Outcome-Based Education

(OBE)
Overview
Mohamed Nadzri Mohd Yusoff (Hj.)
Presentation Outcomes
At the end of the presentation, the participants will be able to:
Explain the concept, philosophy, principles and applications of OBE
Explain why MOHE advocates OBE as the basis for higher education in
Malaysia
Explain the relevancy of OBE in Malaysian higher education
What is OBE?
Education that is outcome-based, is a learner centered,
results oriented system founded on the belief that all
individuals can learn
James Towers (1996)

What is OBE?
OBE is education based on producing particular
educational outcomes that:
focuses on what students can actually do after
they are taught;
expect all learners/students to successfully
achieve particular (sometimes minimum) level
of knowledge and abilities.
Why OBE?
The proof of good education and training is
in finding whether:
learning has really taken place
learning has equipped learners with the skills
and knowledge that will enable them to
solve authentic problems in a workplace
situation.
Why OBE?
the quality of education:
highly valued by the community and by nations;
seen as fundamental to being successful in this knowledge
age.
What matters today :
good education and training =key aspects for being
successful in life.
It is too time-consuming for learners to attend academic
institutions; get qualifications and then still have to get
in-service training to be able to do the job.
Therefore, good education and training should not only
be of an academic nature, but it should also prepare
learners adequately for the workplace.
Communication (verbal & written) 4.69
Honesty/Integrity 4.59
Teamwork skills 4.54
Interpersonal skills 4.50
Strong work ethics 4.46
Motivation & initiative 4.42
Flexibility/adaptability 4.41
Analytical skills 4.36
Computer skills 4.21
Organisational skills 4.05
Detail oriented 4.00
Leadership skills 3.97
Self confidence 3.95
Friendly/outgoing personality 3.85
Well mannered / polite 3.82
Tactfulness 3.75
GPA (3.0 or better) 3.68
Creativity 3.59
Sense of humour 3.25
Entrepreneurial skills/risk taker 3.23
Employers Rating of Skills/Qualities 2002
(EAC, 2004)
Why OBE?
Why OBE?
What is OBE?
OBE is education based on producing particular
educational outcomes that:
focuses on what students can actually do after
they are taught;
expect all learners/students to successfully
achieve particular (sometimes minimum) level
of knowledge and abilities.
ITS NOT WHAT WE TEACH,
ITS WHAT THE STUDENTS LEARN
What is OBE?
BASIC TYPES OF OUTCOMES FROM
EDUCATIONAL SYSTEM
First:
Includes performance indicators such as test results,
completion rates, post-course employment rates, etc
Second:
Less tangible
Usually expressed in terms of :
What students know
What they are able to do
What are they like as a result of their education

(Killen R.,2000)
HISTORIC DEVELOPMENT OF
OUTCOMES-BASED EDUCATION

MASTERY LEARNING
Acquisition of cognitive, affective and psychomotor skills under appropriate
conditions.
COMPETENCE-BASED EDUCATION
Acquisition of a group of skills that bring about competence in specific field,
which is assessed against pre-set benchmarks mostly defined by industry
OUTCOMES-BASED EDUCATION
Demonstration of acquired generic skills in different contexts, that are
assessed against pre-set criteria agreed upon by all stakeholders
(Robert E. Gerber, 1996)
COMMON APPROACHES TO OBE
emphasises student mastery of traditional subject-
related academic outcomes (usually with a strong focus
on subject-specific content) and some cross-discipline
outcomes (such as the ability to solve problems or to
work co-operatively)
emphasises longterm, cross-curricular outcomes that
are related directly to students future life roles (such
as being a productive worker or a responsible citizen or
a parent)

(Spady, 1994 in Killen R.,2000)
OBE basic foundations
All students can learn and succeed, but not all in the same
time or in the same way.
Successful learning promotes even more successful learning.
Schools (and teachers) control the conditions that determine
whether or not students are successful at school learning.
OBE Requisites
What the students learn must be clearly identified.
The students progress is based on demonstrated
achievement.
Multiple instructional and assessment strategies need to be
available to meet the needs of each student.
Adequate time and assistance need to be provided so that
each student can reach the maximum potential

OBE vs. Traditional Education (Content-Based Learning)
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process exam & grade driven Continuous assessment
Rote learning Critical thinking, reasoning, reflection & action
Content based/broken into subjects Integration knowledge, learning relevant/ connected
real life situations
Textbook/worksheet focused & teacher centred Learner centred & educator/ facilitator use group/
teamwork
See syllabus as rigid & non negotiable Learning programmes seen as guides that allow
educators to be innovative & creative in designing
programmes/ activities
Teachers/trainers responsible for learning -
motivated by personality of teacher
Learners take responsibility for their learning,
learners motivated by constant feedback/
affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes what learner becomes &
understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Paradigm Shift in the Education
& Training Philosophy
From teacher-centered (TCL)

Traditional teaching teacher
owns the knowledge and
convey it to the students.

