sast017 (OBE Principles and Procoss | CEI | Cortor for Education Imnovaton S = for Education Innovation |) Rew ws OBE Principles and Process OBE Principles “There ae diferent defntons fr outcome-based education. The most widely usd one is the four principles supgested by ‘Spady (1954), |An OBE curriculum means stating witha clear picture of what i important for students to be able odo, then organizing ‘the currulum, instruction arc assessment to make sue this learning ultimately happens. The fou base principles are (Spady, 1994); Clarity of focus “This means that everything teachers do must be lary focused on what they want students to kxow, understand and be able todo. In ater words, teachers shoul fecus on helping student to develop the knowledge, sklls and personalities that wil enable them to achieve the intended outcomes tat have been clearly aricubted Designing down means thatthe curicum design must start with a lear definition ofthe intanded outcomes that students are to achieve by the end ofthe prosram. Once this has been done all instructional decisions are then made to ensure achieve this desired end resut. High expectations Ttmears that teachers should establish high, challenging standards of performance in oder to encourage stents to engage deeply n what they are earring, Helping students to achieve high standard is Inked very closely with the cea tat successful learning promatas more succesful earring Expanded opportunities ‘Teachers must strive to provide expanded opportunites for al student. Tis principle is based onthe dea that nt al learners can lean the same thing in the same way adn the same time. However, most students can achive high standards ifthe are gven appropriate opporunites. OBE Process “Consrctivealgnment i the process that we usually folw when we bullé up an OBE sylabus. IIs 2 term coined by Professor Jo Biggs in 1995, which refers othe process to create alerting environment that supports the leasing _ctvtes appropiate to achieving the desired learning outcomes. The word 'constuctie’ reters to what the learner does to construct meaning through relevant earring actives. The algnment aspect refers to what the teacher does. The Key te the algnment is that the components inthe teaching system, especialy the teaching methods used and the assessment. {asks are algned tothe farnng actives assumed in the intended outcomes, Defining Curriculum Objectives and Intended Leaning Outcomes Designing Assessment Tasks 42 ‘Tis: Reviewing your Proaram-level Gcomes 4 os: Woting Intended Leorrina Outcomes es Example: An Outcome based Assessment Marling Scheme 7 hipce ust ikeaching-esurcesoutcame-based: edict Aional-esourceslobe-princples-and-processét wsast017 (OBE Principles and Procoss | CEI | Cortor for Education Imnovaton Defining Curriculum Objective and intended Learning Outcomes (1LO) ‘learning cutcome is whata student CAN DO as 2 result ofa larring experience. It describes a spec task that helshe Is able wo perform ata given level of competence under 2 certain stuaor The tree broad types of learning outcomes Disciptnary krowledge ard sis Generic sis ‘tes ard values SGuidetines for Producing Effective ILO Statements uteomes are about performance, and tis imple: ‘There must be a performer —the student not the teacher ‘Tere must be something performable (thus demonstrable or assessable) to perform ‘The focus I onthe performance, not the atvty or ask to be performed You cole stare with this ste (on successful completon of the programme, # (name of program) areduate wil be able to [acon verb] = [acy] [Example 1: A graduate of this prosram willbe abl to elective evaluate research designs, methods, and conclusions ‘ample 2: Graduates ofthis program wil be able to assess their own strengths, weaknesses, and omissions and be able t adjust future performance in ight oftheir sa assessments Example 3: Graduates ofthis program wil be able to eflecvely communicate bot formal and infrmaly hough speaking, weting, and Istening Remember: Stay b9plcure, dont jump into details Consider what will be accomplished inthe academic curriculum and in the co-cureulum pment your Program Level Outcomes with HKUST's Graduate Atirbutes — ABC LIVE AC HKUST, program outcomes neesto be algned with HKUSTs seven graduate atrbutes called ABC LIVE: Academic Excellence ‘An r-depth orasp of atleast one aree of specialist or professional tay, based ona forwaroking and ingury ven curio, Broad-based education Intalleceal breadth, ex, and curosty, including an undertancng ofthe rle of rational, balanced Inquiry and éscussion anda grasp of basic values across the cove disciplines of scence, soc scence, engineering athe humanities ‘Competencies and capacity building High-end, ansterable competence, Inching anata, cea, quantitative and communications Sis Leadership and teamwork ‘capac for leadership and teamwork, including the abit to motivate others, tobe responsible and reliable, nd to (ve and take drecson ac constructive ertcism International outlook hipce ust ikeaching-esurcesoutcame-based: edict Aional-esourceslobe-princples-and-processétsast017 (OBE Principles and Procoss | CEI | Cortor for Education Imnovaton ‘An international ouseos, and an appreciation of cultural diversity Vision and an orientation to the future ‘Adapabty and feity, a pasion for lerring, and te abity to develop clear, forward-ookng goals, and set recon and se ecpine Ethical standards and compassion Respect for others and high standards of personal nterty Compassion, and a reacness to contioute to the community Sackto tp a Designing Assessment Tasks ‘Outcome:-based assessment (OBA) ais Us to fst deny what iis we expect students to beable to do once they have completed a course or program. Itthen asks us to provide evidence that they are able todo so. In ether words, how ill ‘ch learning oucome be assessed? What evdence of student learnings most relevant foreach learning outcome and what standard orcrtera wil be used to evaluate that evidence? Assessment is therefore a Key pat of outeome-based ‘education and used to determine wheter or nt a quali'eation has been achieved, ‘Steps for Assessment Design Step 1 Define results tobe measured Stop2 Identify data required and ‘Step 5 Implement andevaluste Continuous Improvement step 4 Define sdatonal gg SMBS methods and scsmermen measures Te ‘Types of Assessment Tools and Methods Formative assessment ‘The cllecon of information about student larrng during the progression of @ couse or program in order to Improve students learning. Example: reading the frst eb reports ofa cass to assess whether some oral student in ‘he group need a lesson on how to make them succinct and informasve Summative assessment ‘he gathering of information at the conclsion of @ couse, program, or undergraduate career to prove learning or to meet accourtabity demands, When used for improvement, impacts the next cohort of students taking the course cr program. Examples: examining student fral exams in couse to see If certain specie areas ofthe curriculum ere understood les well than others; analyzing senior projects forthe abit to integrate across disciplines, Criterion-referenced as ment A score that compares a student's perormance to specific standards, The stunts assessed in reference to some stucent outcome that can be expected 252 resut of an education experience (Le, 8 degree of mastery of densified ctrl, Ciera are qualities that can provide evidence of achievement af goals oF outcomes, such as comprehension of concepts inroduce o” reinforced, 2 kind of quiy betavior encouraged, or a techrique practiced er its pote hipce ust ikeaching-esurcesoutcame-based: edict Aional-esourceslobe-princples-and-processét