OBE Assessment Tools for Mapping Learning Outcomes Identifying Slow Learners: A Congruent Approach

5. 1 Introduction: Fundamentals Of The Obe

The outcome-based education was adopted and implemented in the 90s of twentieth century. It defined, theorized, and applied for exploring student-centrism, job-orienting graduates, and the completion of accreditations like the Washington Accord, the National Board of Accreditation (NBA). The chapter introduces congruent approach to the OBE for the slow learners (onwards the authors would use ‘non-learning community despite cliché ‘slow learners’). The OBE is often criticised for its more emphasis on outcomes than practical wisdom or knowledge, collaborative involvement, assessment issues and over-documentations. The chapter finds problems in approaches to deal with OBE and its actual implementation because adopting a framework is easier than to design new things out of the framework. And, designing requires novel and individual approach. The problem is not with the OBE, the problem is here cited in the applications of tools and the ways they are used. For this, the chapter explores possibilities to implement the teaching and assessment tools for attaining intended learning outcomes of a course. In the beginning, the chapter defines OBE, its structure and terminologies in terms of mapping techniques and why OBE is required; in the middle conceptual frameworks and theory of congruent approach to OBE, application and procedures; proceeds towards end with the concept of non-learning community, filtering and experimentations and findings. The approach experimented for the OBE implementation may also help apply effectively National Education Plan (NEP) 2020 which visualizes an imperative shift from summative assessment (one of the kinds of assessment used in OBE) to regular and formative assessment, which insists on competency-based assessment witnessing Higher-order thinking skills (HOTS), learning and cognitive development of learners pursuing education at all the stages from the nursery level onwards.