TIMESPECIFIC OBJECTIVESCONTENTTEACHING/ LEARNING ACTIVITIESEVALUATION

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4 min

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5 min

2 min

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1 min

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10 min

After the class students will be able:

To explain the meaning of CBE

To define the term CBE.

To list down the purposes of CBE.

To enumerate the characteristic of CBE.

To describe the competency based practice.

To list down the advantages of CBE.

To enlist the disadvantages of CBE.

To define the term OBE.

To explain the meaning of OBE.

To enumerate the principles of OBE.

To explain the OBE processes.

COMPETENCY BASED EDUCATION

Meaning of Competency Based EducationThe word competent is derived from Latin and means having essential qualities and abilities to function in specific ways. The National Councilof State Boards of Nursing (2005) describes competency as the ability toapply knowledge and interpersonal, decision-making, and psychomotorskills to nursing practice rolesCompetency-based learning or Competency Based Education and Training is an approach to teaching and learning more often used in learning concrete skills than abstract learning. It differs from other non-related approaches in that the unit of learning is extremely fine grained. Rather than a course or a module every individual skill/learning outcome, known as a competency, is one single unit. Learners work on one competency at a time, which is likely a small component of a larger learning goal. The student is evaluated on the individual competency, and only once they have mastered it do they move on to others. After that, higher or more complex competencies are learned to a degree of mastery and isolated from other topics. Another common component of Competency-based learning is the ability to skip learning modules entirely if the learner can demonstrate they already have mastery. That can be done either through prior learning assessment or formative testing.

Definitions:Competency-based education is defined as an instructional system in which a performance-based learning process is used. The learner demonstrates his/her level of attainment on subject-area.

An educational approach on a predetermined set of knowledge, skills and abilities that the student expected to accomplish.According to Richards and Rodgers,Competency based education focuses on outcomes of learning. CBE addresses what the learners are expected to do rather than on what they are expected to learn about.

Purposes of CBE1. Measure student learning rather than time.2. Harness the power of technology for teaching and learning. Computer-mediated instruction gives us the ability to individualize learning for each student. Because each student learns at a different pace and comes to college different things, this is a fundamental requirement of competency based education.3. Fundamentally change the faculty role. When faculty serve as lecturers, holding scheduled classes for a prescribed number of weeks, the instruction takes place at the lectures pace. Some will need to go more slowly; other will be able to move much faster. Competency based learning shift the role of the faculty from that of a sage of the stage to a guide on the side. Faculty members work with the students, guiding learning, answering questions, leading discussions, and helping students synthesize and apply knowledge.4. Define competencies and develop valid, reliable assessments. The fundamental premise of competency based education is that we define what student should know and be able to do, and they graduate when they have demonstrated their competency. This means that we have to define competencies very clearly. Once the competencies are established, we need experts in assessment to ensure that were measuring the right things.

Characteristics of CBE1. Participants: Participants knowledge and skills are assessed as they enter the program Learning should be self-paced. Flexible training approaches including large group methods, small group activities and individual study are essential components.2. Books, Education: A variety of support materials including print, audiovisual and simulations (models) keyed to the skills being mastered is used. Satisfactory completion of training is based on achievement of all specified competencies.Subject material for courses in Competence Based Education is offered in 3 different modes for the registered students.A. Downloadable ModeB. Class Interaction Practice ModeC. Read only Mode

A. DOWNLOADABLE MODE: Downloadable mode empowers to offer education in a dynamic form to students. Students can access lessons, assignments and submit their scripts online. They need not brood if they miss lessons - they can download their lesson notes and access archived lessons, tutorial sessions, lectures etc

B. CLASS INTERACTION PRACTICE MODE: The interactive learning provides an environment for students to talk and discuss freely about any related topics on line or off line.Two ways of interaction Classroom interaction. X-CHAT MAILING GROUP

X-CHAT: Client Server Model that works with Internet Relay Chat Server Protocol.It allows servers to connect to each other effectively forming a network.Protocol is used by servers to talk to each other. Instructor and participants can talk with each other and discuss on related topic for stipulated time given by the instructor. MAILING GROUP: Participants can become member of Mailing-group by registering their names in their group. Once approved by the instructor, participants can post their questions to this group ID. This way Course instructor or any other participant can reply to questions that will be read by all the members in that group including the instructor.

