Shift of Educational Focus from

Content to Learning Outcomes

Ms. Chelsea F. Madiclom
Target Outcomes
1. Explains 3 outstanding characteristics of outcome-based education
2. Distinguish among institutional outcomes, program outcomes, course
outcomes, and learning outcomes
3. Distinguish between immediate outcomes and deferred outcomes
4. Differentiate educational objectives from learning outcomes
5. Formulate learning outcomes based on given educational objectives
Which is more important,
“What the students must know?”
or
“What the students can do?”
Teacher Learners
• Education originated from the terms “educare” or “educere” which
meant “to draw out.”

x
“pouring in”
x
Educated?
• The teacher has
become a facilitator
of knowledge who
assists in the
organization,
interpretation, and
validation of
acquired facts and
information.
Outcome-based Education
Matching Intentions with Accomplishments
Outcome-based education (OBE) is an educational theory that bases each part of an
educational system around goals (outcomes).
Outcome-based Education:
Matching Intentions with Accomplishments

Three Characteristics of OBE

⮚ Student-centered
It placed the students at the center of the process by focusing on
Student Learning Outcomes (SLO).

⮚ Faculty-driven
It encourages faculty responsibility for teaching, assessing program
outcomes and motivating participation from the students.

⮚ Meaningful
It provides data to guide the teacher in making valid and continuing
improvement in instruction and assessment activities.
Outcome-based Education:
Matching Intentions with Accomplishments

To implement outcome-based education on the subject or course

level, the following procedure is recommended.
1. Identification of the educational objectives of the
subject/course.
• Educational objectives are the broad goals that the
subject/course expects to achieve.
• Objectives are stated from the point of view of the teacher
such as “to develop, to provide, to enhance, to inculcate, etc.”
Outcome-based Education:
Matching Intentions with Accomplishments

To implement outcome-based education on the subject or course

level, the following procedure is recommended.
2. Listing of learning outcomes specified for each
subject/course objective.
• Learning outcomes are stated as concrete active verbs.
• Educational objectives is grouped into three:
Cognitive, Psychomotor and Affective
Outcome-based Education:
Matching Intentions with Accomplishments

To implement outcome-based education on the subject or course

level, the following procedure is recommended.
3. Drafting outcomes assessment procedure.
The Outcomes of Education

Immediate Outcomes
• Competencies/skills acquired upon completion of an instruction, a
subject, a grade level, a segment of a program, or of the program
itself

Deferred Outcomes
• Refer to the ability to apply cognitive, psychomotor and affective
skills/competencies in various situations many years after
completion of a degree program
Immediate or Deferred
• Ability to communicate by writing and speaking
• Mathematical problem-solving skill
• Skill in identifying objects by using the different
senses Immediate
• Ability to produce artistic or literacy works
• Graduation from the program
• Passing a required licensure examination
• Initial job placement
Immediate or Deferred
• Success in professional practice or occupation
• Promotion in a job
• Success in career planning, health and wellness Deferred
• Awards and recognition
Institutional, Program, Course and Learning Outcomes

Levels of Outcomes in OBE

1. Institutional
2. Program
3. Course
4. Learning/instructional/lesson
References
• De Guzman-Santos, R. (2007). Assessment of Learning 1. Lorimar
Publishing Inc.
• Garcia, C. (2008). Measuring and Evaluating Learning Outcomes: A
Textbook in Assessment of Learning 1 & 2. Books atbp. Publishing Corp.
• Navarro, R., Santos, R., & Corpuz, B. (2007). Assessment of Learning I
Fourth Edition. Lorimar Publishing Inc.