OUTCOME BASED EDUCATION

INTRODUCTION
Outcome based education is one of the student centered teaching and learning process. This is
a reverse of traditional educational planning where focus is on what the school provides to
students in favor of making students demonstrate that that they 'know and are able to do'
whatever the required outcomes are. Education is considered as a process as well as a product.
Education is the aggregate of what is acquired through learning that is the knowledge, skills,
ideas, and values. Educative process mainly depends upon the inherent potentials of the child.
Teaching learning will help the teacher to conduct teaching in an agreeable, student friendly,
and suc cessful manner by
initiating and maintaining link between the subject matter and the student. A method is essential
for the construction and organization of knowledge. Outcome based education is a learner
centered method of teaching process.
MEANING OF OUTCOME BASED EDUCATION
Outcomes are clear observable demonstrations of student learning that occur after a significant
set learning experiences. Outcome means results or goals.
A content outcome describes what students should know and are able to do in particular subject
areas.A student performance outcome describes how and at what level students must
demonstrate such knowledge and skills.
DEFINITION OF OUTCOME BASED EDUCATION
Outcome Based Education is a method of teaching that focuses on what students can actually
do after they are taught.
-Sudha
Outcome based education is a student centered learning philosophy that focuses on empirically
measuring student performance ,which are called outcomes.OBE contrast with the traditional
education, which primarily focuses on the resources available to the students, which are called
inputs.
-Sudha
BASIC PRINCIPLES OF OBE
Always have the significant, culminating exit outcomes as the focus. The outcome based
education mainly focus on the outcomes of the student. The student is expected to put into
practice what is being taught and learned. Thus it differs from the traditional method of
education.Let the students know what they are aiming for Here the students are not simply
taught for course completion or just passing or getting through but whatever the students learn
they are expected to reproduce it at anytime in the area or setting in which their knowledge ean
be applied. The students should be aware of what goal or aim they should achieve.
Design curriculum backward by using the major outcomes as the focus and linking all planning,
teaching and assessment decisions directly to these outcomes.
Here the curriculum or teaching and assessment is planned in accordance based upon the
outcome. So that the method adopted will promote in successfully achieving the outcome. Each
step is verified to make sure that it promotes successful outcome.Set the expectation that
outcome based education is for all learners.In the beginning of the curriculum itself the students
are given instruction that the rules and regulations of outcome based education is equally meant
for all without any difference. All the students have to abide by the same rules or assessment
criteria.
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.Instill confidence in students
and encourage them while they succeed a level of curriculum so that they study each levels with
whole heartedness and succeed. The special care or attention is required to make sure that the
students are studying intenselywith the topic they are learning. Only then they will gain perfect
knowledge up to the standards expected of them.Develop curriculum to give scope to every
learner to learn in his or her own pace.The curriculum must be planned in such a way that it
allows the learner to learn in his/ her own comfortable period or time. As different individuals
have different grasping capacity the time taken to finish or complete a level also varies from
individual to individual. Thus time limitation is not strictly followed.Cater individual needs and
differences.Care for each individuals need and differences. Some may need little guidance to
come up some may not need, which should be done. It depend on every individuals
differences.Use outcomes to guide instructional planning.Based on the outcome the further or
future planning is done. As to what were the limitations and barriers in the previous plans faced
by the student during the course of study.
CHARACTERISTICS OF OBE
● OBE should have clear standards for observable measurable outcomes.
For any work a clearly defined standards or rules are necessary for obtaining an good
outcome. If there is no standards maintained the students will become lethargic in
attaining their goal thus resulting in poor outcome.

● Creation of a curriculum framework that outlines specific, measurable outcomes.

A curriculum needs a framework or specifie objectives that must be formulated and
maintained to achieve by the student. All curriculum has its own framework that varies
depending on the various field.

● A commitment not only to provide an opportunity of education, but to require learning

outcomes for advancement.The knowledge given should be based upon the latest
editions which will help in further promotion or advancement in that topic. More than
simply an opportunity for education it should instill innovative ideas in students for their
further advancement.