Participants progress through the curriculum by demonstrating their competence in a variety of skill and knowledge areas. Student who demonstrates a competency is showing the ability "to do" something to put knowledge and principles into practice. After completing all examinations, students are required to apply the course content in his or her work setting and submit an example of how they achieved this goal.Participants will achieve competencies required in the performance of their jobs. Participants build confidence as they succeed in mastering specific competencies. Participants receive a transcript or list of the competencies they have achieved.

Competency-Based Practices: Assessments against competencies Once the competencies have been defined for particular job / roles, it becomes possible for employees and others to assess the employees competencies against those required for current or future roles within the organization. This assessment can occur in the following ways: Self-assessment Typically, the behavioral indicators for the competencies and proficiency levels needed within the target role / job are used as the standard for assessing the performance of the employee using a common rating scale (e.g., five-point scales from Never to Always) for assessing each indicator. The results are compiled and a report is provided that includes the results for all competencies, highlighting both employee strengths as well as competencies requiring improvement. This information can then be used to support the development of an individual learning plan (see below). Multi-source / 360 Multi-source or 360 feedbacks is similar to the self-assessment process except there is more than one evaluator. The process includes at a minimum the employee and their supervisor, and can include others with whom the employee interacts within the workplace (e.g., peers, team members, clients both within and outside the organization, reporting employees; etc.). Once again, a report is prepared on the feedback reults to allow the employee, supervisor and / or others (e.g., coach / mentor; learning advisor; etc.) to target learning and development efforts to the particular employees needs. Assessment through other methods Competency assessments can be accomplished through a wide variety of other methods, including those typically used in a selection process (see Recruitment & Selection section), such as: competency-based behavioral interviews; in-baskets; role-plays and simulations; track record / portfolio reviews; etc. As well, formalized assessment is often included as a component of employee development programs for the purpose of assessing the employees base skills / competencies going into the program, progress in development at any point, as well as level of success at the end of the program. Individual learning plans Once employee strengths and areas for development have been defined, it becomes possible to develop individual learning plans targeted to particular learning needs. At a minimum, tools to support this process include a set of instructions or guide for completing a learning plan as well as a standard learning plan form. Learning resources catalogued by competency Organizations often support employee learning by providing a catalogue of learning options organized by competencies, often incorporating a variety of learning options, such as: on-the-job assignments / activities; books and written reference material; courses / workshops / conferences; videos / DVDs; e-learning; etc. This information is often delivered via internet or intranet with links to other sites for additional information or course registration. Aggregate reports on organizational gaps in competencies Individual gaps in competency requirements can be consolidated into group reports, and decisions can be made on the best strategies for closing the organizational gaps in the most fiscally prudent and cost-effective manner (e.g., instead of sending several employees on one off courses or conferences, offer such a program in-house for less money). Program design / development Having defined the competencies and behaviours required for success in a particular role it becomes possible to target the design of curriculum and development programs to address these requirements. In addition, curriculum can be developed in a modularized fashion by competency, allowing the organization to quickly assemble a program of learning that will be specifically tailored to address organizational gaps Finally, many organizations establish comprehensive competency-based employee development programs in high need areas. These programs are staged development initiatives that include: formal in-class learning events; planned work assignments aimed at developing certain skills and competencies; self-study components; and, formal assessment to evaluate progress in development as well as to accredit or certify that the employee has gained required competencies and knowledge. In some cases, the employee is promoted to a higher level once certain performance standards have been met. Organizations are increasingly moving to this model of employee development to address current or looming shortages of staff and to ensure that there is a continuing supply of qualified staff to meet future organizational needs. This approach also demonstrates to employees that the organization is committed to their development and advancement within the organization. Learning evaluation / validation Competencies that have been identified for roles within the organization can serve as the standards or criteria for determining the level of success of learning interventions. This approach is particularly powerful because assessments based on the competencies provide the organization with an indication of the extent to which employee workplace behaviour has improved. For example, pre- and post-learning event assessments (e.g., multi-source assessment see above) can be conducted to evaluate the extent of development at both the individual and aggregate level (i.e., all employees who have completed the program). Based on this, the organization can determine whether the learning investments are paying off and, as appropriate, what changes need to be made to address performance gaps.Implementation Stages:The following implementation stages are suggested for mid to large organizations implementing competencies in Learning and Development on a corporate-wide basis.Stage 1 Determine policy for integrating competencies in Learning and Development. Design individual learning tools and processes (Learning Plan Form; associated instructions / tools) and / or acquire tools to support individual Learning Planning (e.g., Skill Suite Assessment and Learning Plan modules). Build or acquire a catalogue of learning resources organized by competencies in the Dictionary and classify organization specific programs and tools in the catalogue. Advertise and make the catalogue widely available to employees and managers (e.g., post the catalogue on an intranet site; acquire and implement web-based software to support employee). Develop or acquire self-assessment and multi-source surveys and reporting processes as competency profiles become available for job groups (e.g., i-Skill Suite Assessment and Learning Plan modules). Post self-assessment tools on the organizations intranet website, and introduce supervisor and multi-source assessments as employees become familiar and comfortable with the competencies and the assessment process. Develop and introduce training / communications related to competencies and their use in the learning and development process in the organization.Stage 2 Conduct a needs assessment / analysis and design / develop tools and reporting processes to support aggregate analysis and reporting of organizational strengths and gaps in competencies. Assess how curriculum / learning program design and development could be improved with the introduction of competency-based management. Implement changes, as required. Review current processes for conducting evaluations of learning programs within the organization and integrate competencies, as required, to determine: the extent to which workplace behavior and outcomes have changed in the desired direction; as well as, the return on investment for the learning / training provided.Advantages of CBE: Participants will achieve competencies required in the performance of their jobs. Participants build confidence as they succeed in mastering specific competencies. Participants receive a transcript or list of the competencies they have achieved. Training time is used more efficiently and effectively as the trainer is a facilitator of learning as opposed to a provider of information. More training time is devoted to working with participants individually or in small groups as opposed to presenting lectures. More training time is devoted to evaluating each participants ability to perform essential job skills.

