薄荷岛国立大学对基于成果导向教育的展望和准备

MaeA.Evardo
薄荷岛国立大学

摘要

成果导向教育认为课程的决定是由学生在课程结束时应表现出的学习结果来驱动的。菲律宾高等教育正处于十字路口，面临着新的类型学设置带来的许多新的要求和挑战。该研究旨在确定薄荷岛国立大学的教职员工和管理人员对成果导向教育的准备情况。研究试图确定受访者在实施四个基本领域方面的知识和技能，制定学习成果、课程内容和结构、教学过程和评估。结果显示，教职员工和行政人员在执行成果导向教育的四个领域有较高的知识水平，然而，教师的知识比行政人员少。但双方都看到了成果导向教育实施的益处。本文建议透过教职员、行政人员及其他利益相关者参与的定期检讨，持续改善学校的成果导向教育架构，以准备符合社群需求的相关目标。教师发展研讨会，旨在提高教师的成果导向知识和技能，特别是学习成果和评估的制定。此外，本文建议进行相关研究了解成果导向教育的实施对毕业生就业能力的影响。

关键词

成果导向教育；前景；准备；实施；高等教育；菲律宾

参考

[1] Adam, S. (2006). Using Learning Outcomes: A Conditions of the Nature, Role Application and Implications for Europian Education of Employing Learning Outcomes at the local, National, and International levels. EUA Bologna Handbook.

[2] Biggs,J. And Tang,C.(2011). Teaching for Quality Learning at University: What the Student Does, 4th Edition (The Society for Research into Higher Education). US: Open University Press.

[3] Bilbao,P.Dayagbil,Corpuz,B.(2014). Curriculum Development. Lorimar Publishing Inc. Metro, Manila.

[4] CMO No. 37, series 2012, Policies Standards and Guidelines in Establishment of an Outcomes-based Education (OBE) System in Higher Education Institution Offering Engineering Programs.

[5] CMO No. 46, series 2012, Policy-Standard to Enhance Quality Assurance(QA) in Philippine Higher Education through an Outcomes based Typology-Based QA.

[6] Corpuz, B.(2014). Magazine for the Professional Teacher.Volume 2.

[7] Digest Eric E533,(1995).Using Performance Assessment in Outcomes based Accountability. http://www.ericfacility.net/ericdigest

[8] Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment.

[9] Hejazi, B.M. (2011). OBE: A Transformational Perspective on Quality and Mobility in Higher Education. Community College Leadership Program.

[10] Geyser, H. (2000). Developing OBET Programmes for Higher Education. Higher Education Policy Unit: Rand Afrikaans University.

[11] Glatthorn, A.(1993). Outcomes-Based Education: Reform and the Curriculum Process,Journal of Supervision.

[12] Killen R.(2000). Standards-referenced Assessment: Linking outcomes, assessment and reporting.

[13] Laguador, J.M.& Dotong, C. (2014). Knowledge versus Practice on the Outcomes-based Education Implementation of the Engineering Faculty Members in LPU. Batangas City, Philippines.

[14] Malabanan (2015). OBE Orientation and Workshop.

[15] Malan, S.P.T.(2000). The New Paradigm of Outcomes-Based Education in Perspective.

[16] OBE Implementation Guidebook, (2014). Faculty of Electrical Engineering.

[17] O’Brien, D.(2000). Teachers’ Understanding of C2005 Policy. Org. Zal/html//goodoes/reports/education.

[18] Program Learning Outcomes Assessment (2009). University of Texas at El Paso. http:www.utep.edu/provost.

[19] Ramoroka,N.(2007). Educators’ Understanding of the Premises Underpinning Outcomes-Based Education and its Impact On their Classroom Assessment Practices. University of Pretoria.

[20] Spady, W. And Schlebush (1999). Curriculum 2005. A Guide for Parents. Cape Town. Rennaissance.

[21] Spady, W.& Uy F.A.(2004). Outcomes-based Education: Critical Issues and answers. Maxcor Publishing House.Quezon City.

[22] Spady W. & Marshall,K.J.(1991). Beyond Traditional Outcomes-based Education. Educational Leadership.