OUTCOMES BASED/ OUTCOMES

FOCUSED EDUCATION
OVERVIEW

TABLE OF CONTENTS

OUTCOMES BASED/OUTCOMES FOCUSED

EDUCATION...........................................................................................................
Definitions..........................................................................................................
OBE Roots.........................................................................................................
OBE Philosophy................................................................................................
OBE Principles..................................................................................................
OBE Purpose.....................................................................................................
Assessment Criteria........................................................................................
SUMMARY............................................................................................................
REFERENCES.....................................................................................................

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October 2004

OUTCOMES

BASED/OUTCOMES

FOCUSED

EDUCATION

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 (Tucker, 2004).
Thus the primary aim of OBE is to facilitate desired
changes within the learners, by increasing knowledge,
developing skills and/or positively influencing attitudes,
values and judgment. OBE embodies the idea that the
best way to learn is to first determine what needs to be
achieved. Once the end goal (product or outcome) has
been determined the strategies, processes, techniques,
and other ways and means can be put into place to
achieve the goal.

Definitions
Outcomes are clear learning results that learners have to
demonstrate

at

the

end

of

significant

learning

experiences: what learners can actually do with what

they know and have learned. Outcomes are actions/
performances

that

embody

and

reflect

learner

competence in using content, information, ideas and

tools successfully. Geyser (1999) says when learners do
important things with what they know they have taken a
significant step beyond knowing itself. Vella, Berardinelli
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October 2004

& Burrow (1998) reminds us of the importance of

accountability mechanisms (learner assessment) that
directly reflect student performance and help learners
know what they know. Thus outcomes describe the
results of learning over a period of time the results of
what is learned versus what is taught.
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). An
Education Department of Western Australia document
describes OBE as an educational process which is
based on trying to achieve certain specified outcomes in
terms of individual student learning. Thus, having
decided what are the key things students should
understand and be able to do or the qualities they should
develop, both structures and curricula are designed to
achieve those capabilities or qualities. Educational
structures and curriculum are regarded as means not
ends. If they do not do the job, they are rethought (Willis
& Kissane, 1995).
Tucker (2004) notes that OBE and outcomes focused
education

(OFE)

are

often

confused

or

used

synonymously. He seeks to clarify the confusion noting

while an OBE system is one in which the outcomes drive
the whole course content and assessment structure, OFE
is one in which learner outcomes (the result of student
learning) are specifically identified in discipline-based
courses and units. The assessment processes, he says,
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October 2004

are

designed

specifically to

assess the

learners

achievement of the outcomes. In this paper OBE and

OFE are used synonymously.
Behind these definitions lie an approach to planning,
delivering

and

evaluating

instruction

that

requires

administrators, teachers and learners to focus their

respective attention and efforts on the desired results of
education (Killen, 2000) and to be accountable for what
transpires (Spady, 1994; Vella, et al, 1998). The shift
toward OBE is similar to the total quality movement as it
reflects the best way for individuals and organizations to
get where they are going is first to determine where they
want to be then plan backward to determine the best way
to get from here to there. Proponents of OBE assume
there are many ways to arrive at the same results. OBE
is currently favored internationally in countries such as
Canada, South Africa, New Zealand and United States
(Malan, 2000).

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October 2004

OBE Roots

An outcomes based approach to education dates back

some 500 years to craft guilds of the Middle Ages in
Europe in the form of apprenticeship training models and
there are many examples still in place today (Spady,
1996). Malan (2000) analyzed past educational reforms
that influenced OBE and identified the following:
Tylers educational objectives In 1950 Tyler identified
fundamental issues important when developing and
planning instruction, including purpose, content,
organization and evaluation. He believed objectives
were essential for systematic planning and identifying
the required learner behaviour post instruction as well
as the content and context to apply it within. His
curriculum design approach continued to influence
teaching

for

several

decades

and

the

basic

philosophy for outcomes based design is rooted there

(Arjun, 1998 cited in Malan, 2000)
Blooms mastery learning Bloom taxonomies for
educational objectives emerged in the 1950s and
helped to determine whether learners had attained
acceptable standards compared to desired learning
outcomes. His mastery learning theory was based on
the premise that with sufficient opportunities and
support from an appropriate learning environment
most learners are successful in their learning tasks.
This notion is reflected in OBE. Other characteristics
of mastery learning include:

