Teaching and Learning Outcome-Based Education

ศาสตราจารยคลนก นายแพทยสวฒน เบญจพลพทกษ

รกษาการแทนรองอธการบดฝายการศกษารกษาการแทนผอานวยการสถาบนนวตกรรมการเรยนร

มหาวทยาลยมหดล

Traditional Model of EducationDefine “Fundamental Knowledge”

Teach the Fundamentals

Test for Knowledge of Fundamentals

Hope for the Best (Competent Graduates?)

Smith 2005

Outcome-based Education

“An approach to education in which decisions about the curriculum are driven by the outcomes the students should display by the end of the course.”

Harden, Rm, et al 1999

19

Challenges of the 21st Century

Global Economic

crisis

Global Competition

due to Globalization

Change Generations

Accelerating Pace of Change due to Digital age

VUCA World

• Standard Grade Point Transfer

• Industry Exposure

• Student Entrepreneurs 2U+2i, 3U+1i, Vocational+

• Academic Pathway 4+1+2

• Integrated program

Flexible Education

Globalized online learning

• To enhance accessibility to Higher Education and promote life long learning

• Increase MOOCs and Blended Learning

Ensuring Quality Higher Education

• All our curriculum must be accredited and follow minimal standards set by Quality Reference Framework.

OBE vs Traditional EducationOutcome-based education• Focus on “LEARNING” LO• Individual teaching and

learning• Assessment is a key• Learning outcome is

fixed, time variable• Teacher as facilitator and

guide

Traditional education• Focus on “TEACHING”• Begin with teaching

objectives• One-size fit all “teaching

and learning”• Assessment is secondary• Time is fixed, learning

outcomes variable• Teacher as guardian of

curriculum

Characteristics of Outcome-Based Curriculum

Design

• It has program aims, program learning outcomes, course learning outcomes and performance indicators.

Focus on outcomes

• It is objective and outcome driven, where every stated objective and outcomes can be assessed and evaluated.

Response to stakeholders

• It is centered around the needs of the students and the stakeholders.

Measurable outcomes

Every learning outcome is intentional and therefore the outcomes must be assessed using suitable performance indicators.

Determining Stakeholders’ Needs

University Needs

Faculty Needs

Department Needs

Society Needs

Government Ministries/Accreditation Bodies

Needs

Employers/Professional Bodies Needs

Students/Alumni Needs12

Formulation of Learning Outcomes

UniversityVision

Faculty Vision

Department Vision

Goals & Objectives and/or Graduate Competencies

Programe Learning Outcomes

Course Learning Outcomes

Lesson Learning Outcomes13

TQF

กรอบมาตรฐานคณวฒ ความเปน “บณฑต” ของประเทศไทย

ผทจบการศกษาระดบอดมศกษาของประเทศไทยทกคน

ในทกศาสตรสาขาวชาตองมขอกาหนดจาเพาะ (Specification)

พนฐาน (Threshold) ทเปนผลการเรยนรอยางนอย 5 ดาน (1) คณธรรม จรยธรรม (2) ความร (3) ทกษะทางปญญา

(4) ทกษะความสมพนธระหวางตวบคคลและความ

รบผดชอบ และ (5) ทกษะการวเคราะหเชงตวเลข การสอสาร

และใชเทคโนโลยสารสนเทศ จงสมควรเรยกวา

และ

MAHIDOL University Graduates

Entrepreneurially Minded

Globally Talented

Socially Contributin

g

MU GRADUATES

T-Shapedbreadth &

depth

21st Century Liberal Education(analytical skills, effective communications, practical intelligence,

problem solving, ethical judgment & social responsibility, leadership, life skills)

Professional EducationD

eep in one discipline

T-shaped, Global Professionalsbreadth & depth

คณลกษณะบณฑตทพงประสงคของมหาวทยาลยมหดล

รแจง รจรง ทงดานกวางและลก

มทกษะ ประสบการณ สามารถแขงขนไดในระดบโลก

มจตสาธารณะ สามารถทาประโยชนใหกบสงคม

กลาคด กลาทา กลาตดสนใจ สรางสรรคส งใหมในทางทถกตอง

TS

GT

SC

EM

Bloom’s Taxonomy

Data

Wisdom

Knowledge

Information/Knowledge

Information

Data/Information

The Cognitive Domain

OBE Curriculum Phase 1 : Outcomes Development

Generic Competencies Program-Specific CompetenciesPhase 2 : Learning Plans Development

The “What” of LearningKnowledge Skills Attitudes

The “How of LearningLearning Activities Instructional

StrategiesMaterials & Resources

The “Evidence of LearningFormative Assessments Summative

Assessment

Outcome-based Education

Develop Learning Experiences

Design Measures & Standards of Performance

Define the Successful Graduate (Good Doctors)

Student Learning

Smith 2005

Outcome-based Education

PedagogyAssessment

Generic Topic LOSpecific

Topic LO

Topic LO

Generic CLO

Specific CLO

CLO

Generic PLO

Specific PLO

PLO

Align with LO

Align with Assessment

and LO

Introductory

ReinforceMaster

Constructive Alignment

AUN-QA

LOs OHEC/TQF University Industry ABET/WFME ETC.1 F F M F ?2 F M F3 F F F F4 F F F F5 F P F6 F P7 F F F8 F F F F ?

