Judging from recent editorial comments and radio talk shows, bashing outcome-based education has become a popular pastime. We need extensive dialogue and debate on critical educational issues of which OBE is one. But it is important that the dialogue is based on accurate information.
First of all, a comment on what OBE is not. It is not sponsored by the federal government, it is not Goals 2000, it is not a unified movement, it is not uniformly defined, it is not even a program.OBE is not character education, attitude adjusting or "social engineering." Because some states and local school boards have included character development as part of their desired outcomes, observers who are content with a superficial glimpse equate the two. In my opinion, states such as Pennsylvania did a poor job of defining their outcomes and earned part of the criticism they received. However, an outcome-based approach need have nothing to do with any of the issues related to character development. Equating the two and making statements such as "Academic achievement is not high on the list of outcome goals" is nonsense.
OBE does not reduce academic rigor or accomplishment. It is typically more demanding than a traditional program and extensive research supports the conclusion that application of OBE principles results in higher student achievement. The basic issue has to do with how we choose to define educational progress. Currently the basic measure is by accumulation of Carnegie units of credit which amounts to recognizing achievement based on "seat time." The next measure is grades. Numerous studies call into question the reliability, validity and helpfulness of grades. Both credit hours and grades are abbreviated, secondary symbols that provide very limited information about educational progress.
Rather than a program, OBE is a philosophy. The philosophy says it makes sense to identify what we want young people to learn (outcomes) and attempt to assess and certify what has been learned. Most OBE educators believe outcomes should be determined at the local level and focus on skills expected by the community. A central part of the philosophy of OBE is that students have a right to know the outcomes the community expects and to know how they measure up to those expectations.
What is implemented beyond these basic principles should be attributed to specific programs rather than to a catch-all bogeyman named OBE.
Donald L. Wright
Sandy