9/16/2014

Outcomes-Based
Education

Milagros L. Borabo, Ph.D.

SHIFT OF INSTRUCTIONAL FOCUS

Outcomes-Based Education (OBE)

focuses on classroom instruction on
the accomplishment (skills /
competencies) that students must
demonstrate when they exit.

Allan Glatthorn (1999) Performance, Standards and Authentic Learning published by

Eye on Education

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Immediate Acquired upon

completion of the
Outcomes subject

Outcomes of
Education Ability to apply
cognitive,
psychomotor and
Deferred affective skills /
Outcomes competencies in the
various aspects of the
professional and
workplace practice

R.L. Navarro and R.G. Santos (2011) Research-Based Teaching and Learning. Manila:
Lorimar

Immediate Outcomes
Analytical ability
Problem-solving skill
Ability to communication in writing, reading,
speaking and mathematically
Skills in creative expression
Skill in technology utilization
Passing the licensure examination
Initial job placement
Admission in a graduate program

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Deferred Outcomes
Promotion in job position / rank as evidence of
work competence and skills and social relation
Success in professional practice or occupation
as evidence of skill in career planning, health
and wellness and continuing education
Professional recognition, awards, distinction as
evidence of civic responsibility and
participation in environment conservation and
other social advocaciess

OUTCOMES IN THE CONTEXT OF THE

PROGRAM

Educational objectives of the program

Program outcomes (PO) / student
learning outcomes (SLO)

Michael Carter (2003) A Process foe Establishing Outcomes-Based Assessment, SIU

Press, North Carolina State University

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Quality of education can be judged from at least

3 perspectives:

What happens within

the system
(processes used to
organize, control and
deliver education to
training)
The inputs to the
system. The outputs from the
(finances, resources, system
infrastructure) (products or results of
education)

As a theory of
education

As a systemic
structure of education

As a classroom
practice

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Clearly focusing and organizing

everything in an educational system
around what is essential to students to
be able to do successfully at the end of
their learning experiences

Starting with a clear picture of what is

important for students to be able to do, then
organizing the curriculum, instruction and
assessment to make sure that learning
ultimately happens

On the desired
result of
education

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Two Common Approaches to OBE

TRADITIONAL / TRANSITIONAL OBE

Student mastery of traditional subject related
outcomes (focus on subject-specific content)

SOME CROSS-DISCIPLINE OUTCOMES

(TRANSFORMATIONAL OBE)
Emphasizes long term, co-curricular outcomes that are
related to students future life roles
Significant Learning in context

All students can learn Successful

and succeed but not learning
all at the same time promotes even
and in the same way more successful
learning

Three basic
premises of OBE

Schools (and teacher) control the

conditions that determine whether or not
students are successful at school learning

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All students have The role of schools is to Mutual trust drives

find ways for students to
talent and schools all good outcomes-
succeed rather than
have to develop it finding ways for students based schools
to fail

A positive attitude is Philosophical

essential. (if you believe Excellence is for
Bases of
that you can get every every child and not
Outcomes-Based
student to learn, well just a few
Schools
then they will

By preparing
As for a possible Students should students everyday for
no student should collaborate in success the next day,
be excluded from learning rather than the need for
any activity compete correctives will be
reduced

Four Essential Principles of OBE

CLARITY OF FOCUS

DESIGNING BACK

HIGH EXPECTATION FOR ALL

STUDENTS

EXPANDED OPPORTUNITIES FOR

LEARNERS

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CLARITY OF FOCUS

Must help learners to

Must be clearly focused develop the knowledge, skills
on what they want the and dispositions that will
learners to ultimately be affect significant
able to do successfully outcomes

Obligates teacher that Focus all student

learning is clear at every assessment on clearly
stage of the teaching defined significant
process outcomes

DESIGNING BACK

All institutional decisions are made

by tracing back from the desired end
result and identifying building blocks
of learning that students must
achieve in order to reach long term
outcome

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HIGH EXPECTATION FOR ALL STUDENTS

Must establish high, challenging

standards of performance in order
to encourage students to engage
deeply with issues about which When students experience
they are learning success, it reinforces learning,
builds their confidence and
encourages them to accept further
learning challenges

Helps learners to do difficult

things well

EXPANDED OPPORTUNITIES FOR LEARNERS

Stresses that intellectual quality is

not reserved for a few learners, it
is something expected of all
learners
Not all learners can learn the same
thing in the same way at the same
time

Most students achieve high

standards if they are given
appropriate opportunities

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All requires complex

applications of many kinds of
knowledge and all kinds of
competencies

Continually engage
students in both
individual and team
activities that explore
important issues and
phenomena

Call for students to How to prepare

Use multiple media and
explain their work and students for technologies
products these life roles

Create products that

embody results of
students explorations

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Three Major Steps in

Instructional Planning in OBE
Deciding how to assist
students to achieve
those outcomes
(context, teaching
strategies)
Deciding on the Deciding on how to
outcomes that determine when
students are to students have achieved
the outcomes
achieve (assessments, Reporting
procedures)

Specifies the outcomes students should be able

to demonstrate upon leaving the system

Outlines the learning outcomes that should be

the result of learning experience

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Example:
To improve communication skills in patient care

All graduate must be able to demonstrate effective

communication skill in all areas and in all media; orally,
written, electronically, and by telephone, etc.

