Outcomes-based Education

Carlo Magno, PhD.

Lasallian Institute for Development and Educational Research
Case A
Cherry is a staff in Mall X. Her work is to get the
products in the stock room as requested by the sales
lady. Cherry has been working in Mall X for two
months right after her graduation. Cherry finished a
course in computer science and she is expected to
develop softwares. One time the HR called her and
asked her to make a program for the payroll system
of the employees in the computer for an extra pay.
She begged off honestly and said “Sorry I do not
know how to make a program, perhaps you can ask
other computer science graduates from other
schools.”
Outcomes-based Education
Clearly focusing and organizing everything in an
educational system around what is essential for all
students to be able to do successfully at the end of
their learning experiences.
This means starting with a clear picture of what is
important for students to be able to do, then
organizing the curriculum, instruction and
assessment to make sure this learning ultimately
happens (Spady, 1994).
Outcomes-based Education
In the process of designing programme curriculum, the
outcomes of the learning is emphasized and pre-
determined
What is expected from the learning after the students
have graduated in order to equip them with the
necessary skills and capabilities before they enter the
work place
Then go backward with:
curriculum design
programme outcomes and course outcomes,
development of instructions
delivery modes
appropriate assessments methodologies
Outcomes-based Education
looking at the level at which the inputs, methods, and
execution produce the desired learning
competencies for the graduates of that program as
determined by the Technical Committees/Technical
Panels and as measured by appropriate
assessments.
It points to the way in which the level of attainment of
the outcomes can be progressively heightened.
Outcomes-based Education
Assessing student growth and competency in
relation to these outcomes
Detailing how outcomes based learning at a whole
program level functions within a complex university
context
What needs to be set?
Mission and Vision are translated into:
indicators (e.g., professional qualification or
employability)
metrics (e.g., percentage of passing in a licensure
exam or percentage of employment)
targets (e.g., 70% passing or 85% employed).
Outcomes-based Education
Outcomes – what learners are expected to know and be
able to do at the desired level of competence
Outcomes-based evaluation – clearly focusing and
organizing everything in an educational system around
what is essential for all students to be able to do
successfully at the end of the learning experiences.
Outcomes-based teaching and learning – constructive
alignment of intended, learning outcomes with
appropriate outcomes-based assessment methods and
teaching and learning activities. OBE applied in the
classroom level.
Performance criteria – specific, measureable
statements identifying the performance(s) required to
meet the outcome; conformed through evidence.
Outcomes-based Education
Ensure quality assurance (QA)
1) to translate vision, mission, and goals (VMG) into
desired learning outcomes
2) to establish the proper learning environment
(implementation of teaching-learning systems as well
as support processes and procedures)
3) to review against performance indicators and
standards defined in the assessment system
4) to enhance programs and systems
Approaches on OBE
A direct assessment of educational outcomes, with
evaluation of the individual programs that lead to
those outcomes. (To make sure that outcomes are
delivered)

An audit of the quality systems of an institution, to

determine whether these are sufficiently robust and
effective to ensure that all programs are well
designed and deliver appropriate outcomes. (To
deliver effective programs)
What needs to be established?
Mission and vision
Program Educational Objectives
Program Outcomes
Matrix of courses with program outcomes
(Curriculum map)
Outcome-based teaching and learning delivery
system
Program assessment and evaluation process
Continuing quality improvement program
Example
Learning outcome Indicators Assessment
At the end of the course • Suggest which type of • Test: Given a
students should be able statistics to be used hypothesis, write the
to: given a hypothesis correct stats to be
• decide which • Use SPSS to encode used
inferential statistics survey data • Performance based:
can be used for a • Click appropriate encode the data from
specific hypothesis menu in SPSS when a survey to the SPSS
• Encode data computing for worksheet
acceptable in SPSS ANOVA, t-test etc. • Checklist: step by
• use SPSS to compute step procedure in
for the inferential using SPSS
statistics
How do you teach in an OBE framework?
Transformative learning
Learner-centered
Understanding by Design
Case presentation

A group of psychology students at the start of the term

thinks that doing research is going to the library and
compiling information about a topic from different books.
The teacher knew about it by asking the students at the
start of the class what research is. The teacher started to
show examples of journal articles and how research is
conducted. The different methodologies and the use of
research was assigned. Then the students conducted
their own research using a nonexperimental design.
Towards the end of the term when the teacher asked
again hat is research, students see it as a process of
arriving at new knowledge and supporting the ideas
through data (evidence).
Watch a short film segment-school of rock
http://www.youtube.com/watch?v=vMkT8jYh8MI
What is transformative learning?
TLT is a cognitive learning theory that results in
changes in meaning perspectives that have
developed over an individual's lifetime based upon
their life experiences (Mezirow, 2000).
Achieved through becoming critically reflective of
assumptions underlying content, process, or premise
through instrumental and communicative learning.
What is transformative learning?
View learning as a process of critical reflection and
self-examination of one’s worldview in light of new
knowledge and a fundamental reorganization of
one’s perspective or frame of reference (Taylor,
1998).
Process where learners critically examine their
beliefs, assumptions, and values in light of acquiring
new knowledge and correspondingly shift their
worldviews to incorporate new ideas, values and
expectations (Cranton, 1994; Mezirow, 1994, 2000).
Phases of transformative learning theory
Facilitating TL
1) a disorienting dilemma
2) critical questioning and self-reflection
3) sharing of one’s transformation process with
others
4) exploration of new roles and actions
5) planning a course of action
6) provisional trying of new roles
7) building competence and self-confidence in new
roles and relationships
7) a reintegration into one’s life directed by one’s
new perspective (Mezirow, 2000)
Show objects and ask for examples how to teach it
using the ways TL facilitation.
Pillars of TL
Learning to know - the capability of making
connections, adapting to changes and knowing how
to learn.
Learning to do - framed in the idea of learner-
centered learning and leadership performance tasks
that demonstrate the ability to apply knowledge in a
creative way
Learning to live together – using the concept of
collaboration on a local and global scale
Learning to be - the life-long journey of self-
discovery as part of the process of learning (Monk,
2011).
Assessment
What is the function of assessment?
How do you help students learn better through
assessment?
Features of performance assessment
Intended to assess what it is that students know and can
do with the emphasis on doing.
Have a high degree of realism about them (authentic).
Involve: (a) activities for which there is no single correct
answer, (b) assessing groups rather than individuals, (c)
testing that would continue over an extended period of
time, (d) self-evaluation of performances.
Likely use open-ended tasks aimed at assessing higher
level cognitive skills.
Performance assessment
Bring testing methods
more in line with
instruction.
Assessment should
approximate closely
what it is students
should know and be
able to do.
Emphasis of performance assessment
Should assess higher
level cognitive skills
rather than narrow and
lower level discreet
skills.
Direct measures of skills
of interest.