1.

1 Outcome based education

This lesson helps me to fully understand what an outcome based education

is. It has three characteristics which is student centered, faculty driven and
meaningful. Now,I have fully understand how to implement outcomebased
education by the different procedure including, identification of the educational
objectives, listing of learning outcomes specified for each subjects, and lastly the
drafting outcomes assessment procedure.
It has been argued, and for good reasons, that outcome-based education (OBE)
represents the most important development in education in the past two
decades. A specification of the end product of training and the associated learning
outcomes is essential for effective curriculum planning. We would not
commission an architect to build a new house until we had approved the plans.
The seeds we plant in our garden and how we cultivate them, including the
growing conditions we create and the fertilisers we use, will depend on the plants
we expect to grow. In the same way, in OBE recognition is given to the
importance of the end product of the training programme and the competencies
expected of the doctor trained. Who could disagree with that? In this OBE
backward or reverse-planning model, the course content and the teaching,
learning and assessment methods are derived from the expected learning
outcomes.
Through this outcome based education, this would help me to adapt to new
curricula in every school and be able to teach by focusing classroom instruction
on the skils and competencies that a student must demonstrate.
Inthisapproach,studentsandtheirparentsarebetterabletotrackprogressfromyearto
year,sincethelevelsarebasedoncriteriathatremainconstantforastudent'swholetime
atschool.However,thisexperienceisperceivedbysomeasaflawinthesystem:Whileitis
entirelynormalforsomestudentstoworkonthesamelevelofoutcomesformorethano
neyearparentsandstudentshavebeensocializedintotheexpectationofaconstant,ste
adyprogressthroughschoolwork.Parentsandstudentsthereforeinterpretthenormal
experienceasfailure.
1.2 the Outcome of education

this lesson helps me to understand different types of outcomes. The defered and
immediate outcomes. I learned tha. OUTCOMES-BASED EDUCATION (OBE)focuses classroom
instruction on the accomplishments (skills/competencies) that students must demonstrate
when they exit. Immediate Outcomes: Competencies/skills acquired upon completion of a
subject, a grade/year level, a segment of the program, or a program itself.Examples of
Immediate Outcomes , Analytic ability ,problem-solving skill ,ability to communicate in writing,
reading, speaking and mathematically • Skill in creative expression,Skill in technology utilization
• Passing the licensure examination • Initial job placement • Admission in a graduate
program.Deferred Outcomes: Ability to apply cognitive, psycho-motor and affective
skills/competencies in various aspects of the professional and workplace practice.Examples of
Deferred Outcomes • Promotion in job position/rank as evidence of work competence, skill and
social relation. • Success in professional practice or occupation as evidence in skill in career
planning, health and service and continuing education. Professional recognition, awards,
distinction as evidence of civic responsibility and participation in environment conservation and
other social advocacies.Program Objectives (P.O) • broad goals that the program expects to
achieve • stated from the point of view of the faculty or of the program itself such as “to
develop/to provide/ to motivate. Student Learning Outcomes • are operational definitions of
each of the program objectives. • stated as active transitive verbs such as “to demonstrate/ to
express/ to illustrate/ to apply” • are immediate outcomes of education. Sample Program
Objectives and Student Learning Outcomes the purpose of Program Objectives Student
Learning Outcomes is To provide instruction in order to enable students to understand the
interrelationships among the social and cultural bases of human behavior. (Cognitive) Student
can describe critical cross-cultural differences in human behavior and explain their interplay
among society and culture. Students can describe critical similarities in human behavior and
explain their interplay among society and culture
1.3 Institutional, course,program,and learning. Outcomes
In this lesson, i have learned the difference between, Course, Program, Institutional and
learning outcomes.

Learning outcomes can also be implemented at the program or institutional level to

assess student learning over multiple courses, and to monitor whether students have acquired
the necessary knowledge and skills at one stage to be able to move onto the next.Courses that
require prerequisites may benefit from identifying a list of outcomes necessary for
advancement from one level to another. When this knowledge and these skills are identified as
outcomes as opposed to topics, assessment in the first level can directly measure preparation
for the next level.Outcome based education vome from different levels.PROGRAM outcomes
are what graduates of a particular educational program are able to do at the completion of
subject. Many major and specialist programs identify a list of discipline-specific and multi-
purpose skills, values, and areas of knowledge graduating students in the program will have. By
articulating these as things that students will know or be able to do, the benefits of a program
of study can be clearly communicated to prospective students, to employers, and to others in
the institution.