● Standards based assessments that determine whether students have achieved the
stated standards.The assessments conducted should be of a standard so as to
determine whether the students have achieved or reached the level of standards set by
the curriculum. If the assessment is not of standard then the total outcome standard will
be affected.

● A commitment that all students of all groups will ultimately reach the same minimum
standards.
Even if the time varies from each individual the final outcome and its standards will be
same for all the student. This makes OBE unique from other teaching learning methods.
APPROACHES TO GRADING, REPORTING, AND PROMOTING OBE
In OBE teachers can use different types of evaluation techniques in children.
● Grading system in OBE.
In OBE instead of giving overall grade for a subject, information about several specific
outcomes within the subject helps the student, teacher and parents to know about the
student performance in different areas their strengths and weaknesses. This will further
help and promote students development.
● Levels approach
Instead of grades levels may be given. For instance a student completes her nursing
course 4 years after passing through some fixed levels of fulfilling certain requirements.
Earning a level indicates teacher believes that the student has learned enough of the
current material and will be able to succeed in next level. This method acknowledges
differential growth at different stages, and focuses the teacher on the individual needs of
the student.
● Individual concern
OBE oriented teachers think about the individual needs of each student and give
opportunity to each students to achieve a variety of levels. weak students are given work
within their grasp and exceptionally strong students are extended. Thus each student is
molded in their own aspects or intellectual capacity.
INSTRUCTIONAL PLANNING UNDER OBE SYSTEM

-Deciding on the outcomes

It is important to define the outcome of a program in a specific and precise manner. The
outcome or performance of students reflect, what the student knows, what the student can
actually do with what he or she knows, the students confidence and motivation in carrying out
demonstration. Thus it is necessary to decide an outcome.

- Demonstrating outcomes
Expected demonstration will be defined by setting benchmarks for each level.Benchmarks
should address and define specifically the goals of the curriculum and
determine ways to assess whether the students have reached these goals at that level ofstudy.

-Deciding on contents and teaching strategies

Depending upon the content to be taught the teacher selects the teaching strategies. There are
generally two approaches to implementing outcome based models:
a. Whole class models- which seek to bring all learners in the classroom up to high
levels of learning before proceeding further.
b. Flexible models- which use flexible grouping, continuous progress,technological approaches
and instructional management.
The latter model requires a sincere instructor's attempt to meet each student at his or her own
level of competency.
-Assessments in OBE
The entire curriculum of OBE is driven by assessments that focus on well defined learning
outcomes and not primarily by factors, such as what is taught. The learning outcomes are set
out on a gradation of increasing complexity that students are expected to master these
outcomes sequentially. Standard referenced assessment with a clearer description of expected
performance and student portfolios documenting their progress.

HOW OBE DIFFER WITH TRADITIONAL EDUCATIONAL METHODS

In OBE
1) All student complete course work.
All the students will complete their course work without any difference even
if the time taken may vary. At the end all will have met the same standards alike.
2) Grades and ranking are given to each level, not as a whole.
At each level grades are given to identify their levels or position in cach level because rank or
grades when given as a whole cannot identify where the student is
lacking.
3) Teach everyday fresh without relying on past studies
In OBE they teach everything daily when needed or they won't neglect teaching saying that this
topic was taken in the last level or course.
4)No high or low grades. All have to achieve each levels or grades equally.
There is no distinction of rankings among students because if the goal was set for them to attain
'A' grade then all students will achieve it. So no difference in grades occur here.
5) No criteria based judgment
There is no specific criteria to judge the students because the students are not compared.
6) There is no comparıson of students
The performance of the students are not compared with each other as there is no ranking or
comparison in marks because all the students are getting equal standards after course
completion.