Teacher brings the content and
the answers into the classroom/
training room with him / her.

to a student-centered (SCL)

SCL Based teaching : students
(trainee) to learn as much as
possible.

teacher as a coach who asks
questions and provides
guidelines for the acquisition of
knowledge.

(R.E. Gerber, 1996 in Shahrin Mohamed, 2007 )
Principles of OBE
a) Clarity of focus about outcomes
Always have the outcomes as the focus.
Let the students know what they are aiming for.
b) Designing backwards
Design curriculum backward by using the major outcomes as the focus and
linking all planning, teaching and assessment decisions directly to these
outcomes.
c) Consistent, high expectations of success
Set the expectation that OBE is for ALL learners.
Expect students to succeed by providing them encouragement to engage deeply
with the issues they are learning and to achieve the high challenging standard set
(Spady, 1994).
d) Expanded opportunity
Develop curriculum to give scope to every learner to learn in his/her own pace.
Cater for individual needs and differences, for example, expansion of available
time and resources so that all students succeed in reaching the exit outcomes.

(R.E. Gerber, 1996 in Shahrin Mohamed, 2007 )
OBE Emphasis?
ASSESSMENT OF
OUTCOMES

OBE is assessment driven

Assessment is used to determine whether or not a
qualification/ condition/ criterion/ skill has been achieved

To determine whether learners are successful, (i.e. whether
students know they have learnt well) the learners must be
assessed using the assessment criteria of the outcome


Relevancy of OBE
Rating/Accreditation requirements:

1. Quality Assurance Audit by the Ministry of Higher
Education: Malaysian Qualifications Framework (MQF)
emphasis on learning outcomes.

2. Accreditation Requirement for Professional
Programmes by professional bodies emphasizes
learning outcomes
Real Benefits of OBE
Anticipation of real benefits
More directed & coherent curriculum
Graduates will be more relevant to industry & other
stakeholders (more well rounded graduates)
Continuous Quality Improvement (CQI) is an inevitable
consequence

OBE is an educational process.
Directed/focussed at achieving certain specified outcomes in
terms of individual student learning.
Outcomes - key things students should understand and be
able to do or the qualities they should develop.
Both structures and curricula are designed to achieve those
capabilities or qualities.
Educational structures and curriculum are regarded as means
not ends. If they do not do the job they are rethought
(Continuous Quality Improvement (CQI)).
Therefore, OBE
OBE is a process that involves the restructuring of curriculum,
assessment and reporting practices in education to reflect
the achievement of high order learning and mastery rather
than accumulation of course credits.

Amongst Expected Changes:
Curriculum Restructuring/Revision
Innovative/Flexible Delivery Method
Variety of Assessment & Evaluation Methods
Collection of Evidences
Continuous Quality Improvement (Closing the Loop (CDL))


Therefore, OBE
Planning (1)
Developing (2)
Implementing (3)
Evaluating (4)
OBE PROCESS
Evaluate / analyse
Closing the Loop (CDL)
CQI Report
Curriculum REVIEW
Course Outcomes (CO)
SLT
Curriculum
Assessments TL Activities
Credit Hour
Blooms
Taxonomy
Blooms
Taxonomy
Summative Assessment
Curriculum
Documenting
Evidences
Lesson Plan
Test Blueprint
Marking Scheme
Student Portfolio
Formative Assessment
Entrance/Exit Surveys
Rubrics
Blooms
Taxonomy
Academic Level
Curriculum
PEO
Program Outcomes (PO)
Program
Standards
SO???
RECAP 1
What is OBE?
OBE is an educational process.
Directed/focussed at achieving certain
specified outcomes in terms of individual
student learning.

RECAP 2
What is outcome?
a statement on what students should know,
understand and can do upon the completion
of a period of study. (MQF)

RECAP 3
Why OBE?
PSPTN Pelan Strategik Pengajian Tinggi
Negara
Objective: Produce human capital with first-
class mentality
Method: Teaching and Learning in institution
must be based on outcomes (what the
students know, understand and can do)

RECAP 4
Why OBE? (Document of References)
MQF- Malaysian Qualification Framework
MQA Act 679


RECAP 5
What is MQF?
Instrument that develops and classifies qualifications
How? Clarifies:
Academic qualifications
Learning outcomes
Credit system based on student academic
workload


RECAP 6
What is MQA ?
a single quality assurance agency in Malaysia
responsible to assure quality of programs offered by
higher education providers.
established under Act 679 to implement MQF