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CMO 46, series of 2012

Mr. Rey S. Pepito

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Intended Learning Outcomes

At the end of the discussion, you must have:

 Explained the meaning of outcomes-based in education;

 distinguished the relationship among institutional

outcomes, program outcomes, course outcomes and
learning outcomes; and
 analyzed the implication of this curricular innovation in
our educational system.
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What is Education?

“ Educare” or “Educere”

“to draw out”

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What is Education?
 We believed that it is a “pouring” process

 Teachers were the sole source of

knowledge
 Students were just passive recipients

 The focus was on content/subject matter.

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  This shift of learning paradigm is
z important and necessary as
globalization is on the pipeline.
Students are not prepared only for
the acquisition of professional
knowledge, but they must be able
to perform hands-on work and
ELEVATING THE knowledge application/replication
EDUCATIONAL in different work settings and
LANDSCAPE FOR societies. Alongside with it,
HIGHER EDUCATION students should possess such
generic (all-round) attributes like
lifelong learning aptitude,
teamwork attitudes,
communication skills, etc. in order
to face the ever-changing
world/society.
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Introduction

 Outcome-based methods have been adopted in

education systems around the world, at multiple
levels. OBE is an educational theory that bases
each part of an educational system around goals
(outcomes). It is also called standard-based
education reform, mastery education, and
performance-based education.
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Definition

 Outcome-based education means clearly focusing

and organizing everything in an education system
around what is essential for all students to be able
to do successfully at the end of their learning
experience.
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Definition

 Outcome-based education (OBE) is a process that

involves the restructuring of curriculum,
assessment and reporting practices in education to
reflect the achievement of high order learning and
mastery rather than the accumulation of course
credits.
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Definition

 Educational outcome (learning outcome) – is a

culminating demonstration of learning (Spady, 1993;
Davis, 2003).
 Outcomes – are clear learning results that we want
students to demonstrate at the end of significant
learning experiences, and are actions that embody and
reflect learner competence in using content, information,
ideas, and tools successfully (Spady, 1994).
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Definition

 CHED defines outcomes-based education (OBE) as an approach

that focuses and organizes the educational system around what is
essential for all learners to know, value, and be able to do to
achieve a desired level of competence.
 OBE is “open to incorporating discipline-based learning areas that
currently structure Higher Education Institution (HEI) curricula.
 For the HEIs, this means describing the attributes of their ideal
graduates based on their visions and missions as part of their
institutional goals or outcomes, and using these as bases for
developing specific program outcomes.
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What needs to be established?

 Vision and Mission

 Program Educational Objectives

 Program Outcomes

 Matrix of courses with program outcomes

 Outcome-based teaching and learning delivery system

 Program assessment and evaluation process

 Continuing quality improvement program

Program
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Outcomes

 are the sets of competencies (related knowledge, skills, and

attitudes) that all learners expected to demonstrate. Institutional or
program outcomes may also emphasize lifelong learning.

 For instance, HEIs could describe the attributes of their ideal

graduates which they expect to see five years after graduation.

 In Nursing models of outcomes should include the, National

Nursing Core Competency Standards.
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Sample “Aligning to VMGO)
 Using PSGs as Guide to Determining Program Outcomes
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 CHED’s new Policies, Standards, and Guidelines (PSGs) have been

rewritten to reflect the minimum program outcomes that are:
 common to all programs in all types of schools,

 common to the discipline,

 specific to a sub-discipline and a major, and

 common to a horizontal type as defined in CMO No. 46, series 2012.