INSTITUTIONal outcomes are statements of what graduates of an educational

imstitution are supposed to be able to do beyond graduation. These outcomes provide an
academic vision for the institution, serve as guidelines for new programs and programs
undergoing review, and communicate to members of the university and the public at large the
academic values and goals of the university. As previously discussed, the best learning
outcomes address course-specific learning within the context of a student’s broader
educational experience. One way to contribute to a coherent learning experience is to align
course outcomes, when appropriate, with institutional priorities.Institutional outcomes are The
knowledge, skills, abilities, and attitudes that students are expected to develop as a result of
their overall experiences with any aspect of the college, including courses, programs, and
student services.Institutional learning outcomes are designed to help guide individual
departments and disciplines in the development of student learning outcomes for programs
and courses and services, and to help shape the decision‐ making processes of the college.
Student learning outcomes focus on the more particular skills, knowledge, and attitudes that
students learn in your courses and programs.

Course outcomes are what the students should be able to demonstrate at the end if the
subject. And learning outcomes are what the students should demonstrate after the lesson.
 1.4 Sample educational objectives and learning outcomes

Sample of educational objectives and learning outcomes in Elementary Statistics

L e a r n i n g O b j e c t i v e s Student Learning Outcomes

Students enrolled in this course will:
1. Learn to collect, organize, and describe data using graphical and numerical techniques
2. Learn to make measurements on a set of data with the aid of a calculator
3. Select which probability distribution to use depending on the problem situation..
Students that successfully complete this course will be able to
a. Define the difference between the descriptive and inferential statistics.
b. Identify simple random sampling procedures and types of data.
a. Organize data in a tabular and graphical format
b. Calculate descriptive measures such as measures of central tendency, measures of variation and measures of relative standing.
a.Identifyrandomvariables,andsamplingdistributions.

b.Calculateprobabilitiesofsimpleandcompoundevents.
4. Formulate hypotheses about the population and test them by means of the measurements made on the sample a. Calculate the confidence interval for one population mean.
b. Perform hypothesis testing for one population mean.
5. Formulate regression and correlation and perform analysis of variance a a. Calculate and interpret the linear correlation coefficient.
b. Perform hypothesis test for correlation.
c. Determine the regression equation.
2.1 Measurement
Through this chapter, Ihave learned the differences in terms such as measurement,
assessment and evaluation as they are used in education. it seems that understanding the
differences between measurement, assessment, and evaluation is fundamental to the
knowledge base of professional teachers and effective teaching. Such understanding is also, or
at the very least should be, a core component of the curricula implemented in universities and
colleges required in the education of future teachers. Understanding the properties, purposes,
similarities and differences between educational measurement, assessment and evaluation is a
fundamental component of the knowledge base of professional teachers.
Measurement refers to the process by which the attributes or dimensions of some physical
object are determined. One exception seems to be in the use of the word measure in
determining the IQ of a person. The phrase, "this test measures IQ" is commonly used.
Measuring such things as attitudes or preferences also applies. However, when we measure,
we generally use some standard instrument to determine how large, tall, heavy, voluminous,
hot, cold, fast, or straight something actually is. Standard instruments refer to physical devices
such as rulers, scales, thermometers, pressure gauges, etc. We measure to obtain information
about what is. Such information may or may not be useful, depending on the accuracy of the
instruments we use, and our skill at using them. There are few such instruments in the social
sciences that approach the validity and reliability of say a 12" ruler. We measure how big a
classroom is in terms of square feet or cubic feet, we measure the temperature of the room by
using a thermometer, and we use an Ohm meter to determine the voltage, amperage, and
resistance in a circuit. In all of these examples, we are not assessing anything; we are simply
collecting information relative to some established rule or standard. Assessment is therefore
quite different from measurement, and has uses that suggest very different purposes.
Educational Measurement is the process of assigning numbers to individuals or their
characteristics according to specified rules. Measurement requires the use of numbers but does
not require the value judgments be made about the numbers obtained from the process. We
measure achievement with a test by counting the number of test items a student answers
correctly, and we use exactly the same rule to assign a number to the achievement of each,
student in the class. Measurements are useful for describing the amount of certain abilities that
individuals have.
2.2 ASSESSMENT
Assessment is a process by which information is obtained relative to some known
objective or goal. Assessment is a broad term that includes testing. A test is a special form of
assessment. Tests are assessments made under contrived circumstances especially so that they
may be administered. In other words, all tests are assessments, but not all assessments are
tests. We test at the end of a lesson or unit. We assess progress at the end of a school year
through testing, and we assess verbal and quantitative skills.Whether implicit or explicit,
assessment is most usefully connected to some goal or objective for which the assessment is
designed. A test or assessment yields information relative to an objective or goal. In that sense,
we test or assess to determine whether or not an objective or goal has been obtained.
Assessment of skill attainment is rather straightforward. Either the skill exists at some
acceptable level or it doesn’t. Skills are readily demonstrable. Assessment of understanding is
much more difficult and complex. Skills can be practiced; understandings cannot. We can assess
a person’s knowledge in a variety of ways, but there is always a leap, an inference that we make
about what a person does in relation to what it signifies about what he knows. In the section on
this site on behavioral verbs, to assess means To stipulate the conditions by which the behavior
specified in an objective may be ascertained. Such stipulations are usually in the form of written
descriptions.
There are generally two forms of student assessment that are most frequently discussed
in the scholarship of teaching and learning. The first, summative assessment, is assessment
that is implemented at the end of the course of study. Its primary purpose is to produce a
measure that “sums up” student learning. Summative assessment is comprehensive in nature
and is fundamentally concerned with learning outcomes. While summative assessment is often
useful to provide information about patterns of student achievement, it does so without
providing the opportunity for students to reflect on and demonstrate growth in identified areas
for improvement and does not provide an avenue for the instructor to modify teaching strategy
during the teaching and learning process.Examples of summative assessment include
comprehensive final exams or papers.