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October 2004

Ascertaining prerequisite knowledge or skills to

attain goals (outcomes)
A flexible timeframe to attain goals (outcomes)
Using different media and materials to create
enriched teaching/learning contexts
Formative evaluation to provide feedback for both
teaching and learning improvement
Competency based education was introduced in the
1960s in North America in response to growing
concerns that students were not being taught what
they required after they left school. Malan (2000)
summarizes the following components from the
competency based literature, noting their prominent in
OBE:
Explicit learning outcomes with respect to the
required

skills

and

concomitant

proficiency

(standards for assessment)

A flexible timeframe to master skills
A variety of instructional activities to facilitate
learning
Criterion

referenced

testing

of

the

required

outcomes
Certification based on demonstrated learning
outcomes
Adaptable programmes to ensure optimum learner
guidance
Support for the notion the learner is accountable
for his or her own achievement
Glasers criterion-referenced learning: In 1963, Glaser
described criterion-referenced measurement as that
which locates a students test behaviour on a
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October 2004

continuum ranging from no proficiency to perfect

performance.

Criterion-reference

instruction

and

assessment is based on attaining specific outcomes

and on testing for competence in terms of stated
criterion. This form of instruction compares a learning
outcome

or

predetermined

mastery

of

external

competencies
standard.

with

Success

a
is

measured by demonstration of standards followed by

remedial

intervention

as

required.

Criterion-

referenced assessment is the preferred mode of

assessment in OBE.
Spadys OBE approach closely resembles Magers
(1962) guidelines in terms of expected performance,
conditions under which it is attained and standards for
assessed

quality.

OBE

learning

programme

assessment and learners competence can be

compared to specific criteria. Competence in the
required

outcome

(learner

behaviours)

is

demonstrated by culminated of significant learning

within a context, and specific timeframe required by
the individual learner.

OBE is explored in greater

detail in the following sections.

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October 2004

OBE Philosophy
OBE can be regarded as a theory (or a philosophy) of
education (Killen, 2000). Within OBE there are a certain
set of beliefs and assumptions about learning, teaching
and the systemic structures within which activities take
place. Spady (1994) proposes three basic assumptions:
all learners can learn and succeed; success breeds
success; and teaching institutions (schools) control the
conditions of success.
Killen (2000) defines two basic types of outcome. The
first includes performance indicators often measured in
terms of tests results, completion rates, post course
employment, and so forth. It also emphasizes learner
mastery

of

traditional

subject

related

academic

outcomes/content and some cross discipline outcomes

(such as problem solving or working cooperatively). The
second is less tangible and usually expressed in terms of
what the learners know, are able to do or are like as a
result of their education. It stresses long term, crosscurricular outcomes which relate to future life roles of the
learner (such as being a productive worker, a responsible
citizen or parent). These two approaches are what Spady
(1994) respectively calls traditional/transactional (content
based) and transformational (outcomes based) learning
systems. See below latter is the focus of this research
and includes standards to be consistently demonstrated
by the learner at the end of a significant learning
experience.

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October 2004

Content Based Learning Versus Outcomes Based

Learning
(Source: Spady, 1994)
Content Based Learning System
Passive students
Assessment process exam & grade
driven
Rote learning
Content based/broken into subjects
Textbook/worksheet focused & teacher
centred
See syllabus as rigid & non negotiable
Teachers/trainers responsible for
learning - motivated by personality of
teacher
Emphasis what teacher hopes to
achieve
Content placed in rigid time frames
Stay in single learning institution until
complete
Previous knowledge & experience in
learning field ignored Each time
attends whole course

Outcomes Based Learning System

Active learners
Continuous assessment
Critical thinking, reasoning, reflection & action
Integration knowledge, learning relevant/ connected real life
situations
Learner centred & educator/ facilitator use group/ teamwork
Learning programmes seen as guides that allow educators to
be innovative & creative in designing programmes/ activities
Learners take responsibility for their learning, learners
motivated by constant feedback/ affirmation of worth
Emphasis outcomes what learner becomes & understands