Disadvantages of CBE Sliding back into traditional teaching methods if there is not enough follow-up and training for the facilitators. If the competencies and accompanying rubrics are not carefully chosen and planned to ensure successful implementation, the curriculum will not be strong enough to support a true competency-based learning experience.

OUTCOME BASED EDUCATION

Definitions:OBE is defined as a comprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each student (Spady, 1994).

All school programs and instructional efforts are designed to have produced specific, lasting results in students by the time they leave school.

Outcome-based education is an effort of education that converges the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are.

Meaning of OBE:Methods of outcome-based education (OBE) are student-centered learning methods that focus on empirically measuring student performance (the "outcome"). OBE contrasts with traditional education, which primarily focuses on the resources that are available to the student, which are called inputs. Principles of OBEFour principles guide the transformational OBE approach, taken together they strengthen the conditions for both learner and teacher success: i. Clarity of Focusii. Design Downiii. High Expectationsiv. Expanded Opportunities

i. Clarity of Focus: This means that everything teachers do must be clearly focused on what they want students to know, understand and be able to do. In other words, teachers should focus on helping students to develop the knowledge, skills and personalities that will enable them to achieve the intended outcomes that have been clearly articulated.ii. Designing Down: It means that the curriculum design must start with a clear definition of the intended outcomes that student are to achieve by the end of the program. Once this have been done, all instructional decisions are then made to ensure achieve this desired end result.iii. High Expectations: It means that teachers should establish high, challenging standards to performance in order to encourage students to engage deeply what they are learning. Helping students to achieve high standards to linked very closely with the idea that successful learning promotes more successful learning.iv. Expanded Opportunities: Teachers must strive to provide expanded opportunities for all students. This principle is based on the idea that not all learns can learn the same thing in the same way and in the same time. However, most students can achieve high standards if they are given appropriate opportunities.

