Outcome Based Education

OUTCOME BASED
EDUCATION
Ms. Marbanylla Rikynti Sawian
M.Sc (N) 1 st year
“People differ not only in their ability
to do but also in their will to do”
-Paul Hersey
Central objective
◦ At the end of this class, the students will be
able to apply the concept of outcome based
education when needed.
Specific Objectives
At the end of the teaching, the students will be able to
◦ Define outcome-based education
◦ Understand the approaches to grading, reporting and promoting
◦ State the principles of outcome-based education
◦ Elaborate on the steps of planning
◦ Compare OBE with traditional learning
Definition
◦ Outcome-based education (OBE) is a student centered learning
philosophy that focuses on empirically measuring student
performance, which is called outcomes.
◦ It focuses on what students can actually do after they are taught.
◦ The desired outcome is selected first

and the curriculum, instructional materials
and assessments are created to support
the intended outcome.
An important by-product of this approach is that:
◦ OBE is able to measure what the students

are capable of doing.
◦ OBE goes beyond ‘structured tasks’

Approaches to grading, reporting
and promoting
 Letter grades.
 Also, instead of giving a single overall grade for a subject, information

about several specific outcomes within that subject can be given.
Principles of OBE
◦ Always have the significant, culminating exit outcomes as the focus
◦ Let the students know what they are aiming for
◦ Design curriculum backward by using the outcomes as the focus

and linking all planning, teaching and assessment decisions directly
to these outcomes.
◦ Set the expectation that OBE is for all learners.

◦ Expect students to succeed by providing them encouragement to
engage deeply with the issues they are learning and to achieve the
high challenging standard set.
◦ Develop curriculum to give scope to every learner to learn in their

own pace.
◦ Cater for individual needs and differences.
◦ Use outcomes to guide instructional planning.

Steps of planning
Deciding on contents
Deciding on Demonstrating
and teaching
Assessment
the outcomes outcomes
strategies in OBE
1. Deciding on the outcomes
It is very important to define the outcomes of
a programme in specific and precise manner.
‘Outcomes’ are clear observable demonstrations of student

learning that occur after a significant set of learning experiences.
These demonstrations reflect:

◦ What the student knows
◦ What the student can do
◦ Confidence and motivation
2. Demonstrating outcomes
Expected demonstrations will be defined by setting ‘benchmarks’ for

each level of the program.
Each benchmark is a skill that must be demonstrated by the student.

Benchmarks should address and define specifically the goals of the
curriculum and determine ways to assess whether students have
reached these goals at that level of study.
3.Deciding on contents and teaching strategies
Make students feel like participants in classroom decisions
There are two general approaches to implementing outcome based

models:
i. ‘Whole class’ models
ii. ‘Flexible’ models
4. Assessments in OBE
The entire curriculum in OBE is driven by assessments that focus on well-

defined learning outcomes and not primarily by factors such as what is
taught, how long the student takes to achieve the outcomes or which path
the student takes to achieve their target.
Grading
Student portfolios documenting their progress

Differences between OBE and
traditional teaching
Conclusion
◦ OBE promises high level of learning among students as it
facilitates the achievement of the outcomes, characterized by its
appropriateness to each learner’s developmental level and active
and experience-based learning.
◦ Moreover, knowing that this system is going to be used would

also give students the freedom to study the contents of the
course in a way that helps them learn it.
Recap
◦ Definition
◦ Grading
◦ Principles
◦ Steps of planning
◦ Difference between OBE and traditional teaching
Find out the additional work for teachers
in outcome based education.
Bibliography
Sudha, R, “Nursing Education

Principles and Concepts”, 2013,
Jaypee Brothers Medical Publishers,
Page No. 61-64.

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OUTCOME BASED

◦ It focuses on what students can actually do after they are taught.

◦ The desired outcome is selected first

◦ OBE is able to measure what the students

◦ OBE goes beyond ‘structured tasks’

 Also, instead of giving a single overall grade for a subject, information

◦ Let the students know what they are aiming for

◦ Design curriculum backward by using the outcomes as the focus

◦ Set the expectation that OBE is for all learners.

◦ Develop curriculum to give scope to every learner to learn in their

◦ Cater for individual needs and differences.

◦ Use outcomes to guide instructional planning.

‘Outcomes’ are clear observable demonstrations of student

These demonstrations reflect:

Expected demonstrations will be defined by setting ‘benchmarks’ for

Each benchmark is a skill that must be demonstrated by the student.

There are two general approaches to implementing outcome based

The entire curriculum in OBE is driven by assessments that focus on well-

Student portfolios documenting their progress

◦ Moreover, knowing that this system is going to be used would

Sudha, R, “Nursing Education

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