Professional Documents
Culture Documents
needs WORKERS
WHO have the
following skills:
LEARNING
INNOVATION SKILLS
1 Creativity
2 Critical Thinking and
Problems Solving Skills
3 Communication Skills
4 Collaboration Skills
LIFE AND
CAREER SKILLS
1 Flexibility and
Adaptability
2 Initiative and Self-
Direction
3 Social and Cross-
Cultural Skills
4 Productivity and
Accountability
5 Leadership and
Responsibility
ACCOUNTABILITY
AND ADAPTABILITY
SKILLS
1
Exercising personal
responsibility and flexibility
2
BUT
- It is NOT reporting in class
- It is NOT doing role playing or drama in a
programming class
- It does NOT mean lecture is a “no…no”
inside the class
Passive Active
1
CBLS OBLS
Exam and Continuous
Grade Driven Assessment
2
CBLS OBLS
Rote Critical thinking,
reasoning,
reflection & action
3
CBLS OBLS
Textbook
Focused and Varied Sources
Teacher and Learner
Centered Centered
4
CBLS OBLS
•Teachers • Learners take
responsible for responsibility for their
learning learning
•Motivated by the • Motivated by
personality of the Feedback/affirmation
teacher of worth
5
CBLS OBLS
•What the •What learner
teacher becomes,
hopes to understands
achieve and does
6
CBLS OBLS
•Content placed •Flexible
in rigid time time
frames frames
7
CBLS OBLS
•Stay in single • Learners can gather
learning institution credits from different
until complete institutions until
qualification is achieved
8
CBLS OBLS
•Previous knowledge • Recognition of
and experience in prior learning
learning field
ignored
9
Focus on what learners will be
able to do successfully
1
Begin curriculum design with a
clear definition of the significant
learning that learners are to
achieve by the end of their formal
education
2
Establish high challenging
performance standards
3
Do not learn the same thing in the
same way at the same time
4
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
1
Achieve and maximize selected
outcomes for all students by structuring
and operating education facilities to be
success oriented.
2
Assessment involves one or more
processes that identify, collect, analyze,
and report data that can be used to
evaluate achievement of learning
outcomes. Effective assessment uses
relevant direct, indirect, quantitative
and qualitative measures appropriate to
the learning outcome.
Categories of Assessment:
1. Assessment for learning provides feedback to
both the teacher and the student of the
latter's progress towards achieving the
learning outcomes.
2. Assessment as learning focuses on the role of
the student as the critical connector between
assessment and learning
3. Assessment of learning is used in making
summative decisions
Elements of Program Assessment and Evaluation
1. It should consider the performance indicators that
were set at the start while planning for the program
2. It should consider the assessment methods which
should be appropriately selected to measure the
performance
3. It should consider the standards since these
indicate the quality of the product, i.e., level of
student performance
4. The efficiency with which the program operates
should be considered
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
1
The assessment procedures should
be reliable – they should give
consistent results
2
The assessment procedures should be
fair – they should not be influenced
by any irrelevant factors such as the
learner’s cultural background etc.
3
Assessment should reflect the
knowledge and skills that are most
important for learners to learn
4
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
5
• Assessment should be comprehensive and
explicit.
Assessment should support every learner’s
opportunity to learn things that are
important
6
Because learners are individuals,
assessment should allow this
individuality to be demonstrated
7
Assessment Design Steps
Step #1
Define results
to be
measured
Step #5 Step #2
Implement Identify data
and required &
evaluate Continuous sources
Improvement
Step #4 Step #3
Define additional Review existing
methods and assessment
measures methods
Fall 2003
Development Process
• Identify broad goals
Goals desired for your specific
course/program
Objective
s • State objectives for
Outcomes each goal
• Define measurable
Tools
outcomes for each
Improveme objective.
nt
• Review tools & their
use for continuous
improvement
Fall 2003
Identify Broad Goals
Goals
Fall 2003
State Objectives
Objectives
Outcomes
Fall 2003
Objectives Summary
• Each addresses one or more needs of one or
more constituencies
• Understandable by constituency addressed
• Number of statements should be limited
• Should not be simply restatement of
outcomes
Fall 2003
Strategies/Practices
Practice
Curriculum
–Courses
–Instruction (Teaching methods)
–Assessment
Policies
–Admission and transfer policies
–Reward systems
Extra-curricular activities
Fall 2003
Using Results for
Improvement
Improvement