OBE PROCESSES: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 Objectives and Intended Learning Outcomes Designing Assessment Tasks Selecting Teaching and Learning Activities Reviewing your Program-level Outcomes Writing Intended Learning Outcomes Choosing an Appropriate Outcome-based Assessment Tool and Method An Outcome-based Assessment Marking SchemeDefining 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: Disciplinary knowledge and skills Generic skills Attitudes and valuesDesigning 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 Design

Types of Assessment Tools and Methods Formative assessment The collection of information about student learning during the progression of a course or program in order to improve students learning. Example: reading the first lab reports of a class to assess whether some or all students in the group need a lesson on how to make them succinct and informative. Summative assessment The gathering of information at the conclusion of a course, program, or undergraduate career to improve learning or to meet accountability demands. When used for improvement, impacts the next cohort of students taking the course or program. Examples: examining student final exams in a course to see if certain specific areas of the curriculum were understood less well than others; analyzing senior projects for the ability to integrate across disciplines. Criterion-referenced assessment A score that compares a student's performance to specific standards. The student is assessed in reference to some student outcome that can be expected as a result of an education experience (i.e., a degree of mastery of identified criteria. Criteria are qualities that can provide evidence of achievement of goals or outcomes, such as comprehension of concepts introduced or reinforced, a kind of inquiry behavior encouraged, or a technique practiced for its potential contribution to the skill of the artist/student or the meaning/communication of the art work. It makes sense to assess in terms of what a teacher believes was taught. Alternative assessments A catch all term for assessments that depart from the traditional multiple choice, norm-referenced tests such as coding live art criticism discussions , portfolio reviews, rating performances or art products on criteria established by teachers and students, journals, authentic task assessment and direct observation of student performance. Authentic assessments Assessment that fits meaningful, real-life learning experiences. It includes recording evidence of the learning process, applications in products and performances, perception of visual and audio relationships, integrations of new knowledge, reflecting profitably on one's own progress, and interpreting meaning in consideration of contextual facts. Performance assessments An observation of the process of creating an answer or product that demonstrates a student's knowledge and/or skills. Directly observable, student- generated evidence of learning.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:1. Clear definitions of each characteristic to be assessed for a given learning outcome, and2. Clear descriptions of the different levels of achievement for each characteristic.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.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: Sound knowledge is based on interconnections connecting new learning with old. Encourage students to create conceptual structures which integrate their new and old learning. Develop meta-cognitive skills by being explicit about learning and maximizing students awareness of their own knowledge construction through structured reflection Plan learning activities that actively involve students. Activity heightens arousal and makes performance more efficient Incorporate explicitly stated study skills into learning, and if necessary, provide support for developing skills, for example in teamwork Consider how information technology can support learning and teaching.Reviewing your Program Level Outcomes Number of outcomes Keep the number manageable; 10-20 outcomes are probably the acceptable range. Address intermediate outcomes at a year or course level Check for overlap Easily differentiable from each other. This is particularly important if you are going to map your curriculum Check for clarity Communicate clearly to students about what they need to achieve in the programme (i.e. it would give them a clear direction for their study) Check for representativeness Informs reader of attributes found in a graduate from the programme Check for alignment Alignment of outcomes at different levels: School, Program, Course. Alignment between ILOs, assessments and teaching and learning activities. Alignment with the Universitys graduate attributes (ABC LIVE) to produce all-round students with academic and professional competence.Writing Intended Learning OutcomesIntended learning outcomes need to be written at both program and course levels. Both of them need two essential elements: A statement of what content are the student is expected to be able to do at the end of learning experience; The levels of understanding or performance in those content areas.Program Learning outcomesThe 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 Schools 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 outcomesCourse 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 verbIn 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 teams responsibility to ensure this developmental progression over the program and to make sure the four types of intended leaning outcomes are covered appropriately.Choosing an appropriate tool and methodRules of thumb:1. design assessment methods that are aligned with the overall aim of the program2. ensure that have accounted for any requirements set by professional bodies3. see that your assessment tasks are aligned with the stated learning outcomes4. use assessment methods that best measure achievement of the stated learning outcomes5. be fair in how much you ask of your students and how much value you assign to each task6. A variety of assessment methods is employed so that the limitations of particular methods are minimized and take account of the diversity of students7. There is provision for student choice in assessment tasks and weighting at certain timesA Variety of Tools and Methods is needed because: In order to achieve constructive alignment and validly assess all of the outcomes Traditional assessment only assess a fairly narrow range of skills and with the current expectations to develop students a lifelong learners with a range of transferable and disciplinary skills, a narrow range of assessments is unlikely be able to assess validly on a wide range of outcomes A variety of assessment offers all students disadvantaged under one the opportunity to possibly excel in the others Borden range of assessment methods means more choice and variety for students. These are the two factors that can increase interest and motivation To develop students' competencies To take a holistic approach on assessing students' performanceOBA Marking SchemeHere is an example of a constructively aligned assessment scheme:Objectives

