TIME

SPECIFIC
OBJECTIVES

CONTENT

TEACHING/
LEARNING
ACTIVITIES
INTRODUCTION:
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.

2 min

min

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

After
the
class
students will
be able:

COMPETENCY
EDUCATION
4 min

EVALUATIO
N

BASED

Meaning of Competency Based Education

Student teacher explains Explain the
The word competent is derived from Latin
To explain
the meaning of CBE by meaning of
and means having essential qualities and
the meaning
using board.
CBE.
abilities to function in specific ways. The

of CBE

3 min

National Council
of State Boards of Nursing (2005) describes
competency as the ability to
apply knowledge and interpersonal, decisionmaking, and psychomotor
skills to nursing practice roles
Competency-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 Competencybased 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:
Define
Competency-based education is defined as an
To define the instructional system in which a performance- Student teacher defines CBE.
term CBE.
based learning process is used. The learner the term CBE by using
demonstrates his/her level of attainment on transparency.
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.

the

2 min

3 min

Purposes of CBE
1. Measure student learning rather than time.
To list down 2. Harness the power of technology for Student teacher enlists List down the
teaching and learning. Computer-mediated the purposes of CBE by purposes of
the purposes
instruction gives us the ability to using chart
of CBE.
CBE.
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 CBE
1. Participants: Participants knowledge
and skills are assessed as they enter the
program Learning should be self-paced.
To
Flexible training approaches including
enumerate
large group methods, small group
the
activities and individual study are
characteristic
essential components.
of CBE.
2. Books, Education: A variety of support
materials including print, audiovisual and

Student
teacher
enumerates
the
characteristic of CBE
by using chart

Enumerate
the
characteristic
of CBE.

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 Mode
B. Class Interaction Practice Mode
C. 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:

5 min

Assessments against competencies

Once the competencies have been defined
for particular job / roles, it becomes
possible for employees and others to assess
To describe
the employees competencies against those
the
required for current or future roles within
competency
the organization. This assessment can occur
based
in the following ways:
practice.
o 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

Student
teacher Describe the
describes
the competency
competency
based based
practices
by
using practice.
transparency.

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).
o Multi-source / 360 Multi-source or
360 feedbacks is similar to the selfassessment 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.
o 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 costeffective 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 postlearning 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
competencies
in
Development.

for
integrating
Learning
and

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.
2 min

Student teacher enlists List down the

Review current processes for conducting
To list down
the advantages of CBE advantages of
evaluations of learning programs within the
the
by using flash cards.
CBE.
organization and integrate competencies, as
advantages
required, to determine: the extent to which
of CBE.
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
competencies.

mastering

specific

Participants receive a transcript or list of

2 min
To enlist the
disadvantage
s of CBE.

2 min

the competencies they have achieved.

Training time is used more efficiently and
effectively as the trainer is a facilitator of
the
learning as opposed to a provider of Student teacher enlists Enlist
the disadvantages of disadvantages
information.
More training time is devoted to working CBE by using flip cards. of CBE.
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.
the
If the competencies and accompanying Student teacher defines Define
To define the
rubrics are not carefully chosen and the term OBE by using term OBE.
term OBE.
planned
to
ensure
successful transparency.
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).

1 min
To explain
the meaning
of OBE.

All school programs and instructional efforts

are designed to have produced specific,
lasting results in students by the time they Student teacher explains Explain the
leave school.
the meaning of OBE by meaning of
using board.
OBE.
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.

3 min

Student
teacher Enumerate
To
Meaning of OBE:
enumerates
the the principles
enumerate
Methods of outcome-based education (OBE) principles of OBE by of OBE.
the principles are student-centered learning methods that using flannel board.
of OBE.
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 OBE
Four principles guide the transformational
OBE approach, taken together they strengthen
the conditions for both learner and teacher
success:
i. Clarity of Focus
ii. Design Down
iii. High Expectations
iv. Expanded Opportunities
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.
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.
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.
Expanded Opportunities: Teachers must strive
to provide expanded opportunities for all
students. This principle is based on the idea

10 min

that not all learns can learn the same thing in

To explain the same way and in the same time. However,
the
OBE most students can achieve high standards if
processes.
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
Activities

Reviewing
Outcomes

Writing Intended Learning Outcomes

Choosing an Appropriate Outcomebased Assessment Tool and Method

An
Outcome-based
Marking Scheme

your

and

Learning

Program-level

Assessment

Defining
Curriculum
Objective
and
Intended Learning Outcomes (ILO)
A learning outcome is what a student CAN

Student teacher explains Explain the

the OBE processes by OBE
using
charts
and processes.
transparency.

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 values

Designing Assessment Tasks

Outcome-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, reallife 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 Schemes

Once 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, and
2. 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 Feedback
Feedback 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
structured reflection

through

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 Outcomes

Intended 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 outcomes

The 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 outcomes
Course 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 verb
In 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 method

Rules of thumb:
1. design assessment methods that are
aligned with the overall aim of the
program
2. ensure that have accounted for any
requirements set by professional bodies
3. see that your assessment tasks are aligned
with the stated learning outcomes
4. use assessment methods that best measure
achievement of the stated learning
outcomes
5. be fair in how much you ask of your
students and how much value you assign
to each task
6. A variety of assessment methods is

employed so that the limitations of

particular methods are minimized and
take account of the diversity of students
7. There is provision for student choice in
assessment tasks and weighting at certain
times

A 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' performance

OBA Marking Scheme

Here is an example of a constructively aligned

assessment scheme:
Objectives
Grading Criteria
Grading

will

be Grades will depend on how well

based
on
you
attaining
the
following criteria:
Demonstrate
appreciation
and
understanding of the
delicate balance in
the environment.
Demonstrate
understanding
of
sustainability
and
related issues in the
environment.
Have knowledge of
relevant UK and EU
environmental
legislations.

you can demonstrate that you have

met all objectives:
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
B: Awarded when all objectives
have been met well and effectively

C: Awarded when the objectives

have been addressed satisfactorily,
or where evidence is strong for
some objectives, but weaker in
others.
Relate
specific F: Less than C, or work not
pollution
control submitted
technologies
to
industries.

SUMMARY:
Today
we
have
discussed the topic
competency based
education
and
outcome
based
education.
CONCLUSION:
A
competencybased curriculum, if

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/teachingresources/outcome-basededucation/institutional-resources/obeprinciples-and-process#1
3. http://en.wikipedia.org/wiki/Competencybased_learning
4. http://ceph.org/assets/Competencies_TA.p
df
5. http://en.wikipedia.org/wiki/Outcomebased_education
6. http://www.springerpub.com/samples/978
0826105097_chapter.pdf
7. http://www.slideshare.net/mhnsathish/com
petency-based-education-14823184
8. http://www.google.co.in/url?
sa=t&rct=j&q=&esrc=s&source=web&c
d=8&ved=0CFEQFjAH&url=http%3A
%2F%2Fwww.kfshrc.edu.sa
%2Fsaudization%2Ffiles%2FOutcomes
%2520Based%2520Education.doc

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.