OBE PrinciplesThere are different definitions for outcome-based education. The most widely used one is the four principles suggested by Spady (1994). Show
An OBE curriculum means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction and assessment to make sure this learning ultimately happens. The four basic principles are (Spady, 1994):
OBE Process'Constructive alignment' is the process that we usually follow when we build up an OBE syllabus. It is a term coined by Professor John Biggs in 1999, which refers to the process to create a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes. The word 'constructive' refers to what the learner does to construct meaning through relevant learning activities. The 'alignment' aspect refers to what the teacher does. The key to the alignment is that the components in the teaching system, especially the teaching methods used and the assessment tasks are aligned to the learning activities assumed in the intended outcomes.
Defining Curriculum Objective and Intended Learning Outcomes (ILO)A learning outcome is what a student CAN DO as a result of a learning experience. It describes a specific task that he/she is able to perform at a given level of competence under a certain situation. The three broad types of learning outcomes are:
Guidelines for Producing Effective ILO Statements Outcomes are about performance, and this implies:
You could start with this stem: On successful completion of the programme, a (name of program) graduate will be able to [action verb] + [activity].
Remember:
Alignment your Program Level Outcomes with HKUST’s Graduate Attirbutes – ABC LIVE At HKUST, program outcomes need to be aligned with HKUST’s seven graduate attributes called ABC LIVE: Academic Excellence
Broad-based education
Competencies and capacity building
Leadership and teamwork
International outlook
Vision and an orientation to the future
Ethical standards and compassion
Back to top Designing Assessment TasksOutcome-based assessment (OBA) asks us to first identify what it is we expect students to be able to do once they have completed a course or program. It then asks us to provide evidence that they are able to do so. In other words, how will each learning outcome be assessed? What evidence of student learning is most relevant for each learning outcome and what standard or criteria will be used to evaluate that evidence? Assessment is therefore a key part of outcome-based education and used to determine whether or not a qualification has been achieved. Steps for Assessment DesignTypes of Assessment Tools and Methods
Developing Marking SchemesOnce an assessment tool has been settled on, specific decisions may have to be made about the criteria by which student work will be assessed, depending on the learning outcome being assessed and the tool for assessment. Choosing criteria is where rubrics come in. A rubric is a set of criteria for assessing student work or performance. Rubrics are particularly suited to learning outcomes that are complex or not easily quantifiable, for which there are no clear "right" or "wrong" answers, or which are not evaluated with standardized tests or surveys. Assessment of writing, oral communication, critical thinking, or information literacy often requires rubrics. Rubrics have two dimensions: they identify the various characteristics of the outcome, and they specify various levels of achievement in each characteristic. Thus, a well-designed rubric consists of:
Because rubrics establish criteria, they can help make assessment more transparent, consistent, and objective. Faculty members and evaluators can use rubrics to communicate to students and each other what they see as excellent work, while students gain an understanding of what is expected and how their performance will be assessed. Rubrics are also useful when there is more than one evaluator; rubrics can serve as standardized scoring guides that assist different evaluators to determine the quality of student work in a consistent manner. Giving FeedbackFeedback tells students how they are doing towards achieving intended learning outcomes. This information can help them to improve their learning and so help them to enhance their performance in assessment. There is also considerable research evidence that the most important part of the assessment process, with regard to supporting learning, is feedback. Each unit in a programme should normally include not only summative assessment but also formative assessment for which suitable feedback is provided in time for students to learn from it before major summative assessment. Coursework often serves a formative purpose through feedback while also contributing to summative assessment through the marks awarded; in such cases, feedback should be returned in time to inform the next piece of coursework. Back to top Selecting Teaching and Learning Activities (TLAs)Selecting teaching and learning activities aims to help students to attain the intended learning outcomes and engage them in these learning activities through the teaching process. A student-centered approach is the emphasis in OBE as its success is largely dependent on the extent to which students take responsibility for their own learning and whether or not co-operative learning is used; this is because one of the long-term outcomes of OBE is usually related to generic skills and attitudes such as teamwork and co-operation. Therefore, programs and courses should also provide experiences that students are going to encounter in the real world. These activities can be teacher-managed, peer-managed or self-managed. Biggs (1999) suggested the following points of guidance for planning teaching strategies:
Back to top Reviewing your Program Level Outcomes
Back to top Writing Intended Learning OutcomesIntended learning outcomes need to be written at both program and course levels. Both of them need two essential elements:
Program Learning outcomes The accreditation Board for Engineering and Technology (ABET) defines Program Learning Outcomes as "statements that describe what students are expected to know and be able to do by the time of graduation." To get started, the school must develop a list of learning outcomes derived from, or consonant with, the School’s mission. The mission and objectives set out the intentions of the School, and the learning goals say how the degree programs demonstrate the mission. That is, the learning outcomes describe the desired educational accomplishments of the degree programs. Course Learning outcomes Course Learning Outcomes describe the complex performances a student should be capable of as a result of learning experiences within a course. These are determined by the course instructor, or, in the case of a course with several sections, by a team of instructors who teach the same course. Choosing appropriate action verb In the process of writing learning outcomes, the curriculum team would use associated action verbs for different levels of learning. The use of action verbs facilitates alignment of program and course learning outcomes and course learning outcomes with assessments. When writing program learning outcomes, anticipate how student learning will be assessed in relation to each expectation. Vague verbs such as know or understand are not easily measured and need to be substituted with performative verbs such as identify, define, describe or demonstrate. Some of these verbs are listed in the table for consideration.
In the early years, lower level cognitive outcomes, i.e. "Remembering", "Understanding" are given stronger emphasis. The level moves upwards as the years move on. Higher level outcomes like "Evaluating" and "Creating" would have more emphasis in later years. It is a curriculum team’s responsibility to ensure this developmental progression over the program and to make sure the four types of intended leaning outcomes are covered appropriately. Back to top Choosing an appropriate tool and methodRules of thumb:
A Variety of Tools and Methods is needed because:
Back to top Example of an OBA Marking SchemeHere is an example of a constructively aligned assessment scheme:
Back to top When must a student enroll as a AAMA member to be eligible for the reduced student rate?AAMA offers student membership at a reduced rate. To qualify for the student membership, student members must be enrolled in a medical assisting program and carry at least six credit hours each week.
What is intended to set a consistent minimum standard for evaluating an individual's professional competence as a medical assistant?Purpose of Certification Examination: -Intended to set a consistent minimum standard for evaluating an individual's professional competence as a medical assistant.
What is the purpose of the certification credential for medical assistants?Medical assistants work with highly educated healthcare professionals. Certification helps demonstrate clinical skill and administrative knowledge, which helps gain the respect of coworkers. This respect can translate into better stability and the opportunity to request better shifts.
What is the number of test questions on the sample examination included in the candidates guide to the AAMA Certification Examination?The CMA (AAMA) Certification Exam Content Outline provides an overview of the wide scope of knowledge required in general, clinical, and administrative categories. The exam consists of 200 multiple-choice questions administered in four 40-minute segments.
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