 Thus, while these PSGs may be used as guide, an HEI may incorporate
program outcomes that are unique in the context of its horizontal type as
well as its vision and mission.
 Using PSGs as Guide to Determining Program Outcomes
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 For example, the program outcomes common to all disciplines and

types of schools may very well reflect some of the attributes of the
HEI’s ideal graduate, namely, the ability to:
▪ articulate and discuss the latest developments in the specific
field of practice.
▪ effectively communicate orally and in writing using both
English and Filipino.
▪ work effectively and independently in multi-disciplinary and
multi-cultural teams.
▪ act in recognition of professional, social, and ethical
responsibility.
▪ preserve and promote “Filipino historical and cultural
heritage”.
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HEI Type

 Some program outcomes are based on HEI type because this determines
the focus and purpose of the HEI. For example:
 Graduates of professional institutions demonstrate a service orientation in
one’s profession.
 Graduates of colleges participate in various types of employment,
development activities, and public discourses, particularly in response to the
needs of the communities one serves.
 Graduates of universities participate in the generation of new knowledge or
in research and development projects.
 Graduates of State Universities and Colleges must, in addition, have the
competencies to support “national, regional and local development plans”.
Determining
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Performance Indicators and Standards

 They describe what the graduate of that program

can know, do and be.
 Knowledge refers to information that one has stored through
experience.
 Skills are demonstrable abilities.

 Attitudes refer to evaluative cognitions regarding

things/activities, usually associated with positive or negative
judgment.
Indicators,
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Metrics, Targets

 INDICATORS correspond to the competencies:

 S: pecific

 M: easurable

 A: tainable

 R: ealistic

 T: ime-bound

 METRICS refer to what will be measured, and targets refer to

the desired value.
Indicators,
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Metrics, Targets
 At the level of the course, indicators are the achieved learning outcomes.
 For example:
 After a course in Theoretical Foundations in Nursing, students are
expected to be able to “discuss concepts and theories in selected content
areas of Nursing.”

 Metrics could include the completion of papers and particular levels of

examinations.

 Targets would be desired standards, such as 100% completion with the

average rating 3.00.
Course
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Outcomes
 Course outcomes refer to the knowledge, values, and
skills all learners are expected to demonstrate at the end
of a course.
 Learning outcomes may result from a specific lesson,
although it is sometimes used interchangeably with
course outcomes.
 Thus, in the hierarchy, learning outcomes are seen as
building blocks toward course outcomes, which in turn,
support the program outcomes.
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Aligning learning outcomes, learning and teaching
activities and assessment. Adapted from Biggs (1999)

Learning and Assessment

teaching methods
activities Intended
Learning Designed to
Designed to Outcomes assess learning
meet learning outcomes
outcomes
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Definition

 In outcome-based learning, all school programs and

instructional efforts are designed to have produced
specific, lasting results in students by the time they leave
school.
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Definition

Clarifying questions:

1. What do we want these students to learn?

2. Why do we want students to learn those things?

3. How can we best help students to learn those things?

4. How will you know when the students have learned?

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OBE Principles

Designing
Clarity of Focus
Backwards

High Expanded
Expectations Opportunities
PRINCIPLES OF OBE
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CLARITY OF FOCUS

Focus on what want learners be able to

do successfully.
P1
PRINCIPLES OF OBE
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DESIGNING
DOWN

Begin curriculum design with a clear

definition of the significant learning that
learners are to achieve by the end of
their formal education P2
PRINCIPLES OF OBE
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HIGH
EXPECTATIONS

Establish high, challenging

performance standards P3
PRINCIPLES OF OBE
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EXPANDED
OPPORTUNITIE
S

Do not learn same thing in same

way in same time
P4
Characteristics of OBE Curriculum
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It has program aims, program learning outcomes,

course learning outcomes and performance
indicators.

It is objective and outcome driven, where every

stated objective and outcomes can be
assessed and evaluated.

It is centered around the needs of the students

and the stakeholders.

Every learning outcome is intentional and

therefore the outcomes must be assessed
using suitable performance indicators.
z Program objectives address the graduate's
attainment within 3-5 years after their
graduation.

Program outcomes, which consist of abilities

to be attained by students before they
graduate, are formulated based on the program
objectives.

Program outcomes address Knowledge (K),

Skills (S) and Attitudes (A) to be attained by
students.