In traditional system of education

1) Students are given grades and rankings compared to each other.
The students are given marks and ranks and are compared to each other as who got highest
mark and are in first position.
2)Content and performance expectations are based primarily on what was taught in the past to
the students.
The students are expected regarding their performance on basis of education what was given to
them in the past or carlier. They are not taught everything everyday freshly but rely on their past
knowledge.
3)Highest performing students are given higher grades, test score and lowest performing
students are given lower grades.
Here students are just given grades in accordance to their performance, different students are
given different marks. So they acquire different standards of education. Some may be getting
high standard whereas others poor or low standards of education.
4)Schools used norm referenced books, multiple choice computer scored questions with single
one correct answer, to quickly rank students ability.
Here the students are given any specific books to stick on and option provided questions which
helps the students to get answer easily. So their critical thinking is not provoked much.
CRITICISM OF OBE
-Opposition to standardized testing that the traditional education uses.
A criticism developed saying that outcome based education oppose or ignores the standardized
test being used by the traditional method of teaching.
-Criticism of inappropriate outcomes that sometimes occur in OBE
Sometimes the results of outcome based educatıion are unsuccessful due to some obstacles. It
is also been pointed out as an criticism.
-Some critics have objected to additional resources being spent on struggling students.
Outcome based education give special attention, care, resources and time to students who find
difficult to cope up. So they say it utilizes more resources and consume time.
-Some teachers find their marking workload significantly increased as each level is evaluated in
OBE.
In OBE the teachers need to evaluate each level or aspects of education individualy for each
students so it is time consuming and more workload for the teachers compared to other systems
of education.
ADVANTAGES OF OBE
● OBE is able to measure what the students are capable of doing.
Since OBE measures each aspect of individual performance it gives a clear cut idea of
what the students are capable of doing and what skill is being instilled in them.
● OBE goes beyond structured tasks by demanding that students demonstrate his/ her
skills by through more challenging task like writing project proposals and completing it.
Here the student's innovative ideas are expected to be brought out through projects.
Critical thinking skill is also developed and assessed by making them take up projects
and completing it.
● Promotes high expectations and greater learning for students.
It allows students to receive a broad area of knowledge and better education and
working skills in their future life.
● Fosters more authentic form of assessment.
Outcome based education promotes more authentic form of assessment.
● Encourages decision making regarding curriculum, teaching methods, etc.
The students are trained in such a way that they are able to take decisions on their
own regarding curriculum and teaching methods.
● All students will equally complete course work and meet district, state, national
standards irrespective of economic status.
Since all the students are given individual care and time to meet the same standard
set for all, even if the duration differ the standards will have no change.
All students will equally achieve the standards of district , state, and national which laid
down irrespective of caste ,creed and soCio economic aspects.

DISADVANTAGES OF OBE
● Conflicts with admission requirements and practice of most colleges and universities rely
on credit hours and test scores.
 A chance for conflict arises since OBE does not rely upon credit hours and test
scores as followed in many of the colleges and universities
● Some outcomes focus too much on feelings, values, attitudes, and beliefs and not
enough on the attainment of factual knowledge. Sometimes it happens that factual
knowledge are not achieved much but more emphasis was given to feelings, values,
attitudes and beliefs.
● Relies on subjective evaluation, rather than objective test and measurements.
It relies on the student practical evaluation and not on other aspects of evaluation like test
or other measurement tool.
● OBE undermines local control
Outcome based education undermines local control.

BIBLIOGRAPHY
Neeraja. k. p, "textbook of Nursing education", published by Jaypee brothers, pvt
limited. Page no:
Sudha. R "textbook of nursing education'", first edition,2013, published by Jaypee
brothers, page no:62-67
Shebeer. P. basher and khan yaseen, "textbook of nursing education" first
edition,2015,published by emmess publications, Bangalore. Page no;160-163
Vishal "textbook of essentials of computer" second edition,2005.published by bharat
publishers.page no; 34-40
INTERNET SOURCES
University of Dundee medical school, Scotland, UK. tony bates center: July 24, 2000
from http://www.wisc.edu/tonybates/abstract
Loyals kindergarten, USA .tonybates:center:Feb,2008,from http://www.wisc.edu/tony
bates/ abstract
DICTIONARY
English oxford dictionary. (2001).fifth edition. New York: Oxford University Press