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PSTMT > Unit 3.1 Outcome-Based Education > Flashcards

Unit 3.1 Outcome-Based Education Flashcards

1
Q

Outcome-based education means clearly focusing and organizing everything in an educational system around what is __________ to be able to do successfully at the end of their learning experiences (Spady & Uy. 2014

Outcome-Based Education (OBE)

A

essential for all students

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2
Q

OBE is a process that involves the _________ of curriculum, assessment and reporting practices in education to reflect the achievement of higher order learning and mastery rather than accumulation of course credits (Trucker, 2004)

Outcome-Based Education (OBE)

A

restructuring

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3
Q

OBE implies the best way to learn is to _________

Outcome-Based Education (OBE)

A

first determine what needs to be
achieved

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4
Q

Once the desired results or exit outcomes have been determined, the strategies, processes, techniques and means are put in place to achieve the ______________

Outcome-Based Education (OBE)

A

predetermine
goals.

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5
Q

In essence, it is a working-backwards with ________ as the center of the learning-teaching milieu

Outcome-Based Education (OBE)

A

students

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6
Q

These desired outcomes need to be translated into what students learn in specific courses.

A

OBE Framework

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7
Q

They should ensure that the desired course and learning outcomes are achieved at the level of the courses with appropriate content, methodologies and student performance assessment

OBE Framework

A

HEI

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8
Q

clear learning results that we want students to demonstrate at the end of significant learning experiences (Spady & Uy. 2014)

A

Outcomes

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9
Q

sets of learning competencies that enable learners to perform complex tasks/functions/roles (CHED CMO # 46 s. 2012)

A

Outcomes

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10
Q

All learners can learn and succeed; success breeds success and “teaching institutions control the conditions of success

A

OBE Philosophy

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11
Q

OBE Premises and Philosophy are Guided by Simple 4 questions

A
  1. What do we want students to learn, to do, and to value?
  2. Why do we want them to learn these, do these and to value these?
  3. How can we best help students to learn, do, and value these? What processes and procedures should be put in place?
  4. How will we know that students after finishing the programs with us have learned these, can do these and value these?
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12
Q

Key OBE elements

A
  1. Paradigm
  2. Purposes
  3. Premises
  4. Principles
  5. Practices
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13
Q

WHAT and WHETHER students learn successfully is more important than WHEN and HOW they learn something

Key OBE elements

A

Paradigm

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14
Q

Ensuring that all students are equipped with the knowledge, competence, and qualities needed to be successful after they exit the educational system.

Key OBE elements

A

Purposes

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15
Q

Structuring and operating schools so that those outcomes can be achieved and maximized for all students.

Key OBE elements

A

Purposes

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16
Q

All students can learn and succeed, but not on the same day in the same way.

Key OBE elements

A

Premises

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17
Q

Successful learning promotes even more
successful learning.

Key OBE elements

A

Premises

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18
Q

Schools control the conditions that directly affect successful school learning.

Key OBE elements

A

Premises

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18
Q

Clarity of focus on culminating
exit outcomes of significance

Key OBE elements

A

Principles

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19
Q

Expanded opportunity support
for learning success

Key OBE elements

A

Principles

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20
Q

High expectations for all to succeed

Key OBE elements

A

Principles

21
Q

Design down from culminating outcomes

Key OBE elements

A

Principles

22
Q

Define outcomes

Key OBE elements

A

Practices

23
Q

Design the curriculum

Key OBE elements

A

Practices

24
Q

Deliver instruction

Key OBE elements

A

Practices

25
Q

Document results

Key OBE elements

A

Practices

26
Q

Determine advancement

Key OBE elements

A

Practices

27
Q

OBE’s Four Principles

A
  1. Clarity of focus
  2. Expanded opportunity
  3. High expectations
  4. Design down
28
Q

These four concepts are at the core of OBE.

A

OBE’s Four Principles

29
Q

EXPLANATION

Focus on what learners will be able to do successfully

OBE PRINCIPLES

A

CLARITY OF FOCUS

30
Q

EXPLANATION

Do not learn the same thing in the same way at the same time

OBE PRINCIPLES

A

EXPANDED
OPPORTUNITY

31
Q

EXPLANATION

Establish high challenging
performance standards

OBE PRINCIPLES

A

HIGH EXPECTATIONS

32
Q

EXPLANATION

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

OBE PRINCIPLES

A

DESIGN DOWN

33
Q

APPLICATION TO PRACTICE

Help learners develop
competencies

OBE PRINCIPLES

A

CLARITY OF FOCUS

34
Q

APPLICATION TO PRACTICE

Enable predetermined
significant outcomes

OBE PRINCIPLES

A

CLARITY OF FOCUS

35
Q

APPLICATION TO PRACTICE

Clarify short & long term
learning intentions

OBE PRINCIPLES

A

CLARITY OF FOCUS

36
Q

APPLICATION TO PRACTICE

Focus assessments on
significant outcomes

OBE PRINCIPLES

A

CLARITY OF FOCUS

37
Q

APPLICATION TO PRACTICE

Provide multiple
learning opportunities
matching learner’s
needs with teaching
techniques

OBE PRINCIPLES

A

EXPANDED
OPPORTUNITY

38
Q

APPLICATION TO PRACTICE

Engage students in
deep learning, push
beyond the usual

OBE PRINCIPLES

A

HIGH EXPECTATIONS

39
Q

APPLICATION TO PRACTICE

Develop systematic
education curricula

OBE PRINCIPLES

A

DESIGN DOWN

40
Q

APPLICATION TO PRACTICE

Trace back from desired
end results

OBE PRINCIPLES

A

DESIGN DOWN

41
Q

APPLICATION TO PRACTICE

Identity “learning
building blocks”

OBE PRINCIPLES

A

DESIGN DOWN

42
Q

APPLICATION TO PRACTICE

Link planning, teaching
& assessment decisions
to significant learner
outcomes

OBE PRINCIPLES

A

DESIGN DOWN

43
Q

OBE is an approach that focuses and organizes the educational system around what is essential for all learners to know, value, and be able to do to achieve a desired level of competence.

Implementation of OBE in Higher Education Institutions (HEIs)

A

CHED MEMO No. 46, Series 2012

44
Q

For the HEIs, this means describing the attributes of their ideal graduates based on their:

Implementation of OBE in Higher Education Institutions (HEIs)

A

❑visions and missions as part of their institutional goals or outcomes, and
❑using these as bases for developing specific program outcomes

45
Q

are the sets of competencies
(related knowledge, skills, and attitudes) that all learners are expected to demonstrate.

Implementation of OBE in Higher Education Institutions (HEIs)

A

Program outcomes

46
Q

Institutional or program outcomes may also emphasize
____________

Implementation of OBE in Higher Education Institutions (HEIs)

A

lifelong learning

47
Q

Outcomes that are expected from a certain course and these are assessed and evaluated through various measurement tools

Implementation of OBE in Higher Education Institutions (HEIs)

A

Learning Outcomes

48
Q

Sets of competencies, expressing what the student will know,
understand or be able to do after completion of a process of learning

Implementation of OBE in Higher Education Institutions (HEIs)

A

Learning Outcomes

49
Q

Statements that describe significant and essential learning that learners have achieved

Implementation of OBE in Higher Education Institutions (HEIs)

A

Learning Outcomes

50
Q

can be reliably demonstrated at the end of the course

Implementation of OBE in Higher Education Institutions (HEIs)

A

Learning Outcomes

PSTMT (13 decks)

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