Teaching / Learning method may have to be

integrated to include different delivery methods
to complement the traditional Lecturing method.
 Components of OBE
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Instruction
Teaching and learning
Curriculum activities (TLAs)
Focus on Learning Prepared
Outcome (LO), by lecturers

Prepared by CHED with ELEMENTS

the assistance of the OF OBE
board

Assessment
Assessment Tasks
(i.e : assignments, quizes, projects,tests, reflective
journals, rubrics ,etc). Prepared by lecturers
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OBE vs TE
OBE
Active Learners
Assessment on an
ongoing basis
An Integration of
knowledge
Learner-centred OBE
Lecturers can be
innovative and creative
Learners responsible for
their own learning
Emphasis on outcomes
Flexible time frames;
learner determines pace
Critical thinking,
reasoning and action
TE
Passive learners
Examination driven
Content-based syllabus
Textbook and lecturer-
centred
Syllabus is rigid
VS
Lecturers responsible for
TE learning
Emphasis on what
lecturer hopes to
achieve
Content placed into rigid
time frames
Rote learning
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Teaching and Learning in OBE

 How should teaching-learning be done in OBE?

 Teachers must prepare students adequately.

 Teachers must create a positive learning environment.

 Teachers must help their students to understand, what they

have to learn, why should they learn it and how will they
know that they have learned?
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Teaching and Learning in OBE

 How should teaching-learning be done in OBE?

 Teachers must use a variety of methods.

 Teachers must provide students with enough opportunities

to use the new knowledge and skills that they gain.

 Teacher must help students to bring each learning to a

personal closure that will make them aware of what they
learned.
Outcome-Based
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Assessment
Principles

 Assessment procedure should be valid.

 Assessment procedure should be reliable.

 Assessment procedure should be fair.

 Assessment should reflect the knowledge and skills that

are important to the students.

 Assessment should tell both teachers and students how

students are progressing.
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Outcome-Based Assessment
Principles

 Assessment should support every student’s opportunity to learn

things that are important.

 Assessment should allow individuality or uniqueness to be

demonstrated.

 Assessment should be comprehensive to cover a wide range of

learning outcomes.
Expected Changes For OBE
Implementation
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Modify existing Curriculum

Revise course content & structure

Expected
changes For Introduce innovative delivery
OBE /Teaching- Learning method
Implementation
Introduce innovative Assessment &
Evaluation tools
Introduce system of Data and
evidence collection

Continuous Quality Improvement

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IMPORTANCE OF OBE-Current Scenario
.WHY OBE ?
Mismatch in Economic
Current National
scenarios/ supply & Transformation
Transformation
issues demand of Programme
Agenda
graduates (ETP), New
Economic Model

z Programme
Transformation Increase
MUST be ASEAN
Plan
WHY?
Graduate Integration
outcome-
Employability Requirement
based (OBE)
rate (53% to 85%)

Graduates are Innovative Continuous

OBE vs not completely Assessment & Quality
Traditional prepared for the Evaluation Improvement
Education workforce. (CQI)
(TE)
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OBE Process

 ‘Constructive alignment’ is the process that we usually

follow when we build up an OBE syllabus. It is a term
coined by professor John Biggs in 1999, which refers to
the process to create a learning environment that supports
the learning activities appropriate to achieving the desired
learning outcomes.

 The word ‘constructive’ refers to what the learner does to

construct meaning through relevant learning activities.
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OBE Process

 The ‘alignment’ aspect refers to what the teacher does.

The key to the alignment is that the components in the
teaching system, especially the teaching method used, and
the assessment task are aligned to the learning activities
assumed in the intended outcomes.
CONCLUSION
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• OBE promises high level of learning for ALL students as it

facilitates the achievement of the outcomes, characterized by its
appropriateness to each learner’s development level and active
and experienced-based learning.

• Moreover, knowing that this system is going to be used would

also give students the freedom to study the content of the course
in a way that helps them learn it. OBE must involve
administrators, educators, parents, teachers and students for
successful implementation.
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Examples of OBE syllabus
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Examples of OBE syllabus
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References

 Bilbao, P. et al. (2015). Curriculum development for

teachers. Lorimar Publishing, Inc.

 Pawilen, G. ( 2015). Curriculum Development: A guide for

teachers and students. Rex Book Store, Inc.

 https://www.slideshare.net/ElvinaEdwin2/obe-cbe
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Thank you for listening!

God bless!