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Welcome To OBE

Outcome-Based Education

Well-developed models

Well-developed models of Outcome-Based Education (OBE) have yielded an impressive array of results over the years. These gains and improvements can be attributed to the convergence of four major factors:

  1. When educators develop a clearly defined framework of learner Outcomes on which they Base everything else that they do;
  2. When educators espouse and implement¬†OBE‚Äôs¬†‚ÄėSuccess for All Learners‚Äô¬†Philosophy¬†and its four synergistic¬†Pillars of Power;
  3. When educators significantly shift their Paradigm thinking, Priorities, and operations from being Time-Based to being Outcome-Based; and
  4. When educators align and integrate these three factors with OBE’s substance-based, criterion-defined Foundation of learning and performance Standards.

When all four of these factors are implemented¬†Consistently, Systematically, Creatively,¬†and Simultaneously, there is an enormous expansion of what¬†OBE¬†advocates call¬†‚ÄėThe Conditions of¬†Success‚Äô¬†for learners of all ages, and remarkable gains in learning and performance occur.

Discover What’s Ahead

Tangible Actions

Demonstrations are tangible actions defined by words; not scores, points, and averages

Competence

Demonstrations require skills and competence, not just content and memory

Outcomes

Outcomes happen ‚Äėat or after the end‚Äô of students‚Äô careers

Future

Outcomes of Significance matter ‚Äėafter they‚Äôre gone‚Äô ‚Äď in their future life

Performance

Performances are three-dimensional because context conditions matter

Context

Context drives the Competence and Content that performance requires

Life-role

Demonstrations take many forms, including life-role performances

Demonstrations

Role-performances are complex demonstrations that all students can carry out

Total Humans

Outcomes are about ‚ÄėTotal Humans‚Äô and ‚ÄėTotal Professionals‚Äô, not just kinds of skills

Lasting Benefits

Each of these implications, when implemented well, magnifies an Outcome’s lasting benefits

Pillars of Power

OBE‚Äôs ‚ÄėSuccess for All Learners‚Äô Philosophy

OBE‚Äôs ‚ÄėSuccess for All Learners‚Äô Philosophy

The strength, credibility, and impact of¬†OBE‚Äôs¬†‚ÄėSuccess for All Learners‚Äô¬†Philosophy¬†rest on the¬†integrity of its four tightly integrated, synergistic¬†Pillars of Power¬†and:

  • Its¬†Paradigm¬†Priority
  • Its Two Empowering¬†Purposes
  • Its Three Underlying¬†Premises
  • Its Four Operational¬†Principles

Here‚Äôs how they work together to transform education‚Äôs limiting ‚ÄúConditions of Success.‚ÄĚ

OBE’s Paradigm Priority makes:

What and Whether students learn successfully more important than When and How.

OBE’s Two Empowering Purposes commit educators to:

  • Maximize the¬†‚ÄėConditions of Success‚Äô¬†for all learners (so as to)
  • Send¬†fully equipped¬†and¬†empowered¬†graduates into the world.

OBE’s Three Underlying Premises express educators’ beliefs that:

  • All students can learn and succeed¬†(but not on the same day in the same way);
  • Success breeds success¬†(just like failure breeds failure); and
  • Schools control the ‚ÄėConditions of Success‚Äô¬†(and can expand them if they choose).

OBE’s Four Operational Principles maximize the Conditions of Success when educators integrate them with the other three Pillars Consistently, Systematically, Creatively, and Simultaneously in how and when they teach, assess, and credential students.  They are:

  • Clarity of Focus on Outcomes¬†of Significance¬†(before, during, and after instruction);
  • Expanded Opportunity¬†for All to Succeed (through diagnostic formative assessments¬†and initial grading in pencil);
  • High Expectations¬†for All to Succeed (by only accepting and commensurately grading high quality work); and
  • Designing¬†(their curriculum)¬†Down¬†(from where they want their students to ultimately end up ‚Äď with the abilities and attributes of successful ‚ÄėTotal Professionals‚Äô).
OBE’s Paradigm

Shift from Time-Based Education

CBO Syndrome

When the word¬†‚ÄėBased‚Äô¬†is understood to mean Defined by, Focused on, Designed around, and Organized around,¬†OBE¬†exposes the¬†CBO Syndrome, which is universally¬†misunderstood¬†to be¬†OBE.¬† No part of¬†CBO¬†is¬†OBE!¬† Six of the Syndrome‚Äôs many¬†non-OBE¬†elements are:

Six of the Syndrome’s many 
non-OBE elements are:

OBE’s Foundation of Criterion-Defined Standards
OBE‚Äôs substance-based, criterion-defined Foundation of learning Standards differs in kind, intent, and results from education‚Äôs conventional selection-oriented, numbers-driven system of assessment, grading, and credit ‚Äď thereby opening the door to ‚ÄėSuccess for All Learners.‚Äô