scholarly journals Effectiveness of Curriculum Design in the Context of Outcome Based Education (OBE)

2019 ◽  
Vol 8 (6) ◽  
pp. 648-651
Keyword(s):  
Continuous Improvement ◽  
Curriculum Design ◽  
Assessment Process ◽  
Learning Assessment ◽  
Educational Institutions ◽  
National Board ◽  
The Real ◽  
Outcome Based Education ◽  
Teaching Learning ◽  
Almost All

Outcome Based Education (OBE) is now a days becoming a mandate in almost all higher educational institutions across the country as it turned out to be an authorized signatory member of Washington Accord (WA) in 2014 through the National Board of Accreditation (NBA). The fundamental concept of outcome-based education is to ensure continuous improvement at all levels of teaching – learning – assessment process. Though there are several programmes were organized to build the competency of OBE, the present traces of implementation of OBE in educational institutions clearly demonstrate the lack of understanding the real implementation of OBE and strictly it is a serious concern. Even these traces are observed in the programs, which are accredited. In the present paper, an attempt has been made to enable the stakeholders to truly understand some of the basic elements of OBE, which will really help them to deploy the philosophy of OBE in the way it is expected for continuous improvement.

scholarly journals COFCOE: Continuous Oral Feedback Continuous Oral Evaluation for Continuous Active Learning in Outcome Based Education, Teaching, Learning and Evaluation (OBTLE)

2021 ◽  
Author(s):  
Debaprasad Mukherjee ◽  
Gour Sundar Mitra Thakur
Keyword(s):  
Active Learning ◽  
Performance Indicators ◽  
Learning Assessment ◽  
Inquiry Based Learning ◽  
Oral Feedback ◽  
Outcome Based Education ◽  
Revised Bloom's Taxonomy ◽  
Socratic Questioning ◽  
And Performance ◽  
Teaching Learning

A new and extremely effective teaching-learning-assessment methodology is introduced for continuous active learning in outcome based education (Teaching, Learning and Evaluation-OBTLE). This method addresses the modern methods of education like personalized learning, participatory learning, peer evaluation, revised Bloom's Taxonomy, and all graduate Attributes including the corresponding competencies and performance indicators. Most importantly this method encourages socratic questioning which facilitates inquiry based learning, which is being projected as the future of learning in any context. The method may be extremely useful to identify and take remedial measures for students who may need additional attention from teachers.

scholarly journals A Transformation of Backward by Design Model to Designing a Curriculum

2020 ◽  
Vol 2 (2) ◽  
pp. 51
Author(s):  
Elisabet Dewi Rumanti
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Design Model ◽  
Learning Assessment ◽  
Concept Understanding ◽  
Christian Worldview ◽  
Big Picture ◽  
Teaching Learning ◽  
Meaningful Experiences

<p>An educational institution need a curriculum design to organize teaching and learning activities. All models of curriculum design have its own uniqueness. Since the curriculum design will be affected to all objective, teaching, learning, assessment, and express presuppositions of how the education going on that school. In this essay, therefore backward by design model is reviewed in the biblical Christian worldview context with creation, fall, redemption, and glorification approaching concept. Understanding as the main focus of backward by design model need to bring into the concept of biblical truth to see the big picture of God’s design for His creation. God’s purposeful design will affect our worldview; the way we see all aspect in life. Accordingly, the biblical Christian worldview help us to bring unit into context to give a true meaningful experiences. As the result, reconstruction of backward by design model as the transforming curriculum design to be implemented in Christian education.</p>

scholarly journals Kaizen for standardizing educational institutions

2012 ◽  
Vol 1 (4) ◽  
pp. 309-316
Author(s):  
Nagaraja M ◽  
Sivakumar K ◽  
Sundaresan R ◽  
Narayanan S
Keyword(s):  
Resource Management ◽  
Continuous Improvement ◽  
Learning Process ◽  
Educational Institutions ◽  
Technological Innovations ◽  
Key Factors ◽  
Educational Institute ◽  
Short Period ◽  
Academic Organization ◽  
Teaching Learning

Teaching, scientific and technological innovations are the most important key factors and heartof an educational institute. It is necessary to monitor and focus the entire aspects of an institute to bringoverall improvements. Effective teaching –learning process, quality, resource management and otherimprovement can be achieved in a short period of time using Kaizen. This is a Total Employee Involvement(TEI) technique which brings together all the employees of an organization right from top management toworkers for bringing continuous improvement in an academic organization.

Value-Added Courses with industry endorsement for Bridging Curriculum Gap in the Outcome-Based Learning: An Effective Strategy to Post-graduate Studies

2021 ◽  
pp. 002205742097205
Author(s):  
B. R. Arun Kumar
Keyword(s):  
Learning Process ◽  
Curriculum Design ◽  
Value Added ◽  
Effective Strategy ◽  
Program Outcomes ◽  
Graduate Studies ◽  
Post Graduate ◽  
Design And Implementation ◽  
Outcome Based Education ◽  
Teaching Learning

In outcome based education (OBE), curriculum design with industry involvement is most recommended approach which enables relevant execution of teaching learning process. Globally, acceptance of OBE is increasing since four decades. This article investigates the OBE curriculum design by adding Value-Added Courses (VACs) which are endorsed and participated by industry experts jointly with academicians. It is found that VACs are instrumental in reducing the curriculum gaps to attain program outcomes (POs) of any given curriculum along with targeted skills. Analysis presented in this article focuses on the program outcomes gap in the curriculum which enables identification, design and implementation of different VACs. Further, it determines that attainment achieved through VACs significantly reduces the curriculum gap. Hence it is one of the best tool which improves over all PO attainments and shows better path towards the expectation of industries. Proposed framework of analysis showed that VACs contribute to POs by nearly 20%. This article contributes a comprehensive idea for offering several VACs that boost the achievement of POs.