Flexible time frames - learners work at own pace

Learners can gather credits different institutions until achieve
Qualification
Recognition of prior learning: after pre-assessment, learners
credited outcomes demonstrated or transfer credits elsewhere

OBE Principles
Four

principles

guide

the

transformational

OBE

approach, taken together they strengthen the conditions

for both learner and teacher success:
clarity of focus
design down
high expectations
expanded opportunities
According to Spady (1998) the basic principle of
transformational OBE is the clarity of the focus. This
principle

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October 2004

infers

that

curriculum

development,

implementation and evaluation should be geared by the

outcomes which are expected as the culminating
demonstrations of the learners. The principle clearly
delineates that the articulation of the desired end point is
essential for successful outcomes (Willis & Kissane,
1997). Curriculum planners and educators have to
identify a clear focus on what they want learners to be
able to demonstrate at the end of significant learning
time. Once these outcomes have been identified, the
curriculum is constructed by backward mapping of
knowledge and skills. The design down aspect infers that
all curricular and educational activities should be
designed back from the point where the exit outcomes
are expected to happen.
The principle of high expectations elicits higher level of
standards then would normally be set as only those can
be labeled completed. Further learners are supported to
culminate higher level of performance (Spady, 1998).
Expanded opportunities provide for a flexible approach in
time and teaching methodologies matched against the
needs of the learner allowing more than one opportunity
to succeed (Killen, 2000). Each of these principles are
explored and applied to practice below.
Outcomes Based Principles explanation &
application
(Source: Spady, 1994; Killen, 2000)
OBE Principles
Clarity of focus

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October 2004

Explanation
Application to practice
Focus on what want
Help learners develop competencies
learners be able to do
Enable
predetermined
significant
successfully
outcomes
Clarify short & long term learning
10

OBE Principles

Design down

High expectations
Expanded
opportunities

Explanation

Begin curriculum design

with a clear definition of the
significant learning that
learners are to achieve by
the end of their formal
education
Establish high, challenging
performance standards
Do not learn same thing in
same way in same time

Application to practice
intentions
Focus assessments on significant
outcomes
Develop systematic education curricula
Trace back from desired end results
Identity learning building blocks
Link planning, teaching & assessment
decisions to significant learner outcomes
Engage deeply with issues are learning
Push beyond where normally have gone
Provide multiple learning opportunities
matching learners needs with teaching
techniques

OBE Purpose
Spady (1994) emphasizes that the decision of what and
whether the learners learn is more important than when it
happens and through what means (how) they learn it. He
therefore identifies two key aims for OBE:
Ensure all learners are successful in that they are
equipped with the knowledge, skills and qualities
(values and attitudes) required after they exit the
educational system
Achieve and maximize selected outcomes for all
students by structuring and operating education
facilities to be success oriented.
Spady also advises that while all learners can learn and
succeed, they cannot do so on the same day because
learners have different learning rates as well as learning
styles. Further since successful learning breeds more
successful learning the importance of having a stronger
cognitive and psychological foundation of prior learning
cannot be underestimated. And since the conditions
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11

directly affecting learning are under the educational

systems

control,

learning

is

dependent

on

the

willingness of teachers and others to believe in the

approach and support learners in their learning. As OBE
philosophy requires educators focus more broadly on
accomplishing results versus simply providing a service,
it differs greatly from more traditional forms of education,
most notably in its:
overall approach (framework)
perception of time
what and how standards are assessed
how performance is determined
Each of these four areas is further explored below. Key to
this approach is clear learning outcomes around which all
of the systems components can be focused. Importantly
is the requirement of establishing conditions as well as
the opportunities that enable and encourage all learners
to achieve the essential outcomes (Spady, 1994).

