Role of teacher in nurturing desired Outcome based teaching and performance based assessment

Abstract

It has been argued, and for good reasons, that outcome-based education (OBE) 
represents the most important development in education in the past two decades. A clear 
specification of the end product of training and the associated learning outcomes is essential for 
effective curriculum planning. It‘s like the same that we won‘t be approaching an architect to 
build a house until we had approved plans. The seeds we plant in our garden and how we 
cultivate them, including the growing conditions we create and the fertilizers we use, will depend 
on the plants we expect to grow. In the same way, in OBE recognition is given to the importance 
of the end product of the training programme and the competencies expected of the learners 
trained. Who could disagree with that? In this OBE backward or reverse-planning model, the 
course content and the teaching, learning and assessment methods are derived from the expected 
learning outcomes. This paper was written for practitioners in higher education, including 
academics and instructional designers who are engaged in curriculum revision. It aims to 
examine the notion of outcomes-based education, survey the literature and provide a critical 
review of the outcomes-based approach to quality assessment and curriculum improvement in 
higher education. The outcomes-based approach is completely student-centered, which focuses 
on what students know and can actually do. Sharpening the focus onto student learning 
outcomes goes beyond mere tinkering with traditional structures and methods; it really 
constitutes a paradigm shift in educational philosophy and practice