F – Fully fulfilledM – Moderately fulfilledP – Partially fulfilled

Aligning Stakeholders’ Needs to Learning Outcomes

22

Relationship Between Graduate Profile and Program Learning Outcomes

Graduate Profile/Competences LO1 LO2 LO3 LO4 LO5 LO6 LO7

1. A strong fundamental chemical engineering knowledge and the ability to apply and integrate knowledge to identify, formulate and solve problems of chemical engineering fields

X X X

2. The professional skills necessary to be effective and succeed in the modern workforce including work well in multi-disciplinary teams, the ability to design and solve problems, and the ability to communicate effectively, and to uphold standards of ethics and professionalism

X X X X X

3. The ability to engage in life-long learning by acquiring new skills and to remain relevant in today’s fast changing environment X X

Source: Chemical Engineering, Universitas Indonesia

Source: Chemical Engineering, Universitas Indonesia

Note: The figures in the PLO column relate to:1 Not directly related to PLO 2 Quite related to PLO 3 Related to PLO 4 Closely related to PLO 5 Specifically related to PLO

Relationship Between Program and Course Learning Outcomes

Program Learning Outcomes (PLO)

PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7

Quality & Accreditation

Learning Outcomes

Reference Criteria

Assessment Methods

Teaching & Learning Methods

Integrated & Aligned

Why Assessment?• Continuous improvement• Total Quality Management applied in

educational setting• Accreditation/External evaluation• Competition• Industry push• Learning needs

Assessment• is more than just a grade

• is a mechanism for providing all parties with data for improving teaching and learning

• helps students to become “more effective”, “self-assessing”, “self-directing” learners

• drives student learning• may detect superficial learning• guide the students to attain the desired

outcomes

Levels of Assessment• Institution• Department• Program• Course/Module/Lesson• Individual/Group

Institution

Program

Course

Class/Activity

Assessment Design

Tools and Methods

Need for Tools and Methods

• Traditional grading is not sufficient for outcomes assessment

• Need detailed and specific information on achievement of outcomes

• Some outcomes are difficult to measure without specific tools (e.g., teamwork, communication skills)

• A properly designed tool may also help improve performance

Assessment Methods• Program Assessment

• Tests (standard exams, locally developed tests)• Competency-based methods (stone courses)• Attitudes and perceptions (surveys, interviews,

focus groups)

• Course/Classroom Assessment• Performance evaluations (oral presentations,

written reports, projects, laboratory, teamwork)• Classroom Assessment Techniques (minute paper,

background probe, concept maps)

Assessment Tools (Program)

• Employer survey• Alumni survey• Faculty survey• Exit survey• Drop-out survey

Assessment Tools (Course)• Instructor class evaluation • Oral presentation• Project reports• Lab reports• Teamwork• Use of scoring rubrics

Scoring Rubrics

Important Points• All assessment methods have advantages and

disadvantages• The “ideal” methods are those that are the best

compromise between program needs, satisfactory validity, and affordability (resources)

• Need to use multi-method/multi-source approach to improve validity

• Need to pilot test to see if a method is appropriate for your program/course

Determining Assessment • Fair, equitable and transparent• Must reflect the learning outcomes• Incorporate a range of types or models of

assessment appropriate to the nature of the unit, method of delivery and the students involved

• Design appropriate assessment strategies that ideally engage the learners in activities they can relate real-life or workplace situations

Example Assessment Tools

Thinking critically and making judgments (Developing arguments, reflecting, evaluating, assessing, judging)• Essay• Report• Journal• Letter of advice to…(about policy, public health matters…)• Present a case for an interest group• Prepare a committee briefing paper for a specific meeting• Book review (or article) for a particular journal• Write a newspaper article for a foreign newspaper

Example Assessment Tools

Solving problems and developing plans (Identifying problems, posing problems, defining problems, analyzing data, reviewing, designing experiments, planning, applying information)• Problem scenario• Group work• Work-based problem• Prepare a committee of enquiry report• Draft a research bid to a realistic brief• Analyze a case

Example Assessment Tools

Demonstrating knowledge and understanding (Recalling, describing, reporting, recounting, recognizing, identifying, relating, and interrelating)• Written examination• Oral examination• Essay• Report• Devise an encyclopedia entry (Wiki)• Short-answer questions: true/false/multiple-choice

questions (paper-based computer-aided assessment)

Example Assessment Tools

Designing, creating, performing, (imagining, visualizing, designing, producing, creating, innovating, performing)• Portfolio• Performance• Presentation• Hypothetical• Projects

Outcome-based Educationการจดการศกษาบนพนฐานของ ผลการเรยนรทคาดหวง

• เนนกระบวนการไดมาซง ผลการเรยนรทคาดหวงของหลกสตร จากผมสวนไดสวนเสยทงหมด

• ดาเนนการพฒนาหรอปรบปรงหลกสตร โดยม ผลการเรยนรทคาดหวงของ

หลกสตร เปนตวตง และกาหนดโครงสรางความเชอมโยงถายทอดลงส ผลการเรยนรทคาดหวงของรายวชา

• กาหนดวธการจดการเรยนการสอน และการประเมนผลการเรยน เนนสรางโอกาสในการเรยนรทกทศทางและการเรยนรตลอดชวต เพอใหบรรล ผลการเรยนรทคาดหวงของแตละรายวชา

Top 10 SkillsWorld Economic Forum

1. Complex Problem Solving

2. Critical Thinking3. Creativity4. People

Management5. Coordinating with

Others

6. Emotional Intelligence

7. Judgment and Decision Making

8. Service Orientation9. Negotiation10. Cognitive

Flexibility

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