Communicating with patients

Demonstrate proper procedures when such

communication is necessary and know how to relay
information to patients pertinent to their patient care
procedures

What are Student Learning Outcomes?

Learning outcomes are statements

of the knowledge, skills and abilities
individual students should possess
and can demonstrate upon
completion of a learning experience
or sequence of learning experiences.

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Before preparing a list of learning outcomes

consider the following recommendations:
Learning outcomes should focus on learning
products and not the learning process.

Learning outcomes should be simple and not

compound.
Learning outcomes should align with the
programs curriculum.
There should be a sufficient number of learning
outcomes.
Learning outcomes should be framed in terms of the program
instead of specific classes that the program offers.
Learning outcomes should rely on active verbs in the future
tense.
Learning outcomes should be realistic.

Learning outcomes should be specific and well defined.

Constructing Learning Outcomes

Blooms Taxonomy of Educational Objectives (1956) is one
traditional framework for structuring learning outcomes.
EVALUATION To judge the quality of something
based on its adequacy, value, logic or
(represents the highest
level of learning)
use
SYNTHESIS To create something, to integrate ideas into a
solution, to propose an action plan, to
formulate a new classification scheme
ANALYSIS To identify the organizational structure of
something; to identify parts, relationships, and
organizing principles
APPLICATION To apply knowledge to new situations to solve
problems using required knowledge or skills

COMPREHENSION To understand, interpret, compare, contrast, explain

KNOWLEDGE To know and remember specific facts, terms concepts,

(represents the lowest
principles or theories
level of learning)

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Course Objectives
What THE TEACHER expects What THE STUDENTS are
students to know and be
able to do (as a whole) at
the end of instruction
Not behavioral in nature
(know, understand)
One course objective may
generate several learning
outcomes
Objectives are intended
results or consequences of
instruction, curricula,
programs or activities
Course Learning
Outcomes
able to do (specific) at the
end of instruction
Stated in behavioral terms
(identify, discuss, evaluate)
Several learning outcomes
are derived from one
course objective
Outcomes are achieved
results or consequences of
what was learned
evidence that some
learning took place.

Why LEARNING OUTCOMES?

Provide direction in the planning of the
learning activity
Focus learners behavior on that is to be
changed
Serve as guidelines for content, isntruction
and evaluation
Identify specifically what should be learned
Convey to learners exactly what is to be
accomplished

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Two basic types of outcomes from an

educational system

Performance
Expressed in terms of
indicators
what students know,
Test results
are able to do or like
Completion rates
as a result of their
Post-course
education
employment rates

SAMPLE EDUCATIONAL
OBJECTIVES OF THE
PROGRAM AND
PROGRAM OUTCOMES
PROGRAM: AB Major in Social Science
SUBJECT: Introduction to Anthropology

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Educational Objectives of Students Learning Outcomes

(SLO) / Program Outcomes
the Program (PO)
To provide instruction to Students can describe
enable students to critical cross-cultural
understand the differences in human
interrelationships among behavior and explain their
the social, cultural and interplay among society,
biological bases of human culture and biology
behavior. (COGNITIVE) Students can describe
critical similarities in
human behavior and
explain their interplay
among society, culture
and biology

Educational Objectives of Students Learning Outcomes

(SLO) / Program Outcomes
the Program (PO)
To equip students with Students can identify,
knowledge of research define and give examples
methods appropriate to of various methods in
socio-cultural anthropological research
anthropology Students can explain and
(PSYCHOMOTOR) interpret research
methodology in
anthropological literature
Students can submit a
research proposal on an
ethnic group in the
community

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Educational Objectives of
the Program
To encourage in students
a deep understanding of
and appreciation for
cultural differences.
(AFFECTIVE)
2.3.4. Matching the Subjects in the Curriculum with the
Desired Student Learning Outcomes (SLO)
Example
Professional Subjects
1. Child and Adolescent
Development (a, b,c,d, e, f,
g)
2. Social Dimensions of
Education (a, b, c, d, f, h)
9/16/2014
Students Learning Outcomes
(SLO) / Program Outcomes
(PO)
Students can
demonstrate evidences of
the unique social
organization
characteristics of the
culture of 3 ethnic groups
in the region.
Students can submit
creative expressions, in
visual arts or literature of
the cross-cultural
differences of some
ethnic groups
Student Learning Outcomes
a. can demonstrate and apply the basic
and higher level literacy,
communication, numeracy, critical
thinking skills needed for higher
learning
b. Can create an environment
conducive to learning.
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Professional Subjects Student Learning Outcomes

3. The Teaching Profession (a, c, c. Can establish and maintain an
e, f, g, h) environment needed for the
holistic development of learners

4. Principles of Teaching (a, b, d. Can apply familiarity with the

d, e, f, g, h) learners knowledge and
experience in appropriate
situations

5. Facilitating Learning (a, b, e. Can demonstrate mastery of the

d, e, f, g, h) subject

6. Assessment of Learning (a, c, f. Can facilitate learning of diverse

d, e, f, g) types of learners

Professional Subjects Student Learning Outcomes

7. Educational Technology (a, b, g. Can apply a wide range of teaching
c, e, f, g, h) skills

8. Curriculum Development (a, h. Can demonstrate and practice

d, e, f, g, h) the professional requirements
of the teaching profession

9. Field Study
(a, b, c, d, e, f, g, h)

10. Practice Teaching

(a, b, c, d, e, f, g, h)

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