OBET assessment: principles

OBET Principles

Discuss about the Practical Summative Assessment Poe for Culminating Outcomes.

Object-Based Educational Training approach has four basic principles to be maintained while implemented.

Clear focus on significant outcomes:

The learning outcomes should be clearly defined to the learners and have to be achievable. The assessment criteria of each unit should be based on this outcome dedicated to a particular level (Allais 2012). The standardisation of this learning procedure depends on the significance of these outcomes.

Designing as per culminating outcomes:

The learning programs should be designed based on the estimated outcomes at the end of the learning program. Focusing on the achievable outcomes at the at the end of the programme is a major concern.

High expectations:

It should be expected that all of the learners are able to achieve the designed outcomes at the end of the program that will initiate their progress towards next level of learning. At the same time, the learning program should be designed in a way that enables the learners to achieve the level objectives irrespective of their learning style, background and abilities.

Expanded opportunity:

Developing adequate competence among the learner is another essential concern where learners should be guided to achieve their competence level through appropriate practice, feedback, opportunities and guidance. Expansion of the learning opportunity for a student should be the main focus.

Many advantages can be identified at the time of developing and using the curriculum, based OBET approach in an organisation.

Careful planning:

In OBET educational approach an organisation has to plan their educational architecture with a clear instructional purpose that guides the educators as well as the learner to understand the goal and execution process of the learning plan (Modisaotsile 2012). Appropriate monitoring and controlling the learners are the two major advantages of this careful planning.

Management and strategic implementation:

OBET approach allows building a strategic planning where the teaching process can be modified according to the outcomes that have achieved earlier. In this approach, learners are always aware of what they are going to achieve after finishing the learning program and also what are the basic purposes of the components they are currently learning.

Learner support:

OBET approach enables the educators and the whole educational organisation to support the learner by implementing various textbook-bound curriculums within the learning process (Spaull 2013). Instead of teaching the brief and the basic ideas of the context the teacher can have to opportunity to help the learner to understand the whole syllabus from depth.

Other advantages:

In OBET approach a learner who failed to achieve the threshold criteria of the level has the second opportunity to go through the entire program again. Understanding of the content is the major focus of this approach. Through this approach, the learners can gain the ability to encounter the realistic situations.

Advantages of OBET

Arguably several disadvantages or limitations of OBET educational approach have been identified by various critics.

Vague outcomes

In practical implementation OBET approach sometimes creates a vague idea of emotional interpretation regarding the expected impacts on mind and values of the learner. These outcomes usually diverted from its core academic goals.

Involvement of stakeholders

When the government sets up the values and attributes of the learning outcomes the foundation of OBEG becomes rigid that bounds the flexibility of overall learning and teaching process. Sometimes these forceful implementations require frequent consultation with the stakeholders such as parents, teachers and non-teaching staffs.

Lowering the standards

To improve the acceptance of the learning outcomes and required objectives, OBET approach needs lower standard education program that would be acceptable and achievable irrespective of the learner's skills, ability and backgrounds. Therefore learners with higher potentialities are always kept under certain restriction from their potential progression.

Financial needs

The efforts and components which are needed to develop proper OBET educational approach need higher expenditure from both the organisation and the government. The country like South Africa needs higher revenue to invest in this educational approach.

Complete the following table that lists the differences between the traditional – and the outcomes based approach to education and training. (8)

Aspects	Traditional Approach	Outcomes-based approach
Purpose of each approach	The purpose is to educate the students through memorization and recitation techniques instead of prioritising the problem solving and decision making skill development of the learners.	The purpose is to educate the learners through outcomes oriented strategic planning providing a systematic and equal platform for all learners irrespective of their potentialities.
General principles that underpin each approach	Concerning about the content that should be taught and the method of teaching in order to improve the overall capability and knowledge of the learner.	Concerning the learning ability of the students and providing a strategic education plan with the clear set of learning outcomes and objectives.
Practical implementation/training approaches	For implementation traditional approach transmit the knowledge and understanding of the ideas as well as values to the learners (Savolainen et al. 2012).	For implementation, this approach designs the reaching and learning process to demonstrate the technique to meet the learning outcomes and achieve the goals of the current level.
Assessment approach	In traditional assessment learners receives the guidance to gain the desired knowledge. The assessment is more focused on the validation of knowledge.	Assessment process focuses on guiding the student to fulfil the basic criteria that help them achieve the learning objectives.

Fairness	Biased marking can decline the faith on current education system by de-motivating the learners. Without fairness, the education system cannot judge the students effectively.
Validity	Invalid assessment cannot meet the objectives of the learning process the learners while making the outcomes useless.
Reliability	Learners would not get enough time to prepare for the examination due to lack of reliability in the assessment process that can resist the overall growth of learner’s knowledge (Brock-Utne 2015).
Practicality	If the study materials do not have the practicality, students will not be able to utilise their knowledge in a practical field. Despite that, the educators will not able to aware the students about the importance of the learning objectives.
Appropriate	Lack of precise and accurate assessment process can generate unjustified and wrong outcomes that can weaken the education system.
Transparency	A vague and unclear concept about the concepts of the learning as well as the learning outcomes can cause poor performance of the students.
Authenticity	If the evidence submitted by the learner does not have authenticity, the purpose of assessment will not be fulfilled. Without authenticity, the education system cannot judge the learners by their actual capabilities.
Sufficiency	Without adequate evidence and learning components, the educators cannot teach the students properly. Lack of applicable components can weekend the efficiency of the education system.

