OUTCOMES BASED/ OUTCOMES
FOCUSED EDUCATION
OVERVIEW
Prepared by:
Mollie Butler, RN, PhD (Candidate)
TABLE OF CONTENTS
OUTCOMES BASED/OUTCOMES FOCUSED EDUCATION ............................. 3
Definitions ........................................................................................................ 3
OBE Roots ....................................................................................................... 5
OBE Philosophy .............................................................................................. 7
OBE Principles ................................................................................................ 8
OBE Purpose ................................................................................................... 9
Assessment Criteria ...................................................................................... 11
SUMMARY ......................................................................................................... 14
REFERENCES ................................................................................................... 15
Prepared by: Mollie Butler
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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 & 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
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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, 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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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:
 Tyler’s 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)
 Bloom’s 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:
 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
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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
 Glaser’s criterion-referenced learning: In 1963, Glaser described criterionreferenced measurement as that which locates a student’s test behaviour on a
continuum ranging from “no proficiency” to “perfect performance”. Criterionreference 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 mastery of competencies with a
predetermined external standard. Success is measured by demonstration of
standards followed by remedial intervention as required. Criterion-referenced
assessment is the preferred mode of assessment in OBE.
 Spady’s OBE approach closely resembles Mager’s (1962) guidelines in terms
of expected performance, conditions under which it is attained and standards
for assessed quality. OBE learning programme assessment and learner’s
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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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, cross-curricular 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.
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
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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
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Content Based Learning System
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
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 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.
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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
Design down
High expectations
Expanded
opportunities
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
intentions
 Focus assessments on significant
outcomes
 Begin curriculum design  Develop systematic education curricula
with a clear definition of the  Trace back from desired end results
significant learning that  Identity “learning building blocks”
learners are to achieve by  Link planning, teaching & assessment
the end of their formal
decisions to significant learner outcomes
education
 Establish high, challenging  Engage deeply with issues are learning
performance standards
 Push beyond where normally have gone
 Do not learn same thing in  Provide multiple learning opportunities
same way in same time
matching learner’s 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
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 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 directly
affecting learning are under the “educational system’s 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 it’s:
 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 system’s 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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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

Performance
standards


Learning
assessments



Outcomes Based (Transformational)
 Curriculum, instructional strategies,
assessment & performed
standards
 Structures support outcomes,
flexible & a means to define
“learning ends”
Inflexible constraint for educator & learner  Used alterable source – match
schedule controls learning & success
needs of educator & learners
Comparative & competitive approach
 Learners potentially able receive
Linked to predetermined “curve” or quota
credit for achieving performance
of possible successes
standards
 No quotas & standards pursued
Continuous testing & permanent grading  Macro view learning &
Mistakes on permanent record: best
achievement
grades & records fast & consistent
 Mistakes inevitable steps in
performers; slower learners never catch
development, internalizing &
up
demonstrating high level of
Never assess/ document what learners
performance capabilities
can ultimately do successfully
 Ultimate achievement what able to
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 learner’s cultural background
 Assessment should reflect the knowledge and skills that are most important for
learners to learn
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 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 learner’s 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 Spady’s four
principles in determining whether a candidate’s 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
traditional/transactional learning to transformative outcomes based learning
requires educators to facilitate the learning process by creating and expanding
learning opportunities. The learner’s role is to actively participate in and contribute
towards the learning process. To facilitate learning curriculum (learning
programme) development is essential.
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
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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 understanding of:
Competence
 Learning - holistic, creative & life-long process, different knowledge forms
& 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 learner’s applied competence
Assessment
 Range of assessment practice
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OBE TERMS
DEFINITION
 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
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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REFERENCES
 Arjun, P. 1998. An Evaluation of the Proposed New Curriculum for Schools in
Relation to Kuhn’s Conception of Paradigms and Paradigms Shifts. South
African Journal of Higher Education, 12(1), 20-26. 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/vol28/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.
Education.
University of Newcastle, Australia: Faculty of
Retrieved
September
11,
2004
from
http://www.schools.nt.edu.au/curricbr/cf/outcomefocus/Killen_paper.pdf.
 Malan, B. 2000. The New Paradigm of Outcomes-based Education in
Perspective. Tydskrif vir Verbruikerwetenskappe, 28, 22-28. Retrieved
September
18,
2004
from
http://www.up.ac.za/academic/acadorgs/saafecs/vol28/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/OBE_and_business.pdf.
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 Tucker, B. 2004. Literature Review: Outcomes-focused 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 Australia: Education Department of Western Australia.
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