The second form, formative assessment, involves the evaluation of student learning
over the course of time. Its fundamental purpose is to estimate students’ level of achievement
in order to enhance student learning during the learning process

Assessment is an integral part of instruction, as it determines whether or not the goals

of education are being met. Assessment affects decisions about grades, placement,
advancement, instructional needs, curriculum, and, in some cases, funding. Assessment inspire
us to ask these hard questions: "Are we teaching what we think we are teaching?""Are students
learning what they are supposed to be learning?""Is there a way to teach the subject better,
thereby promoting better learning?"
2.3
Evaluation is perhaps the most complex and least understood of the terms. Inherent in
the idea of evaluation is "value." When we evaluate, what we are doing is engaging in some
process that is designed to provide information that will help us make a judgment about a given
situation. Generally, any evaluation process requires information about the situation in
question. A situation is an umbrella term that takes into account such ideas as objectives, goals,
standards, procedures, and so on. When we evaluate, we are saying that the process will yield
information regarding the worthiness, appropriateness, goodness, validity, legality, etc., of
something for which a reliable measurement or assessment has been made.
In every walk of life the process of evaluation takes place in one or the other form. If the
evaluation process is eliminated from human life then perhaps the aim of life may be lost. It is
only through evaluation that one can discriminate between good and bad. The whole cycle of
social development revolves around the evaluation process.

In education how much a child has succeeded in his aims, can only be determined through
evaluation. Thus there is a close relationship between evaluation and aims.Education is
considered as an investment in human beings in terms of development of human resources,
skills, motivation, knowledge and the like. Evaluation helps to build an educational programme,
assess its achievements and improve upon its effectiveness.

It serves as an in-built monitor within the programme to review the progress in learning from
time to time. It also provides valuable feedback on the design and the implementation of the
programme. Thus, evaluation plays a significant role in any educational programme.

Evaluation plays an enormous role in the teaching-learning process. It helps teachers and
learners to improve teaching and learning. Evaluation is a continuous process and a periodic
exercise.

It helps in forming the values of judgement, educational status, or achievement of student.