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12

Learning Systems: Content Based versus Outcomes

Based
(Source: Spady, 1994)
Learning System Content Based (Traditional/Transactional)
Characteristics
Framework

Predefined curriculum, assessment &

credentialing in place
Structures ends, no defined learners
outcomes

Time

Inflexible constraint for educator & learner

schedule controls learning & success
Comparative & competitive approach
Linked to predetermined curve or quota
of possible successes

Performance
standards

Learning
assessments

Outcomes Based (Transformational)

Continuous testing & permanent grading

Mistakes on permanent record: best
grades & records fast & consistent
performers; slower learners never catch
up
Never assess/ document what learners
can ultimately do successfully

Curriculum, instructional strategie

assessment & performed
standards
Structures support outcomes,
flexible & a means to define
learning ends
Used alterable source match
needs of educator & learners
Learners potentially able receive
credit for achieving performance
standards
No quotas & standards pursued
Macro view learning &
achievement
Mistakes inevitable steps in
development, internalizing &
demonstrating high level of
performance capabilities
Ultimate achievement what able t
do

Assessment Criteria
Killen (2000) says to be useful in an OBE system,
assessment criteria should conform to the following
principles:
The assessment procedures should be valid they
should assess what they are intended to assess
The assessment procedures should be reliable they
should give consistent results
The assessment procedures should be fair they
should not be influenced by any irrelevant factors
such as the learners cultural background
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13

Assessment should reflect the knowledge and skills

that are most important for learners to learn
Assessment should tell educators and individual
learners something they do not already know,
stretching learners to the limits of their understanding
and ability to apply their knowledge
Assessment should be comprehensive and explicit
Assessment

should

support

every

learners

opportunity to learn things that are important

Because learners are individuals, assessment should
allow this individuality to be demonstrated
As well, to ensure fair, equitable and transparent
judgment, the criteria used during the assessment
process must be identified, formulated and made known
to all candidates before assessment takes place. The
implications of Spadys four principles in determining
whether a candidates demonstration/performance was
sufficient, are that assessment must be summative
(continuous monitoring with feedback), performance
based (authentic in the workplace/ real life environment)
and criterion referenced (assessment criteria). The
transition

from

transformative

traditional/transactional
outcomes

based

learning

learning

to

requires

educators to facilitate the learning process by creating

and expanding learning opportunities. The learners role
is to actively participate in and contribute towards the
learning

process.

To

facilitate

learning

curriculum

(learning programme) development is essential.

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14

There are many positive aspects to OBE, particularly

from a transformational viewpoint. It supports a rational
approach to education as a means rather than an end in
itself and support cooperative versus competitive
learning. It demands that those who plan, manage and
account for what happens to focus their efforts onto
learning and attainment of desired outcomes as
opposed to curriculum content and achievement of
grades. Learning is no longer time and teacher
dependent. Learners, educators and others who support
learning have to become more attune to creating the
conditions that supports learning and attainment of
desired outcomes. As noted by Spady (1994), OBE
demands a commitment to continuous growth and
improvement is critical to success.
Additional OBE Terms with Definitions (Source:
Geyser, 1999)
OBE TERMS
Exit Outcomes

Programme
Outcomes
Specific Outcomes

DEFINITION
Highest level & most complex
Formulated using high powered performance verbs
Can impact learners, organizations & instructional process
Refer to applied competencies learners should demonstrate
Reflects all exit outcomes

Formulate for each exit outcome

Serve as basis to establish what competencies to be mastered
Achievement process as important as reaching exit outcomes
Used to derive assessment criteria
Practical Competence Demonstrated ability to consider range of options & make decisions about:
Facilitate learning in diverse learning groups & one-to-one basis
Learning needs & requirements of individuals, organizations &
communities
Strategic management leadership internal work environment in relation
to work organization & restructuring, information & communication
systems, staffing & labour, quality improvements systems
Designing & developing learning systems across institutions & sectors
Evaluating strengths & limitations - processes, materials, media,
programmes & systems
Functional
Demonstrated
of:& life-long process, different knowledge forms
Learning - understanding
holistic, creative
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OBE TERMS
Competence

