Outcome-based education (OBE) is an educational theory that bases each part of an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences.
For the educational system to function effectively, OBE framework is identified. It guarantees that curriculum, teaching and learning strategies, and assessment tools are continuously enhanced through an evaluation process. The methodology P-D-C-A (plan-do-check-act) cycle has been applied for optimum effectiveness and efficiency.
The framework adopts the OBTL implementation which revolves around three important elements: a) description of the intended learning outcomes (ILOs) in the form of a verb (learning activity), its object (the content) and specification of the context and a standard the students are to attain; b) creating a learning environment using teaching/learning environment activities (TLAs) that address that verb and therefore are likely to bring about the intended outcome; and c) using assessment tasks (ATs) that also contain that verb, thus enabling the teacher to judge with the help of rubrics if and how well students’ performances meet the criteria.
The implementation of an outcomes-based education, which promotes the practice of constructive alignment between outcomes, learning activities and assessment tools needs an environment where all stakeholders (teachers, students and the institutions) are engaged in the process of transformative reflection and constant action. Each of these participants reflects in interaction with the others in three domains: teacher and student, teacher and institution, student and institution that would have built-in quality enhancement and mechanisms for not only assuring quality but for enhancing quality. (Biggs, 2007, pp. 247-249)
Building a learning community that enhances the ownership of curriculum planning and reflective practice among its faculty will establish new opportunities for meaningful dialogue among peers, and facilitate the collective efforts of the institution in responding to the demand of accountability from accreditation agencies as well as the public inquiry about the quality of teaching and learning in higher education.
