Chapter 1: Shift of Educational focus from content to learning outcomes.

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Learning Outcomes
1. Explain at least 3 characteristics of outcomes-based education.
2. Distinguish among institutional outcomes, program outcomes, course outcomes, and learning
institutional outcomes.
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Education is originated from the terms “educare” or “educere” which meant to draw out.
Traditional Education
 Traditional Education was considered as “pouring in” process wherein the teacher was the giver of the
knowledge, and the student is the passive recipient.
 The focus of instruction was content and subject matter.
 The teacher is the sole source of knowledge.
 Education meant that designating a set of subjects a student must take and when the course is completed,
the students are considered “educated”, assuming the instruction and activities we provided will lead to
the desired knowledge, skills and attributes thzat we think the course oases would possess.
Outcomes-based education
 The advent of technology caused a change in the perspective in education, nationally and internationally.
 The teacher is no longer the only source of knowledge.
 The students are now surrounded with various sources of facts and information through user-friendly
technology.
 Teacher is the facilitator of knowledge who assists students in the organization, interpretation, and
validation of acquired facts and information.
1.1 Outcomes-Based Education: Matching Intentions with Accomplishments
The change in educational perspective is called Outcomes-Based Education (OBE) which has three (3)
characteristics.
1. Student-centered. The student is at the center of the process by focusing on Student-Learning
Outcomes.
2. Faculty-driven. Encourages faculty responsibility for teaching, assessing program outcomes and
motivating participation from students.
3. Meaningful. It provides data to guide the teacher in making valid and continuing improvement in
instruction and assessment activities.

To implement outcomes-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 broad
goals that the subject/course expects to achieve, and defining in general the terms the knowledge,
skills and attitude that the teacher will help the students to attain.

Objectives are stated from the point of view of the teacher such as to develop, to provide, to enhance,
to inculcate, etc.

2. Listing of learning outcomes specified for each subject/course objective. Learning outcomes are
stated as concrete active verbs such as: to demonstrate, to explain to differentiate, to illustrate, etc.
Bloom’s Taxonomy is a good source of learning outcomes statements by Benjamin Bloom. It is
grouped into three (3).
 Cognitive, also called as knowledge, refers to mental skills such as remembering, understanding,
applying, analyzing, evaluating, synthesizing/creating.
  Psychomotor, also referred to as skills, includes manual or physical skills, which proceed from mental
activities and range from the simplest to the complex such as observing, imitating, practicing,
adapting and innovating.
 Affective, also known as attitude, refers to growth in feelings or emotions from the simplest behavior
to the most complex such as receiving responding valuing organizing and internalizing.

3. Drafting outcomes assessment procedure. This procedure will enable the teacher to determine the
degree to which the students are attaining the desired learning outcomes it identifies for every
outcome the data that will be gathered which will guide the selection of the assessment tools to be
used and at what point assessment will be done.
1.2 The outcomes of education
Outcomes-based education focuses classroom instruction on the skills and competencies that students must
demonstrate when they exit. There are two (2) types of outcomes: immediate end deferred outcomes.
Immediate outcomes are competencies or skills acquired upon completion of a subject, a grade level, a
segment of the program or the program itself.
Examples:
 ability to communicate in writing and speaking
 mathematical problem solving skill
Deferred outcomes refer to the ability to apply cognitive psychomotor and effective skills or competencies in
various situations many years after completion of a subject, grade level, or degree program.
Examples:
 success in professional practice or occupation
 awards and recognition
1.3 Institutional, program, course and learning outcomes.
Outcomes in outcome-based education come in different levels:
 Institutional
 Program
 Course
 Learning/Instructional/lesson outcomes
Institutional outcomes are statements of what the graduates of an educational institution are supposed to be
able to do beyond graduation.
Program outcomes are what graduates of particular educational programs or degrees are able to do at the
completion of the degree.
The course or subject outcomes are what students should be able to demonstrate at the end of a course or
subject.
Learning or instructional outcomes are what students should be able to do after a lesson or instruction.