives. Seven studies were included in the paper regarding the effectiveness of Outcome Based Education in different disciplines of education. The findings suggested five important factors from the literature that impact student learning outcomes including, assessment strategies, learning objectives based on level of complexity, student preferred learning styles, English language competency and Employer requirements. However, limitations were recognized in the methodology section and further recommendations were given for future researchers.

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Ram, Manulal P., K. K. Ajay, and Gopinathan Nair A. "Geoscience Curriculum: Approach Through Learning Taxonomy and Outcome Based Education." Higher Education for the Future 7, no. 1 (January 2020): 22–44. http://dx.doi.org/10.1177/2347631119886403.

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Learning outcomes are inevitably to be declared by any university and educational institution at every level of their programmes. It should have a general scheme for all programmes regardless of the discipline specificities, individual courses or even independent instructional units. Such outcomes are stated at different levels based on the taxonomy of learning adopted in each scheme. People follow different learning taxonomies for stating course contents, designing the assessment items and measuring the attainment. In this work, revised Bloom’s taxonomy (Anderson and Krathwohl, 2001) has been adopted as a classic model to express different cognitive levels in outcome statements and assessment items. This has been demonstrated here based on an 80 credit postgraduate programme in geology offered by state universities and autonomous institutions. This article presents outcome statements and assessment items for three courses of the programme, namely (a) Biostratigraphy and Palaeontology, (b) Metamorphic Petrology and (c) Structural Geology, which can be ideal specimen for adopting the learning taxonomy and outcome-based education in any similar disciplines of educational programmes.

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Cahapay, Michael B. "THE SOURCES OF OUTCOMES IN OUTCOMES BASED EDUCATION CURRICULUM DEVELOPMENT: A CLOSER LOOK." PUPIL: International Journal of Teaching, Education and Learning 4, no. 3 (January 22, 2021): 62–76. http://dx.doi.org/10.20319/pijtel.2021.43.6276.

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Amirtharaj, S., G. Chandrasekaran, K. Thirumoorthy, and K. Muneeswaran. "A Systematic Approach for Assessment of Attainment in Outcome-based Education." Higher Education for the Future 9, no. 1 (December 12, 2021): 8–29. http://dx.doi.org/10.1177/23476311211017744.

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The capabilities expected to be attained by learners, after learning a course or programme, are called course outcomes (CO) and programme outcomes (PO), respectively. The objectives of outcome-based education (OBE) are to ensure realization of grooming graduates with all the theoretical, practical and soft skills required to make them competent and industry-ready professionals. This article discusses the implementation of an assessment system for analysing the attainment of outcomes in OBE. It is a web-based application for evaluating the attainment of COs, POs and programme educational objectives (PEOs) in institutions of higher learning. Recently, OBE and choice-based credit system (CBCS) have become prevalent in institutions of higher learning. The significance and benefits of OBE and CBCS are recognized by all stakeholders, including accrediting agencies. The process for establishing and refining, the vision and mission of the institution, vision and mission of the department offering the programme, COs, POs and PEOs are discussed. The procedure and rubrics for assessing the attainment of the outcomes are also discussed. Accreditation is an honouring mechanism used to assess the standards and quality of the education offered by a programme to a student at an institution of higher learning. The article discusses a systematic approach for assessment of attainment of outcomes by graduates of a programme in an autonomous engineering college following OBE with CBCS.

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Jadraque, Glendell R. "Algorithmic Analytics for Outcomes-based Tertiary Education Performance Assessment." International Journal of Advanced Trends in Computer Science and Engineering 9, no. 1 (February 15, 2020): 766–73. http://dx.doi.org/10.30534/ijatcse/2020/109912020.

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A. Delos Reyes, Zorabel Maria. "Outcomes – Based Science Instruction (OBSI) in Teacher Education Institutions." International Multidisciplinary Research Journal 1, no. 1 (March 27, 2019): 9–21. http://dx.doi.org/10.54476/iimrj406.

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In the Philippines, the Commission on Higher Education (CHED) requires all higher education institutions to adopt the Outcomes-Based Education(OBE) through its CHED Memorandum 46, s. 2012. This is to cope with the qualifications and standards of 21st -century learners and to produce globally competitive professionals. The focus of this study was to assess the implementation of OutcomesBased Science Instruction (OBSI) for Bachelor of Secondary Education major in Science students of the Teacher Education Institutions(TEI) in Batangas province. It delved into OBSI implementation which refers to learning outcomes, authentic tasks, student-centered approach, and competencies and skills. The study also determined the extent to which OBSI develop students’ competencies relative to laboratory activities, portfolio, project making, research, and investigatory project. The problems encountered in the implementation of OBSI also identified. The descriptive method of research applied in the study with the questionnaire as the data gathering instrument. The OBSI in TEI was evident with refers to learning outcomes, authentic tasks, student-centered approach, and competencies and skills. It developed students' competencies in laboratory activities and investigatory project to a great extent. On the other hand, it developed students’ competencies in the portfolio, project making, and research to a moderate extent. There was a significant relationship between the implementation of OBSI and the development of students’ science competencies. Some problems encountered in OBSI were seldom met, primary of which is the unavailability and insufficiency of equipment, materials, and supplies needed in the laboratory. Proposed outcomes-based activities in science shall further enhance the quality of science instruction. It recommended that the OBSI in the TEI might be strengthened to maximize the students’ competencies and the development of an assessment tool to measure the development of students’ science competencies may be undertaken. Furthermore, future researchers may conduct studies that may be related to the current research in another research locale.