Sub-Structure	Interaction
Task teams	The organisation needs the task items to ensure that qualification and standard settings are satisfying the democratic way of involving percipients as well as to send the panel for registration on the NQF.
Consultative panels	The organisation needs the consultative panels to ensure that qualification and standard settings are satisfying the requirement of NQF as well as to ensure the approval for an individual responsible person.
NLRD	The organisation needs to interact with NLRD to meet the regularity of the procedure and keep the educational policies up to date and also ensure that the registration procedure has been successfully done.
SETAs	The organisation needs to interact with SETAs to develop a plan as per the national skills development strategy by establishing the learning programs, employee arrangement, and monitoring system.
SAQA	The organisation needs to interact with SAQA to gather the framework for developing a learning program that culminates in NQF standards and qualification of management and control.
ETQAs	The organisation needs to interact with ETQAs to ensure the facilities and arrangements to perform the educational program are adequate by meeting the safety and security measures. The permission from engineering council as well as health and nursing council is the aim of this interaction.

Unit Standard vs. Learning Programme

Unit standard is a standardisation and validation process that defines the quality and the competency of an educational framework constructed by an organisation.

Learning program is an accumulated framework to teach the learners as per the standardisation measurement about the planning and developing a teaching process (Hans 2012).

Unit standard credit value vs. NQF level

Unit standard credit value refers the average length of time required by a learner to complete a particular study by achieving some specific criteria provided in course description.

NQF levels define the nationalised design of a unit and it required credit value that is appropriate for designing the unit under certain rules and regulation.

Unit standard title vs. purpose statement

The unit standard title is a unique title for each educational organisation that defines its operational and standardised identity within the nation.

Purpose statement refers a comprehensive summary of the entire educational procedure that is followed by the particular organisation.

SGB name vs. Field Description

SGB name refers the occupational name of an organisation directed by ETD practitioner that is also unique for the individual educational organisation.

The field description refers certain area of operation of an educational organisation that is defined by the NQF and which is not based on the subject areas the organisation is going to handle.

Learning assumed to be in place vs. Essential Embedded

Knowledge

Learning assumption is the potential growth or educational achievement of a learner that he or she can get after completing the certain course.

Essential Embedded is the standardisation of the operational subjects or field of an organisation that is required to achieve the unit standard.

Specific outcome vs. Assessment Criteria

A specific outcome is a particular or a set of outcomes or knowledge that a student can gain after completing a certain course of the educational program.

Assessment criteria are the set of crucial requirement that has to be fulfilled by the learner to complete the existing course or an educational training program.

Unit Standard Code vs. Registration Number

Unit standard code refers a particular numeric that defines the position of an educational unit within the national standardisation process.

The registration number is a unique identification of an organisation that defines its operational authenticity under certain field and the permitted evidence.

The South African Qualifications Authority (SAQA) defines the unit standards as basic criteria that should be fulfilled by an educational organisation to provide a particular or a set of education to their student. Registered statements of the educations or course, associated assessment criteria, authentication of the assessor etcetera are the core components of unit standards. At the same time, the Qualification refers a registered reorganisation that a student can achieve after completing certain educational program or course that includes a planned combination of learning outcomes and its benefit for the society and the economy.

Title:

Fundamental	Core	Electives
Directed Occupational Education, Development And Training Practices	Assist and support learners to achieve their learning objectives	Coordinate the effective practices of specific functional unit.
Analyse, process and utilise data across a wide range of contexts	Conduct training and development programs in an educational environment	Deliver applicable linguistic tutorials for educational practitioners.
Use verbal and non verbal communication strategies for occupational and vocational education	Evaluate learning and interpretational intervention using appropriate tools	Demonstrate the production and acceptance of South African spellings
Present wide range of communicative context to a stipulated audience.	Demonstrate wide range of training and development approaches within a standardised framework.	Deliver a monologue for a group of audience on South African Sign Language.
Develop the practical understanding of linguistic and vocalised representation of emission intervention.	Evaluate the use verbal and non verbal communication media based on human psychology.	Demonstrate potential evolution of current communicational practice influenced by socio-cultural diversity.

Reference:

Allais, S., 2012. Will skills save us? Rethinking the relationships between vocational education, skills development policies, and social policy in South Africa. International Journal of Educational Development, 32(5), pp.632-642.

Brock-Utne, B., 2015. Language-in-education policies and practices in Africa with a special focus on Tanzania and South Africa. In Second international handbook on globalisation, education and policy research (pp. 615-631). Springer, Dordrecht.

Hans, N., 2012. Comparative education: A study of educational factors and traditions. Routledge.

Modisaotsile, B.M., 2012. The failing standard of basic education in South Africa. Policy brief, 72, pp.1-7.

Savolainen, H., Engelbrecht, P., Nel, M. and Malinen, O.P., 2012. Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), pp.51-68.

Spaull, N., 2013. South Africa’s education crisis: The quality of education in South Africa 1994-2011. Johannesburg: Centre for Development and Enterprise, pp.1-65.

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