Outcome-Based Education
Outcome-based Education
Denice Joan M. Montoya, R.N.
Outcome-based education is the trend in today’s curriculum. It is currently favored internationally in countries such as Canada, South Africa, New Zealand, and United States (Malan, 2004, cited by Butler, 2004). Outcome-based education encompasses learning at the students’ pace to achieve a desired outcome. It is defined by Acharya (2003) as a method of curriculum design and teaching that focuses on what students can actually do after they are taught. Basically, it puts emphasis on measuring what the students have learned and understand after a course by not merely giving examinations but rather, activities that assess critical thinking of the students. In this light, outcome-based education is beneficial to our educational system in providing professional and competent workers. Biggs and Tang (2007) stated that it is beneficial to the students since the learning outcome tell them precisely not only what they are supposing to be learning, but how and to what standard. In the development of outcome-based education, educators studied the work of Carroll and Bloom. Carroll said that it was inappropriate to fix the time for study and expect variable learning results from students (Davis, 2003). Bloom developed Carroll’s thinking into the notion of mastery learning, in which a fixed level of performance was to be achieved by students by changing the relationship between time and learning (Davis, 2003). From this, the underlying principle of outcome-based education was achieved in a sense that the learning became fixed and the time to achieve the learning became the variable. The primary aim of outcome-based education is to facilitate desired changes within the learners, by increasing knowledge, developing skills and/or positively influencing attitudes, values and judgment (Butler, 2004). As a whole, it targets the cognitive, affective and psychomotor domains of learning, thus, facilitating better
Denice Joan M. Montoya, R.N.
Outcome-based education is the trend in today’s curriculum. It is currently favored internationally in countries such as Canada, South Africa, New Zealand, and United States (Malan, 2004, cited by Butler, 2004). Outcome-based education encompasses learning at the students’ pace to achieve a desired outcome. It is defined by Acharya (2003) as a method of curriculum design and teaching that focuses on what students can actually do after they are taught. Basically, it puts emphasis on measuring what the students have learned and understand after a course by not merely giving examinations but rather, activities that assess critical thinking of the students. In this light, outcome-based education is beneficial to our educational system in providing professional and competent workers. Biggs and Tang (2007) stated that it is beneficial to the students since the learning outcome tell them precisely not only what they are supposing to be learning, but how and to what standard. In the development of outcome-based education, educators studied the work of Carroll and Bloom. Carroll said that it was inappropriate to fix the time for study and expect variable learning results from students (Davis, 2003). Bloom developed Carroll’s thinking into the notion of mastery learning, in which a fixed level of performance was to be achieved by students by changing the relationship between time and learning (Davis, 2003). From this, the underlying principle of outcome-based education was achieved in a sense that the learning became fixed and the time to achieve the learning became the variable. The primary aim of outcome-based education is to facilitate desired changes within the learners, by increasing knowledge, developing skills and/or positively influencing attitudes, values and judgment (Butler, 2004). As a whole, it targets the cognitive, affective and psychomotor domains of learning, thus, facilitating better
References: Acharya, Chandrama. (2003). Outcome-based education: a new paradigm for learning. In CDTLink. Retrieved July 13, 2013, from www.cdtl.nus.edu.sg/link/nov2003/obe.htm Biggs, J. & Tang, C. (2007). Outcomes-based teaching and learning: what is it, why is it, how do we make it work? Retrieved July 13, from http://drjj.uitm.edu.my/DRJJ/MQAGGPAS-Apr2011/OBTL_what_why_how-Biggs-Tang.pdf Butler, Mollie. (2004). Outcomes based/ outcomes focused education: overview. Retrieved July 13, 2013, from https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&cad=rja&ved=0CHAQFjAH&url=http%3A%2F%2Fwww.kfshrc.edu.sa%2Fsaudization%2Ffiles%2FOutcomes%2520Based%2520Education.doc&ei=djvvUdmtDMeokAXWsoDwDQ&usg=AFQjCNHMD6QYdA4Y4TNMe_ZK_nGwpGyvYg&sig2=j875MZ7BNB_hSl_RQcS6zQ&bvm=bv.49641647,d.dGI Davis, Margery H. (2003). Outcome-based education. In Educational Strategies.Retrieved July 13, 2013 from http://www.utpjournals.com/jvme/tocs/303/258.pdf Killen, Roy. (2000). Outcomes-based education: principles and possibilities. Retrieved July 13, 2013, from http://drjj.uitm.edu.my/DRJJ/CONFERENCE/UPSI/OBEKillen.pdf Lawson, M. & Askell-Williams, H. (2007).Outcomes-based education. In Association of Independent schools of SA. Retrieved July 13, 2013, from http://www.ied.edu.hk/obl/files/pratical_guide_5.pdf RashaEldeeb & NishaShatakumari. (2013). Outcome based education: trend review. In Journal of Research &Method in Education.Retrieved July 13, 2013, from http://www.iosrjournals.org/iosr-jrme/papers/Vol-1%20Issue-2/C0120911.pdf