Outcome-Based Education is a basic distinct from conventional education and involved the full support of all components of the school society, include educators, stakeholders who do not distribute a general understanding of its meaning. It is truly the result of linkages together and refining many of the educational models that had come before. With OBE, students focus on what is to be learned, by knowing in advance the outcomes. They are encouraged to develop conceptual understanding, to develop skill wise and to develop values and positive attitudes contrary to the previous curriculum that emphasized factual recall that resulted into rote learning of unconnected “facts”. Therefore, in this paper, I would have to express the following important points: Definition, form of OBE, OBE in several countries, and its’ Model. There are many explanations that have been explained by the experts about the definition of Outcomes-Based Education. They have a different point of view about it, even the objectives were similar. The expression below, explained the definition of it:
1. O’Neil (1993) said that Outcome-Based Education calls for determining the skills, knowledge, and habits of mind that students should be able to demonstrate in order to prepare for life after graduation. Moreover, O’Neil (1994) divide OBE in to two levels, namely in the one level, OBE states that decisions about curriculum and instruction should be driven by the outcome children should display at the end of their educational experience. And the next level, policy makers increasingly talk about creating an outcome-driven education system that would redefine traditional approaches to accountability.
2. Zlato (1993) defines OBE as a philosophy that all children...
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...lls or competence are very important for the student’s be made.
3. Transformational, in this term the outcome of education will be drive from the academic real to the authentic life and students shall get an experience when they graduate. Spady and Marshall (1992) explained in contrast to the current educational system and traditional OBE by incorporates all four principle into its design, namely: (1) Clear focus on significant outcomes, all facets of the program are aligned to achieve the exit outcome; (2) Design-down Process from Outcomes, ensure that the goals are the primary focus; (3) Emphasis is success for All, which mean that all student are to accomplish high performance levels over time and are given credit for them; and (4) Extended time and support, all students are assured additional time and help so they can be successful in demonstrating outcomes.
Although the California Department of Education (CDE) would argue that the California High School Exit Exam (CAHSEE) is an effective way to evaluate student progress, based on recent interviews with parents, teachers, California public high school graduates and even the leadership of the CDE, there is no doubt this test creates a better education system and hinders a student’s performance. According to the state Department of Education figures for the class of 2014, 19,679 students did not pass the exit exam by the end of the senior year. Those alternatives included using the results of the eleventh grade Smarter Balanced Assessments; using results of other exams, such as the SAT, ACT or Advanced Placement tests, as a “proxy” for the exit exam; or using course completion in high school as a measure of proficiency. When asked if the exit exam was now abolished, Superintendent Torlakson hesitated, but explained that he, along with Mark McLean, CDE Assessment Development and Administration Division Director, look forward to forming a panel of students, parents, teachers, and education administrators to develop a more thoughtful approach to high school graduation requirements.
Promoted an integrated connection to meet the needs of all learners by using all means available in an efficient and effective manner to provide strong and long term results for the greatest proportion of students using advanced procedure that are backed by evidence based scientific research designed to target specific areas to assist them in achieving success
Mezirow, J. (1997). Transformative learning: Theory to practice. In Cranton, P. (Ed), In Transformative Learning in Action: Insights From Practice, New Directions for Adult and Continuing Education No. 74. (5-12).San Francisco CA: Jossey-Bass
An educational system should not control its students’ minds; instead, it should be arranged in a way that builds the students’ success with a goal to lead a person to conquer his/her purposes.
Throughout many years, education has played an important role in improving our minds and society. However, what many people tend to forget is that our education is not at the best it can be. Education is defined as receiving or giving systematic instruction, especially at a school or university. Many people today questions whether or not our education depends on the people teaching it or if it’s the student’s responsibility to want to learn. "To what extent do our schools serve the goals of a true education?" Education helps people learn new things, but it can be changed. Although education helps students learn and plan for the future, it can be improved to help benefit students ahead of time.
Creating a learning and safe environment where students can grow through a system the gives them the attention and healthy activities they need to expand their minds. I got a quote from John Gatto in his writing “We Need Less Schools, Not More” he states “education is about discovering the meaning and purpose of oneself” (54). Gatto is illustrating that a working education system should push students towards the path of what they enjoy and what they want to learn so they can understand their meaning and purpose when they graduate and walk off into the world. That is why I agree with Gatto on his view of helping students find out there purpose and meaning and adding on to that Gatto also incorporated the importance of making students unique as he also was quoted for saying “your education should make you unique” (56). The importance of being unique is because you bring a different aspect to the table when another people speak upon different ideas. You are able to see things others cannot. Incorporating a trait such as unique will take time but will only benefit us as a country that is why I installed it into my education
(1) Reflect on what you think might be some of the characteristics of the differentiated classroom based on your reading thus far. Tomlinson lists eight principles that guide differentiated instruction (Chapter 2: 1999). To what extent is each of these principles reflected in your classroom? Look at the brief profiles of Lin, Rafael, Serena, Trevor, Lesley, Danny, and Theo (Chapter 2; 2001). Who do they remind you of in your school or classroom?
Examining outcomes-based educational evaluation through a critical theory lens. New Directions For Evaluation, (127), 59-69.
So the curriculum will be designed and delivered using an approach that includes the following premises:
“Success is whatever each person defines it to be for himself or herself (Womack, C.D. 2003,10 page 46).” Learning is a never ending cycle; rather through formal or informal training. People need to be prepared to learn in order to be successful both in education and their career. Educational goals combined with personal learning styles, appropriate resources, a proper writing process and academic integrity leads to academic success.
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
...itutional setting. The proposal drafted in this paper is to continue to employ the model by Morrison, Ross and Kemp because it promotes the most flexibility as well as continuous execution and evaluation of the instructional design (Hanley, 2009).
As an educator I will modify instructional methods by using a wide range of teaching styles for the academic achievement of all my students. I will seek the need to self-motive my students learning skills; explore their academic, cultural, and social needs, which makes these central to the classroom experience.
In conclusion, the students need to adopt these approaches in a realistic and practical way. This means that the students need to have a high level of discipline and a high caliber of pro-activity so as to achieve positive results on the same.
Jacobs, H. H. (1997). Mapping the big picture: Integrating curriculum and assessment. Alexandria, VA: Association for Supervision and Curriculum Development.