Outcome-Based Education (OBE)

 Outcome-Based Education (OBE)

DEFINITIONS

Outcomes based education (OBE) is based on developing the desired outcomes of the education experience and expecting all students to then reach those benchmark goals. OBE centers on achieving clear learning outcomes defined at the beginning of a course or program.

It emphasizes what students should know and be able to do by the end of their education. While OBE allows for some flexibility, it typically follows a more structured timeline where students are expected to meet predetermined outcomes within a set timeframe. Success is measured by whether students meet the defined outcomes, often through standardized assessments or performance tasks that demonstrate their knowledge and skills. A similar approach is Competency Based Education (CBE). link

Competency-Based Education (CBE) – CBE emphasizes the mastery of specific skills or competencies that students need to succeed in their chosen fields. It prioritizes the development of skills relevant to real-world applications. Students progress at their own pace, advancing only after demonstrating proficiency in each competency. This allows for personalized learning experiences tailored to individual needs. Assessments are designed to measure whether students have achieved specific competencies, often through various forms of evaluation that reflect real-world tasks.

DATA

• 17 Meta Analysis reviews

• 814 Research studies

• 76,000 Students in studies

• 2 Confidence level.  Hattie (2023) p. 310

QUOTES

“To cover all National Standards (CCS) is impossible. Students would need to be in K-12 school for 23 years.”  Current standards include:

• 255 standards in 14 subject areas

• 3500 benchmarks

• 15,500 hours of instruction time needed to cover 3500 benchmarks. Marzano (2006)

“Competency-based education, outcomes based learning, proficiency-based learning, mastery-based learning, personalized learning, student-centered education, and standards-based education are all terms that refer to the same instructional model: one in which students make choices about how they learn and demonstrate their knowledge, learn at a pace that might differ from their classmates’, receive individualized support based on their needs, and progress based on their mastery of course material instead of seat time.” Education Week, 9.16.24

“For more than a century we have used a curriculum-driven (one-size-fits-all) model that includes long lists of content to cover in each grade and high-high stakes standardized assessments. We use rigid pacing guides that require teachers to stay up with expected rate of coverage…every child receives the same instruction at the same time. We expect teachers to cover more content than humanly possible, and we expect kids to keep up. Racing through content has not / does not / and will not give us better outcomes”  Sornson (2023) p. 12 & 14

“Today’s mantra in a thriving business is learn, adapt, experiment, and improve within a culture that encourages respect and collaboration. Schools have continued to the “one best way” of standardized delivery of grade level content objectives, with little professional collaboration or innovation…As the importance of literacy, math, science, technology, problem-solving, and the ability to continue learning throughout life increased, we held onto our familiar model of standardized delivery of instruction. We cover curricula, we test students, we assign grades, then move forward to the next unit or lesson” (creating winners and losers in the process – with most kids ‘losing’).” Sornson (2023) p. 17 & 19

“Competency and OBE is based on the notion that school outcomes and achievement is measurable and improvable. Spady (1998) and Yusoff (2014) found twenty studies with effect size of 0.97. Perhaps not surprising when there is clarity on what is to be learned, attention to high expectations, and measurement of what is stipulated.” Hattie (2023) p. 293

“Teachers, students, families and leaders need to focus more on discovering success and upscaling rather than dwelling on failure and trying to fix it. Scaling up requires great diagnosing: identifying what worked well or not; identifying errors, failures and misunderstanding; but also understanding the causes of success, hearing the thinking that leads to successes” Hattie (2023)

“The best kind of teaching allows for different times and multiple pathways for students to succeed. Teachers need to adapt and create multiple ways and times for students to reach the success criteria.”  Hattie (2023) p. 61

“Accelerating learning requires knowing what levels of challenge each student is prepared to make and teach in ways that diminish anxiety and promote confidence.” Hattie (2023) p. 62

“Teachers, families and educational leaders need to focus more on discovering student success and upscaling rather than dwelling on and finding failure and trying to fix it.”  Hattie (2023) p.74

Focus on the root cause of strengths or success, instead of the root cause of failure or deficit.