Periods | Experts | Opinions about OBE |
The period of advocacy | Tyler (1949). | Determination of curriculum design by explicit objectives expressed in terms of changes the learning was supposed to produce in the behavior of students |
Bloom (1956) | Classification of a taxonomy of educational goals into knowledge, skills, and attitudes, and stress of their communicable abilities | |
Mager (1997) | Instructional objectives | |
Spady (1994) | OBE as a process of clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences | |
Harden et al. (1999) | OBE as a performance-based approach at the cutting edge of curriculum development (that) offers a powerful and appealing way of reforming and managing medical education | |
The period of implementation | Killen (2000) | Formulation of OBE’s three basic premises: all students can learn and succeed, but not all at the same time or in the same way; successful learning promotes even more successful learning; schools (and teachers) control the conditions that determine whether or not students are successful at school learning |
Simpson et al. (2002). | Possibility of meeting the first requirement of OBE, to define learning outcomes | |
Tucker (2004) | OBE as a process that should involve the restructuring of curriculum, assessment, and reporting practices in education | |
Biggs & Tang (2009) | OBE educators striving for student achievement at a level appropriate for each individual and the outcomes specifically to enhance teaching and assessment, always allowing for unintended but desirable outcomes | |
The period of recommendation | Cooke et al. (2010) | Recommendation of widespread adoption of OBE and clear, progressive expectations of learners |
Hodges (2010) | Standardization of learning outcomes based on a “production discourse” |