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Debnath, Mousumi, and Mukeshwar Pandey. "Enhancing Engineering Education Learning Outcomes Using Project-Based Learning." International Journal of Quality Assurance in Engineering and Technology Education 1, no. 2 (July 2011): 23–34. http://dx.doi.org/10.4018/ijqaete.2011070103.

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This paper presents a case study of how project-based learning (PBL) can be seen as a pedagogical innovation for Jaipur Engineering College and Research Centre, Jaipur, India (JECRC) for better recruitment drives for on-campus recruitments. The practical knowledge of engineering, basic knowledge of engineering design, soft skills or personal competences can be correlated with the academic performance and recruitment status. Project based learning (PBL) is a learner-centric pedagogy where the learner is expected to take responsibility for his or her own learning. PBL uses in-depth and rigorous classroom projects to facilitate learning and assess student competence. Students have projects as a compulsory course in their curriculum in the final semester of engineering. The challenge to acquire knowledge and skills during their project gives a student an opportunity to develop their weaker skills and enhance their practical knowledge of engineering. This study has been successful in helping students acquire a high rate of actual skill and technical learning. The learning outcomes of the PBL-course can be correlated with their success in recruitment and academic performances.

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Botha, R. J. (Nico). "Outcomes-based education and educational reform in South Africa." International Journal of Leadership in Education 5, no. 4 (October 2002): 361–71. http://dx.doi.org/10.1080/13603120110118831.

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Myer, Sheila A. "Outcomes-Based Education in a Critical Care Nursing Course." Critical Care Nursing Clinics of North America 11, no. 2 (June 1999): 283–90. http://dx.doi.org/10.1016/s0899-5885(18)30169-2.

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Baxen, Jean. "Teachers’ Perspectives on Outcomes-Based Education in South Africa." International Journal of Educational Reform 10, no. 1 (January 2001): 2–13. http://dx.doi.org/10.1177/105678790101000101.

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Capper, Colleen A., and Michael T. Jamison. "Outcomes-Based Education Reexamined: From Structural Functionalism to Poststructuralism." Educational Policy 7, no. 4 (December 1993): 427–46. http://dx.doi.org/10.1177/0895904893007004002.

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Kim, Youngjon, and Hyoseon Choi. "Beginning of outcome-based medical education: development of medical schools’ mission statements based on stakeholders’ priority." Korean Journal of Medical Education 33, no. 3 (September 1, 2021): 215–26. http://dx.doi.org/10.3946/kjme.2021.201.

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Background: Many studies report the positive effects of outcome-based education in improving medical education quality. An important aspect of outcome-based education is the statement of learning outcomes, which is closely associated with medical schools’ mission, vision, and educational goals. Medical schools’ mission statement not only sets the standards to determine educational goals and outcomes but also provides an indicator to monitor and evaluate medical education quality.Purpose: This study identified a methodology to provide optimal mission statements at medical schools through the framework of suggested decision-making method.Methods: This study analyzed the focus of the mission development suggested by World Federation for Medical Education and Liaison Committee on Medical Education medical education standards and searched for appropriate decision-making methods based on these standards. In addition to validate the suggested framework of mission statement, case analysis of medical schools was conducted.Results: Consequently, a mission development method that applies the mission statement based on stakeholders’ priority (MSSP) was derived. The MSSP involves (1) content analysis, (2) candidate extraction, (3) priority evaluation, and (4) priority validation. The keywords of the mission system derived during this process were categorized and listed in ranks to be suggested as the mission, vision, and core values. The proposed MSSP was applied in two South Korean medical schools and, thereby, the mission, vision, and core values were determined for each medical school.Conclusion: The two schools’ case analysis verified MSSP’s effectiveness as a decision-making methodology to gather and converge diverse opinions from stakeholders for the mission statement at the medical schools.

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Green, Adam S. "Outcomes-Based Academic and Co-curricular Program Review." Journal of General Education 57, no. 1 (January 1, 2008): 65–66. http://dx.doi.org/10.2307/27798091.

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Fullan, Michael, and Nancy Watson. "School-Based Management: Reconceptualizing to Improve Learning Outcomes." School Effectiveness and School Improvement 11, no. 4 (December 2, 2000): 453–73. http://dx.doi.org/10.1076/sesi.11.4.453.3561.

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Smylie, Mark A., Virginia Lazarus, and Jean Brownlee-Conyers. "Instructional Outcomes of School-Based Participative Decision Making." Educational Evaluation and Policy Analysis 18, no. 3 (September 1996): 181–98. http://dx.doi.org/10.3102/01623737018003181.

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Journal articles on the topic 'Outcomes based education'

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