Prospective Avenues of Continuous Formative Assessments for Facilitating Outcome Based Education in Kerala: A Comparative Study

International Journal of Research and Scientific Innovation (IJRSI) | Volume V, Issue IX, September 2018 | ISSN 2321–2705

Prospective Avenues of Continuous Formative Assessments for Facilitating Outcome Based Education in Kerala: A Comparative Study

 Bruce Mathew#, T. Gnana Sambanthan*

#Research Scholar, Dept. of CSE, NITTTR, Chennai, Tamil Nadu, India
*Prof. & Head, Dept of CSE, NITTTR, Chennai, Tamil Nadu, India

Abstract – Formative assessments are an integral part in outcome based education. There is no single specified style of assessment in OBE. In this paper, we try to compare the components of OBE followed in the curriculum of MCA in kerala state in India with some of the developing countries.

Keywords: OBE, Higher Education Outcome-based Education, Assessments, Formative Assessments, Portfolios.

I. INTRODUCTION

In Outcome Based Education (OBE), the ultimate aim of assessment is to validate the learning outcomes, whether it is for formative or diagnostic or summative. Outcomes are measured on learning results of what students have demonstrated at the end of any learning event, displaying their significant learning experiences. Actions and performances are measured for representing the content (domain knowledge), ideas (skills) and tools used (problem solving abilities) etc.,(SPT Malan, 2017). Assessing competence (cognitive, skills and affective) is done on testing the criterion stated in learning objectives (Mpepo, 1998), under a pre-determined external standard. Criterion referenced assessment practice is the preferred mode of assessment (SPT Malan, 2017) in OBE. Learning contents must be assessed not only for core but also Student’s Learning Outcomes (SLO) for training needs. OBE’s focus shifts from teaching to learning and assessing learning from various learning activities, like cognitive (e.g. tests), group work (e.g. mini-project works), continuous assessment (e.g. assignments) are major features.

This paper presents data collected through a survey administered on 32 trainee participants belonging to 20 different developing countries around the world (Table 1.0), who had visited Chennai, India during January-March 2018, for training at the National Institute of Technical Teachers Training and Research, Chennai, where the authors interacted with them, as the second author was the training programme’s coordinator. The participants were undergoing an ICT training programme through Outcome Based Education (OBE) sponsored entirely by the Indian Government.

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