1.

Define/Describe the following education-related concepts:

A. Outcome-based 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. 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 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).

Reference:

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.

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.

B. Distance Learning

C. Scaffolding
Instructional scaffolding is a process through which a teacher adds supports for
students in order to enhance learning and aid in the mastery of tasks. The teacher does
this by systematically building on students experiences and knowledge as they are
learning new skills. Just like the scaffold in the picture to the left, these supports are
temporary and adjustable. As students master the assigned tasks, the supports are
gradually removed.