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A standards-based test is an assessment based on the outcome-based education or performance-based education philosophy. [11] Assessment is a key part of the standards reform movement. The first part is to set new, higher standards to be expected of every student. Then the curriculum must be aligned to the new standards.
There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes. [1] The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted.
Constructive alignment is the underpinning concept behind the current requirements for programme specification, declarations of learning outcomes (LOs) and assessment criteria, and the use of criterion based assessment. There are two basic concepts behind constructive alignment: Learners construct meaning from what they do to learn.
The SBE (standards-based education) reform [2] movement calls for clear, measurable standards for all school students. Rather than norm-referenced rankings, [3] a standards-based system measures each student against the concrete standard. Curriculum, assessments, and professional development are aligned to the standards.
Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. [ 1 ]
Bloom's taxonomy has become a widely adopted tool in education, influencing instructional design, assessment strategies, and learning outcomes across various disciplines. Despite its broad application, the taxonomy has also faced criticism, particularly regarding the hierarchical structure of cognitive skills and its implications for teaching ...
Thus the concept of an outcome does not necessarily mean that the program targets have actually changed or that the program has caused them to change in any way. [8] There are two kinds of outcomes, namely outcome level and outcome change, also associated with program effect. [8] Outcome level refers to the status of an outcome at some point in ...
This allows freedom to choose other supporting assessments but also restrict the methods of application for the model. [18] Therapists have praised its client centred approach, relatively quick administration, role in promoting occupational therapy in multidisciplinary teams and compatibility with other assessment tools.