DEFINITION
& life worlds
Socio-cultural, language & literacy differences in groups, communities &
broader society
Concepts, principles, & procedures relevant decisions
Changing nature of nursing - local, national & global contexts
Reflexive
Demonstrated ability to:
Competence
Evaluate nursing practice & collaborative practice with other professionals
Integrate learner performance
Learn from own action
Adapt to changes or unforeseen circumstances
Assessment Criteria
Learner should:
(for integrated
Generate, explore & consider options for appropriate action
competence)
Identify appropriate action - particular context, topic, learner group/ level,
& resources
Explain particular session selection
Perform identified action
Continuously monitor & adapt performance as required
Explain reasons for performance
Evaluate performance and identify areas for improvement
Reflect on learning & performance
Develop plan/strategy future action integrating what learned through
reflection
Integrated
Process which determines learners applied competence
Assessment
Range of assessment practice
Over a length of time
In diverse contexts
Criterion Referenced Assess learners in relation to programme/ module outcomes:
Assessment
Clearly identify outcomes
Determine assessment purpose & use of results
Design performance task elicit expected outcomes
Specify assessment criteria
Select & construct scoring & recording instruments
Assessment Criteria
Broad evidence statements to decide if specific outcome has been achieved
observable processes
learning products
Range Statements
Exact details of what & how much learning
Mark acceptable level of statements
Increase in complexity & sophistication
Not required for all assessment criteria
Learning
Breakdown of whole programme
Units/Modules
Varying lengths
Three types fundamental, core & elective
Fundamental Modules
Includes leaning which forms grounding/basis
Core Modules
Includes compulsory learning
Elective Modules
Includes additional credits

SUMMARY

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16

In summary, the focus of education has shifted from the

educator to learner however this shift requires change
within the educational system in order to facilitate
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.

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17

REFERENCES

Arjun, P. 1998. An Evaluation of the Proposed New

Curriculum for Schools in Relation to Kuhns
Conception of Paradigms and Paradigms Shifts.
South African Journal of Higher Education, 12(1), 2026. Cited in B. Malan, 2000. The New Paradigm of
Outcomes-based Education in Perspective. Tydskrif
vir Verbruikerwetenskappe. 28, 22-28. Accessed
September

18,

2004

from

http://www.up.ac.za/academic/acadorgs/saafecs/vol2
8/malan.html
Geyser, H. 1999. Phase 2: Workshop 1: Developing
OBET Programmes for Higher Education. Higher
Education Policy Unit: Rand Afrikaans University.

Killen,

R.

2000.

Outcomes-Based

Education:

Principles and Possibilities. Unpublished manuscript.

University

of

Newcastle,

Australia:

Faculty

of

Education. Retrieved September 11, 2004 from

http://www.schools.nt.edu.au/curricbr/cf/outcomefocu
s/Killen_paper.pdf.

Malan, B. 2000. The New Paradigm of Outcomesbased

Education

in

Verbruikerwetenskappe,
September

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Perspective.
28,

22-28.
2004

Tydskrif

vir

Retrieved
from

18

http://www.up.ac.za/academic/acadorgs/saafecs/vol2
8/malan.html

Spady, W. 1994. Outcomes Based Education:

Critical Issues and Answers. American Association of
School Administration: Arlington, Virginia.
Spady, W. 1996. Why Business Can't Afford the
Trashing of OBE. Northern Territory Department of
Education.

Retrieved

31

October

2002,

from

www.schools.nt.edu.au/curricbr/cf/outcomefocus/OB
E_and_business.pdf.
Tucker, B. 2004. Literature Review: Outcomesfocused Education in Universities. Learning Support
Network, Curtin University of Technology. Retrieved
October

19,

2004,

from

http://lsn.curtin.edu.au/outcomes/docs/LitReview.pdf.
Vella, J., Berardinelli, P. & Burrow, J. 1998. How Do
They Know They Know: Evaluating Adult Learning.
San Francisco: Jossey-Bass.

Willis, S. & Kissane, B. 1995. Outcome-Based

Education: A Review of the Literature. Prepared for
the Education Department of Western Australia.

Willis, S. & Kissane, B. 1997. Achieving

Outcome-Based Education. Perth, Western
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19

Australia: Education Department of Western

Australia.

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