Grading Criteria

Grading will be based on you attaining the following criteria:Grades will depend on how well you can demonstrate that you have met all objectives:

Demonstrate appreciation and understanding of the delicate balance in the environment.A: Awarded if you have clearly met all the objectives, displaying deep knowledge of the content, creative thinking, applying the concepts effectively to new situations

Demonstrate understanding of sustainability and related issues in the environment.B: Awarded when all objectives have been met well and effectively

Have knowledge of relevant UK and EU environmental legislations.C: Awarded when the objectives have been addressed satisfactorily, or where evidence is strong for some objectives, but weaker in others.

Relate specific pollution control technologies to industries.F: Less than C, or work not submitted

Research Abstract

BIBLIOGRAPHY:1. Raj Bhaskara Elakkuvana D. Competency based education and Outcome Based Education. Text book of Nursing Education, 1st edition emmess medical publication, Banglore, pp. 108-112.

2. http://celt.ust.hk/teaching-resources/outcome-based-education/institutional-resources/obe-principles-and-process#13. http://en.wikipedia.org/wiki/Competency-based_learning4. http://ceph.org/assets/Competencies_TA.pdf5. http://en.wikipedia.org/wiki/Outcome-based_education6. http://www.springerpub.com/samples/9780826105097_chapter.pdf7. http://www.slideshare.net/mhnsathish/competency-based-education-148231848. http://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=0CFEQFjAH&url=http%3A%2F%2Fwww.kfshrc.edu.sa%2Fsaudization%2Ffiles%2FOutcomes%2520Based%2520Education.docINTRODUCTION:CBE emerged in the united states in 1970 and refers to an educational movement that advocates defining educational goals in terms of precise measureable descriptions of knowledge, skills and behaviors students should possess at the end of a course of study.Outcomes based education (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 the accumulation of course credits.

ANNOUNCEMENT OF THE TOPIC:Today we will discuss about the topic competency based education and outcome based education.

Student teacher explains the meaning of CBE by using board.

Student teacher defines the term CBE by using transparency.

Student teacher enlists the purposes of CBE by using chart

Student teacher enumerates the characteristic of CBE by using chart

Student teacher describes the competency based practices by using transparency.

Student teacher enlists the advantages of CBE by using flash cards.

Student teacher enlists the disadvantages of CBE by using flip cards.

Student teacher defines the term OBE by using transparency.

Student teacher explains the meaning of OBE by using board.

Student teacher enumerates the principles of OBE by using flannel board.

Student teacher explains the OBE processes by using charts and transparency.

SUMMARY:Today we have discussed the topic competency based education and outcome based education.CONCLUSION:A competency-based curriculum, if done right, will enhance the skill levels of professionals.If Implemented effectively, competency-based education can improve quality and consistency, reduce costs, shorten the time required to graduate, and provide us with true measures of student learning. Establishing an OBE system for education is the best way for a particular learner to reach the desired outcomes. The role of the educator is to enable and encourage all learners to achieve essential outcomes while the learner actively participates in and contributes towards the learning process. OBE also demands a commitment to continuing professional development and lifelong learning.

Explain the meaning of CBE.

Define the CBE.

List down the purposes of CBE.

Enumerate the characteristic of CBE.

Describe the competency based practice.

List down the advantages of CBE.

Enlist the disadvantages of CBE.

Define the term OBE.

Explain the meaning of OBE.

Enumerate the principles of OBE.

Explain the OBE processes.