What are the levels of outcomes in outcomes based education?

Outcomes can be defined at three different levels in the case of general under- graduate programmes: (a) Programme Outcomes (POs) or statements that describe what the students graduating from general programmes should be able to do, (b) Programme Specific Outcomes (PSOs) which are statements that describe what the ...

What are the levels of outcome based education?

Define PEO, PO, PSO and CO. This is the most important part of the Outcome-Based Education model. Course Outcomes (CO) are defined for all courses and Program Outcomes (PO)/Program Specific Outcomes (PSO) are measured for all programs in the institution.

What are the 4 levels of learning outcomes?

The following examples of academic program student learning outcomes come from a variety of academic programs across campus, and are organized in four broad areas: 1) contextualization of knowledge; 2) praxis and technique; 3) critical thinking; and, 4) research and communication.

What is the level of course outcomes?

A Course Level Outcome [CLO] is a formal statement of what students are expected to learn in a course. Course learning outcome statements refer to specific knowledge, practical skills, areas of professional development, attitudes, higher-order thinking skills, etc.

What are program outcomes in OBE?

Program Outcomes or Student Outcomes are narrower statements that describe what the students are expected to know and be able to do by the time of graduation. These relate to the knowledge (cognitive), skills (psychomotor), and behaviour (affective) that the student acquire through the programme.

Outcomes in Outcomes Based Education (OBE)-Levels 1&2

How do you evaluate OBE?

How do you assess program outcomes?

What are the 5 classifications of learning outcome?

Five varieties of learning outcomes have been distinguished and appear to be widely accepted. The categories are (a) intellectual skills (procedural knowledge), (b) verbal information (declarative knowledge), (c) cognitive strategies (executive control processes), (d) motor skills, and (e) attitudes.

What are the three levels of learning outcomes?

The three domains of learning are cognitive, affective, and psychomotor. There are a variety of methods in professional development events to engage the different learning domains. Effective professional development events, such as webinars, should follow adult learning principles to engage learners.

How do you categorize learning outcomes?

What are the three levels of learning outcomes and assessment?

Learning can generally be categorized into three domains: cognitive, affective, and psychomotor. Within each domain are multiple levels of learning that progress from more basic, surface-level learning to more complex, deeper-level learning.

What are the three domains of outcome based education?

The most important aspect of an outcome is that it should be observable and meas- urable. These are best written in a well-defined framework of taxonomy of learning. Bloom's taxonomy of learning identifies three domains of learning: Cognitive, affective and psychomotor.

What are the pros and cons of OBE?

The largest advantage is that it is the easiest to assess. The HUGE disadvantage is that it does not focus on really knowing anything on a long term basis for the students. It is also unfair to assess teachers that way.

What is outcome based grading?

Definition of Outcomes-based Grading. • The final grade is based on the level of ability consistently demonstrated* by the student to any observer** of the SLOs by the end of the course. * “Consistently demonstrates” means multiple data points for triangulation of data.

What are the 3 main features of learning outcomes?

What are the three levels of learning outcomes how do you characterize the importance of each level?

Bloom's Taxonomy comprises three learning domains: the cognitive, affective, and psychomotor, and assigns to each of these domains a hierarchy that corresponds to different levels of learning. It's important to note that the different levels of thinking defined within each domain of the Taxonomy are hierarchical.

How many types of outcomes are there?

The three types of outcomes are Organizational outcomes, Team outcomes, and Personal or Individual outcomes. Let's talk about each and then talk about creating a valuable balance.

How is OBE applied in the classroom?

There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes. The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted.

What is an example of an outcome based assessment?

Example of an outcome-based assessment in education: In a public speaking class, the instructor might define the following learning outcomes: Students will deliver a persuasive speech with a clear thesis statement, supporting evidence, and effective organization.

What are the main concerns with OBE?

One of the most significant challenges of implementing OBE is the shift in educational philosophy it requires. Traditional education models are primarily teacher-centered, while OBE is student-centered.

What are the key issues in OBE?

How does OBE differ from other curriculum?

Content – Traditional or content-based education mainly focuses on a predetermined curriculum. Students and teachers follow the textbook content and assess the students based on the exam results. On the other hand, the outcome-based education model focuses on the outcome the students will achieve after the course.

Is OBE a curriculum?

In OBE the curriculum is carefully constructed by first determining the outcomes, then designed backwards by: carefully determining authentic assessments (how will we know?) choosing/building relevant learning activities and experiences. selecting appropriate content.

What is the role of the teacher in outcome-based education?

The main principle of OBE is that all students can learn and succeed, but perhaps not on the same day, or in the same way. It is, therefore, the responsibility of the teacher to be a facilitator of lessons that would support individual differences in learners.