Abstract
The things we can do as a result of learning are referred to as learning outcomes. In the 1990s, William Spady proposed on what is obe? outcome-based education (OBE) as a way to refocus formal schooling on what students learn rather than what they are instructed. OBE is a method of education that prioritizes goals, objectives, successes, and outcomes. The exit learning results that students can demonstrate at the end of a programme or course influence all curriculum, evaluation, and instructional decisions. This article aims to present a method for writing programme outcomes for general higher education programmes.
Introduction
We are said to have learned when we are able to do something that we were formerly unable to do. Learning entails the acquisition of new knowledge, skills, beliefs, interests, or comprehension, and it may also entail the synthesizing of various types of information (Kolb, 1984). It is the process by which information is created by transforming experience. Learning outcomes explains what is obe which specifies what a student can do after a learning experience. Learning units may be defined as learning experiences in structured higher education programmes.
Outcome-based Education
What is obe? William G. Spady proposed Outcome-Based Education (OBE) as a way of ensuring consistency in the American school system in the early 1990s. OBE was eventually expanded to include higher education as well. ‘OBE means concentrating and coordinating an institute’s entire programmes and learning initiatives around the clearly identified results we want all students to demonstrate when they leave the institute,’ according to the system’s proponent (Spady, 1994). OBE is a method of education that prioritizes goals, objectives, successes, and outcomes.
It is a practical standard for quality assurance that is used around the world today, in which decisions regarding curriculum and teaching are based on the exit learning results that students can demonstrate at the end of a programme or course.
Outcomes
The crux of what is obe depends on the skills that students gain at the end of a learning experience are known as outcomes. The learning experience may be a one-semester course, a two- or four-year structured undergraduate programme, or an instructional unit with a limited number of hours of an educational program. The outcomes are the framework for successful interaction among key authorities. It is possible to refer to the outcome as a learning product since it is the result of learning. As a result, in OBE, the ‘product determines the method.’
Programme outcomes (POs), programme specific outcomes (PSOs), and course outcomes (COs) are the three levels of outcomes for a higher education programme. The most vital component of what is obe is that the outcomes must be observable and quantifiable. These are better written inside a well-defined learning taxonomy system. Bloom’s taxonomy of learning divides learning into three categories: cognitive, affective, and psychomotor. The Bloom nomenclature of the cognitive domain has two dimensions: cognitive levels and intelligence groups. CO statements should follow a well-defined design, which includes action, information components, requirements, and criteria. COs may be correlated with POs, PSOs, cognitive levels, and the number of classroom hours to make the analysis of COs, POs, and PSOs easier.
