LESSON 2: Leveraging on Outcomes-based Design:

Making the Most from the Traditional and Authentic

Assessments

The fundamentals of
Outcomes-based
education
Presented by: Santander, Kimberly P.
 LEARNING OBJECTIVES:
At the end of the lesson, you will be able to:
Examine the essential Differentiate traditional
ideas of outcomes-based assessment from authentic
assessment; assessments; and

Evaluate the efficiency of

both traditional and authentic
assessments in light of
outcomes- based design.
In tertiary Education, clarity of intention is being addressed using
outcomes-based education (OBE). Outcomes are clear learning
results that we want the pupils to manifest after significant learning
experiences. These are NOT values, beliefs or psychological states
of mind, which are all vague and difficult to measure or gauge.

Specifically, outcomes are actions and performances that express

and reflect the pupils' competence through the use of content,
information, ideas and tools appropriately and successfully.

It is ensuring that pupils do important things what they know, which

is a major step beyond knowing oneself. The question, "How to
make sense of the things that I know," especially after formal
schooling, is essential in outcomes-based education
 Basic Principles of OBE:
Clarity of Focus
This pertains to the clarity of what the teachers intend the pupils to achieve at the end of their
time with them. This means that all instructional inputs and processes are designed to achieve
such, including the curriculum design, instructional deliveries, and assessment tasks. These are
geared toward what they want the pupils to demonstrate successfully.

Expanded Opportunity
This means the provision of multiple opportunities for the pupils to acquire and demonstrate at a
very high level whatever they ultimately expected to learn. This implies that formative and
summative task are aligned to the intended outcome.

High Expectations
High expectations have nothing to do with the bell curve. That is, expectations and result are not
exclusively anchored on pen and paper assessment, which is in most cases, is narrow, shallow, and hallow.
Superior results mean that all pupils are able to significant do things well at the end.

Design Down
Backward design is that name of a game. As Stephen Convey famously quipped, "begin with the end in
mind." Here, the teachers, as instruction designers, should see and plan things backward.
THE TRADITIONAL DESIGN
THE OBE DESIGN
Thank You