WHAT FORM DOES OBE TAKE?
There is no single, authoritative model for outcome-based education. Frameworks for OBE share an emphasis on systems-level change; observable, measurable outcomes; and the belief that all students can learn. William Spady’s model for OBE urges schools to generate “exit outcomes” based on the challenges and opportunities that students will face after graduation, and then to “design down” from the outcomes for all other aspects of educational delivery. A key component of Spady’s model is expanded opportunity and instructional support. Students are given more time if needed to master material, and they are offered second chances or given a grade of Incomplete until they succeed. Teachers use “coaching” as well as grouping and team teaching to provide additional assistance. Albert Mamary’s Outcomes-Driven Development Model (ODDM) echoes Spady’s “success for all” philosophy while choosing a strong research base for its starting point. Mamary stresses need for a “transformational leader” who