scholarly journals LEARNING COMMUNITY AS STRATEGY IN IMPROVING STUDENTS’ SPEAKING SKILL

2013 ◽  
Vol 4 (2) ◽  
pp. 146-157
Author(s):  
Syarfuni
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Role Model ◽  
Assessment Process ◽  
Learning Assessment ◽  
Model Learning ◽  
Learning Group ◽  
Working Together ◽  
Contextual Teaching ◽  
Teaching Learning

The goal of this writing is to explore the learning speaking through learning community. Learning community is of element of contextual teaching and learning. Contextual teaching and learning (CTL) is approaches to be most effective in student learning, teachers must plan, implement, reflect upon, and revise lessons. Such plans are based on CTL principles and approaches that require teachers to serve in the following roles: facilitator, organizer of the teaching/learning/assessment process, role model, learning mentor, content specialist, and knowledge dispenser. A learning community is a model of teaching and learning that has been consistently shown to improve students’ speaking. The reason why learning community can enhance the students’ in expressing idea because it has the meaning as follows: 1).Group of learning which communicate to share the idea and experience, 2).Working together to solve the problem and 3).The responsibility of each member of learning group.

Innovation in the teaching-learning process: the case of Kahoot!

2019 ◽  
Vol 27 (1) ◽  
pp. 35-45 ◽  
Author(s):  
Juan José Guardia ◽  
José Luis Del Olmo ◽  
Iván Roa ◽  
Vanesa Berlanga
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Learning Process ◽  
Design Methodology ◽  
Participatory Evaluation ◽  
Assessment Process ◽  
Learning Assessment ◽  
Content Type ◽  
Teaching Learning ◽  
Innovation In Higher Education

Purpose In recent years, a process of reform and innovation in higher education has been witnessed. A change in the evaluation of student learning in universities is necessary for new teaching-learning proposals to be developed. The authors propose implementing a learning assessment process based on the idea of participatory evaluation, verifying the benefits of this method in the acquisition of cross-disciplinary skills. Design/methodology/approach The method implemented follows the principles of action research. Findings The Kahoot! app has an effect on the teaching-learning process and on the training skills and academic performance measured through the student’s grades. Originality/value This paper presents an innovation proposal that aims to observe how students acquire more competences.

Using Rubrics to Assess Accounting Learning Goal Achievement

2015 ◽  
Vol 31 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Thomas F. Schaefer ◽  
Jennifer Sustersic Stevens
Keyword(s):  
Student Assessment ◽  
Program Assessment ◽  
Goal Achievement ◽  
Assessment Process ◽  
Learning Goals ◽  
Learning Assessment ◽  
Learning Goal ◽  
Accounting Measurement ◽  
Qualitative Feedback ◽  
Teaching Learning

ABSTRACT This paper illustrates the development and use of rubrics to improve the learning assessment process and enhance the teaching-learning relationship. We highlight the multidimensional benefits of rubrics as valuable tools for student assessment (grading), course assessment (at the instructor level), and program assessment (at the administrator/curriculum committee/accreditation level). Moreover, rubrics may improve qualitative feedback on learning to students and instructors. Development of effective rubrics is framed in terms of learning goals, measurable learning outcomes, choice of assessment vehicle/assignment, and use of data collected from rubrics for feedback and/or improvement. The paper then offers an example set of rubrics designed to assess student achievement of three learning goals common to many undergraduate accounting programs: accounting measurement, research, and critical thinking. This paper may prove useful for instructors looking to use rubrics to improve the teaching-learning process and concurrently evaluate learning goal achievement for course or program assessment. As an auxiliary benefit, the use of scoring rubrics may simplify grading, as well as data collection in documenting assurance of learning for accreditation purposes.

scholarly journals Design of Student and Course Learning Outcomes Measurement

2021 ◽  
Vol 10 (1) ◽  
pp. 97
Author(s):  
Hans Kristianto ◽  
Susiana Prasetyo ◽  
Ratna Frida Susanti ◽  
Mariskha Tri Adithia
Keyword(s):  
Learning Outcomes ◽  
Continuous Improvement ◽  
Curriculum Design ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Study Program ◽  
Outcomes Measurement ◽  
National Accreditation ◽  
Teaching Learning ◽  
Clear Method

Measurement of the outcomes becomes a vital part in OBE system to ensure the attainment of each outcome. In Indonesia, OBE was adopted in 2015 for higher education level. However, the changes were not accompanied with clear method to measure the outcomes, which became the urgency of this research. In this study, a preliminary method to measure student learning outcomes (SLO) and course learning outcomes (CLO) was presented. The measurement of SLO and CLO attainment was started by SLO mapping to courses, which usually had been done at curriculum design. Based on the mapping, formulation of CLO with a set of direct assessment was planned at the start of each course. After the teaching learning activities, a series of calculation was designed to obtain the attainment of SLO and CLO for each student, course, and whole study program. In the same time the final mark for GPA calculation of each student could also be obtained. The designed method could play an essential part in teaching-learning quality assurance and curriculum continuous improvement, which is aligned with both international and national accreditation criteria and standards. Furthermore, this study could provide insight for other study program in SLO and CLO attainment measurement.

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