Evaluation in one form or the other is inevitable in teaching-learning, as in all fields of activity
of education judgements need to be made.
2.4 Assessment for, of, as learning
Assessment is an essential component of the teaching and learning cycle. Assessment
for, assessment as and assessment of learning are approaches that enable teachers to gather
evidence and make judgements about student achievement. These are not necessarily discrete
approaches and may be used individually or together and formally or informally.Assessment for
learning involves teachers using evidence about students' knowledge, understanding and skills
to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs
throughout the teaching and learning process to clarify student learning and
understanding.Assessment for learning includes hoe to reflects a view of learning in which
assessment helps students learn better, rather than just achieve a better mark,involves formal
and informal assessment activities as part of learning and to inform the planning of future
learning,includes clear goals for the learning activity,provides effective feedback that motivates
the learner and can lead to improvement,reflects a belief that all students can
improve,encourages self-assessment and peer assessment as part of the regular classroom
routines,involves teachers, students and parents reflecting on evidenceand is inclusive of all
learners.Assessment as learning occurs when students are their own assessors. Students
monitor their own learning, ask questions and use a range of strategies to decide what they
know and can do, and how to use assessment for new learning.Assessment as learning includes
hie to encourages students to take responsibility for their own learning requires students to ask
questions about their learning involves teachers and students creating learning goals to
encourage growth and development,provides ways for students to use formal and informal
feedback and self-assessment to help them understand the next steps in learning,encourages
peer assessment, self-assessment and reflection.Assessment of learning assists teachers in
using evidence of student learning to assess achievement against outcomes and standards.
Sometimes referred to as ‘summative assessment', it usually occurs at defined key points
during a unit of work or at the end of a unit, term or semester, and may be used to rank or
grade students. The effectiveness of assessment of learning for grading or ranking depends on
the validity and reliability of activities. Its effectiveness as an opportunity for learning depends
on the nature and quality of the feedback.Assessment of learning includes is used to plan future
learning goals and pathways for students,it provides evidence of achievement to the wider
community, including parents, educators, the students themselves and outside groups and
provides a transparent interpretation across all audiences.
3.1 Program Outcomes and student learning outcome
In this discussion, it would able to understand the difference between program

outcomes and student learning outcomes. The new educational perspective requires teachers

to visualize the ideal graduates 3 or more years after graduation. The commision on higher

education, the body that regulates higher education in the Phillipines.

These must follow this memorandum that articulate and discuss the latest developments in the

specific field. Effectively communicate and independently orally and in writing using both

english and filipino. Work effectively and independently in multi disciplinary and multicultural

teams. Act in recognition of professional, social and ethical responsability and preserve and

promote filipino historical and cultural heritage. This will guide the teacher on producing highly

competitive graduates. According to Higher educayion institution, graduates of professional

institution must demonstrate a service orientation in ones profession. Graduates of colleges

participates in various types of employment, development activities, and public discourses.

Particularly in response to the needs of communities. Gradutes must also partcipate in the

generation of new knowledge or in research and development project. They must also have

competencies to support "national regional and local debelopment plans"

The teacher must follow these guidelines to ensure that we shall produve highly

standard grafuates that will become a contributor to nation building.

3.2-Program Outcomes for teacher education

The work put into establishing the vision, purpose, and goals of the program
should help provide direction for creating program outcomes. Basically, it is necessary
to take those goals and translate them into tangible, ‘measurable’ outcome statements.
…a statement of how we would recognize if or how well students have learned what is
intended they should learn…[it] tells us what, and how well, students are able to do
something that they were unable, or only partially able, to do before teaching. Good
teachers have always had some idea of that…in outcomes-based teaching and
learning, we are simply making that as explicit as we can – always allowing for
unintended but desirable outcomes.

Biggs and Tang were referring to course-level outcomes in this quote; however,
the principle is relevant to outcomes at any level. It is important to make explicit our
expectations about what we want students to take away from a course or program. The
last part of the quote is especially important – it is not possible to anticipate or account
for everything a student is going to learn, and that is not what learning outcomes seek to
do. The purpose of outcomes is to make the expectations and priorities clear, with the
knowledge that there will be other things students take away from courses and
programs.The program outcomes are specific enough to explain how those broad
expectations are accomplished within a given program, and course outcomes will
specify what expectations an instructor has for the course, which are related to one or
more program outcomes.

