OUTCOME-BASED

EDUCATION AND
ASSESSMENT

Gerald A. Tarayao
Faculty, College of Education
Isabela State University Cabagan
 WHAT YOU NEED TO KNOW?

Explain the essence of OBE and OBTL.

Compare Understanding by Design, OBE and OBTL.
Explain the meaning of constructive alignment in the
context of the instructional cycle.
What is Outcome-Based
Education?

What is Outcome-Based
Teaching-Learning?

What is constructive
alignment?
 - refer to the
competencies/skills upon - Ability to communicate in
Immediate completion of a lesson, a writing, reading, speaking, and
Outcomes subject, a grade/year, a
solve mathematical problems.
course (subject) or a
program itself.

OBE
Outcome-Based
Education - refer to the ability to Success in professional
apply cognitive, practice or occupation as
psychomotor and affective evidence of skill in career
Deferred skills/competencies in the planning, health and wellness
Outcomes various aspects of the and continuing education.
professional and workplace
practice (Navarro, 2019)
Spady’s Version on OBE

Transformational OBE is concerned with long-term, cross-curricular outcomes that are

related directly to students’ future life roles such as being productive worker or a responsible
citizen or a parent.

Learning is NOT significant unless the outcomes reflect the complexities of real life and give
prominence to the life roles that learners will face after formal education.

Learning outcomes comprise the knowledge, understanding, skills and attitudes that
learners should acquire to enable them to reach their full potential and lead successful and
fulfilling lives as individuals, as member of a community and at work.

Outcomes are clear learning results that we want students to demonstrate at the end of learning
experiences; what learners can actually do with what they know and have learned and tangible
application of what they have been learned (Spady, 2007)
Outcome-Based Teaching and Learning (OBTL), Biggs’ Version

Biggs and Tang (2007) make use of the term outcome-

based teaching-learning (OBTL) which in essence is OBE
applied in the teaching-learning process.

Outcomes (learning outcomes) are more specific than

institutional outcomes, program outcomes and course
outcomes.

Outcomes (learning outcomes) are statements of what we

expect students to demonstrate after they have been
taught.
Outcomes in Different Levels

Institutional
From the institutional outcomes are drawn
Outcomes the graduate attributes that graduates of the
(Graduate institution are expected to demonstrate after
Attributes)
graduation.

Outcomes that graduates of the program are

Program Outcomes expected to demonstrate at the end of the
program.

Course Outcomes Subject outcomes

Learning Outcomes
Specific outcomes that the teacher is Sample
concerned with in his/her specific lessons. Syllabus
Principles of OBE (cited by Spady (1996)

1. Clarity of focus. It means that the outcomes which students are expected to demonstrate
at the end of the program are clear.

2. Designing down. It means basing the details of your instructional design on the outcomes,
the focus of instruction.

3. High expectations. It is believing that all learners can learn and succeed, but not all in the
same time or in the same way. Not all learners can learn the same thing in the same way and in
the same amount of time but all are capable of mastery and meaningful.

4. Some learners may need more time than others. Teachers, therefore, must provide expanded
opportunities for all learners. Most learners can achieve high standards if they are given
appropriate opportunities.
Constructive Alignment

Constructive alignment is BIGGS’ term of “designing down” as given by

Spady.

It is a process of creating a learning environment that supports the learning

activities that lead to the achievement of the desired learning outcomes.

The supportive learning environment is a learning environment where the

intended learning outcomes, the teaching-learning activities and the
assessment tasks are aligned.

It is a learning environment that is highly focused on the attainment of

learning outcomes.
Constructive Alignment in the Context of
Assessment

Constructive alignment
means that the
assessment tasks and
the specific criteria as Assessment tasks are
bases of judgment of aligned to the intended
students’ performance learning outcomes
are aligned to the
intended learning
outcomes.
 Assessment Regime
What the teacher does and
what the students do are aimed
The outcomes are at achieving the outcomes by
Once an appropriate
formulated first. From assessment regime has meeting the assessment. This
these the assessment been designed, activities
takes advantage of the known
criteria are developed. tendency of students to learn
are organized that will teach what they think will be
the student how to meet assessed – and is called
Intended Learning the assessment criteria backward approach).
(and, hence, the outcomes).
Outcomes of the
Curriculum Teaching and Learning
Activities

Aligned Curriculum Model

Source: Bigg, J.B. (2003). Teaching for Quality Learning at University. Buckingham: Open University Press
Understanding by Design (UbD)

Wiggins and
UbD is OBE
Mc Tighe
and OBTL in
(1998)
principle and
advocates of
in practice.
UbD
 Determine acceptable
evidence.
Identifying of learning Planning of teaching and
outcomes learning activities
Determining acceptable
evidence of the realization
of outcomes is assessment

Identify desired
results Plan learning
experiences and
instruction.

Stages of Backward Design

Source: https://cft.Vanderbilt.edu/guides-sub-pages/understanding-by-design/
 The Instructional Cycle

Specific
Include major exams such Measurable
as quarter exams, Attainable
midterms, finals as basis Summative Learning Realistic
for scoring and grading Assessment Outcomes Time-Bounded

Teaching-Learning
Begin with pre-instruction
assessment, teaching
process which includes
Teaching-Learning
Activities, Formative
Assessment and
Reteaching, if necessary