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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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