Program-Level OutcomesExample: Students will be able to use research within

the field to make evidence-based decisions.when creating program-level outcomes, it is
useful to think about how students might demonstrate achievement of them – e.g., by
the time they graduate, what will they have done throughout the program to show that
they’re able to use research within the field to make evidence-based decisions?
Perhaps they will have created solutions for mock clients based on research findings.
Perhaps they will have taken on a field research project with a faculty member and a
team of students.
3.3 the three types of learning
There are three main domains of learning and all teachers should know about them and
use them to construct lessons. These domains are cognitive (thinking), affective
(emotion/feeling), and psychomotor (physical/kinesthetic). Each domain has a taxonomy
associated with it. Taxonomy is simply a word for a classification. All of the taxonomies below
are arranged so that they proceed from the simplest to more complex levels.The domains of
learning were first developed and described between 1956-1972. The ones discussed here are
usually attributed to their primary author, even though the actual development may have had
more authors in its formal, complete citation . Some web references attribute all of the
domains to Benjamin Bloom which is simply not true. While Bloom was involved in describing
both the cognitive and the affective domains, he appeared as first author on the cognitive
domain. As a result this bore his name for years and was commonly known among educators
as Bloom’s Taxonomy even though his colleague David Krathwohl also a partner on the 1956
publication. When publishing the description of the affective domain in 1964 Krathwohl was
named as first author, but Bloom also worked on developing this work. Krathwohl’s
involvement in the development of the cognitive domain will be become important when you
look at the authors of the 2001 revisions to this taxonomy. They are Benjamin Bloom (Cognitive
Domain),David Krathwohl (Affective Domain), and Anita Harrow (Psychomotor Domain).Also,
when possible, I believe teachers should attempt to construct more holistic lessons by using all
3 domains in constructing learning tasks. This diversity helps to create more well-rounded
learning experiences and meets a number of learning styles and learning modalities. Using
more diversity in delivering lessons also helps students create more neural networks and
pathways thus aiding recall.Learning is not an event. It is a process. It is the continual growth
and change in the brain's architecture that results from the many ways we take in information,
process it, connect it, catalogue it, and use it (and sometimes get rid of it).Learning can
generally be categorized into three domains: cognitive, affective, and psychomotor. Within
each domain are multiple levels of learning that progress from more basic, surface-level
learning to more complex, deeper-level learning. The level of learning we strive to impact will
vary across learning experiences depending on 1) the nature of the experience, 2) the
developmental levels of the participating students, and 3) the duration and intensity of the
experience.When writing learning objectives, it is important to think about which domain(s) is
relevant to the learning experience you are designing. The tables below provide further
information about each domain.
3.4 The COGNITIVE Domain
The cognitive domain deals with how we acquire, process, and use
knowledge. It is the "thinking" domain. The table below outlines the six levels in
this domain and verbs that can be used to write learning objectives.
Remembering- Recite the properties of real numbers
Understanding-Explain each type and how it works
Applying-Solve an equation using distributive,associative,commutative and
inerse property of real numbers.
Analyzing-Distinguish the properties of real numbers using an example.
Evaluating-Justify the use of each propeties in solving an equation.
Creating-Rearrange the different properties of real numbers of real numbers
according to their use.

3.5The PSYCHOMOTOR Domain

The psychomotor domain deals with manual or physical skills. It is the "doing"
domain. The table below outlines the five levels in this domain and verbs that can
be used to write learning objectives.

DAVE

Immitation-Follow the procedure insketching

Manipulation-Perform a drawing pencil and color by sketching

Precision-Master the technique and style to create a drawing

Articulation-Combined different color and style to create a painting

Naturaliation-Develop ones own style and mark on creating a masterpiece art

3.6 TheAFFECTIVEDomain

Theaffectivedomaindealswithourattitudes,values,andemotions.Itisthe"valuing"do
main.Thetablebelowoutlinesthefivelevelsinthisdomainandverbsthatcanbeusedto
writelearningobjectives.

Receiving-

Listen to the teacher while she is speaking

Responding-

Participate in a discussion and cooperate with others.

Valuing-

Show ability to resolve ones own weakness in solving problems in Math

Organizing-

Accepting responsibility of your mistakes on solving problems in Math

Internalizing

- Demonstrate objectively in problemsolving of different applications in Math

3.7 kendall's and Marzano's New Taxonomy

Mathematics learning competencies

Subject: Geometry

Level 1 retrieval-

Recognize the different kinds of polygon and its properties

Level 2 Comprehension-

Use models in the classroom and represent those kind of 3dimensional shapes.

Level 3 Analysis

-Organize the different kinds of polygon according their sum of interior angles and
its areas

Level 4 knowledge utilization-

Solve the area of different polygons using derived formulas.

Level 5 Metacognition

-Derive the formula of polygon and defend it to the class

Level 6 Self System Thinking-

-The student can analyze the importance of theidea of its areas and applications
to the modern world.