ASSESSMENT IN

LEARNING
OUTCOMES – BASED
EDUCATION
(OBE)

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• Outcome-based education is " whatever the
required outcomes are. A model of education that
rejects the traditional focus on what the school
provides to students, in favor of making students
demonstrate that they "know and are able to do
• OBE reforms emphasize setting clear standards for
observable, measurable outcomes.

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CHARACTERISTICS:

1. It is student-centered; that is, it places the students

at the center of the process by focusing on Student
Learning Outcomes (SLO).
2. It is faculty-driven; that is, it encourages faculty
responsibility for teaching, assessing program
outcomes and motivating participation from the
students.

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3. It is meaningful; that is, it provides data to guide the
teacher in making valid and continuing improvement
in instruction and assessment activities.

Outcomes-based education focuses classroom

instruction on the skills and competencies that
students must demonstrate when they exit.

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 TWO TYPES OF OUTCOMES
1. Immediate Outcomes are competencies/skills
acquired upon completion of a subject, a grade
level, a segment of the program, or of the program
itself.
Ex. Ability to communicate in writing and speaking
Skill in storytelling
Promotion to a higher grade level

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2. Deferred Outcomes refer to the ability to apply
cognitive, psychomotor and affective
skills/competencies in various situations many years
after completion of a subject, grade level or degree
program.
Ex. Awards and recognition
Success in professional practice or occupation

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 Levels of Outcomes in OBE
1. Institutional Outcomes are statements of what the
graduates of an educational institution are supposed
to be able to do beyond graduation.
Ex. Research-oriented innovators and life-long learners
2. Program Outcomes are what graduates of particular

educational programs or degrees are able to do at

the completion of a degree.
Ex. Demonstrate mastery of subject matter/discipline.
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3. Course or Subject Outcomes are what students
should be able to demonstrate at the end of course
or subject.
Ex. to develop the education students to be effective in
curriculum design and assessment
4. Learning/Instructional/Lesson Outcomes are what
students should be able to do after a lesson or
instruction.
Ex. trace the history of curriculum in the Philippines

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 GOALS AND OBJECTIVES

Goals are broad statements of very general

educational outcomes that do not include specific level
of performance. It tend to change infrequently and in
response to the societal pressure.
Examples: learn problem solving skills, develop high
level thinking skills, be creative, be competent in the
basic skills in the area of grammar

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 Instructional Objectives are specific statements of
the learner’s behaviour or outcomes that are expected
to be exhibited by the students after completing a unit
of instruction.
Example: At the end of the lesson, the students
should be able to add fractions with 100% accuracy.

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 Different descriptions between goals and objectives
Goals Objectives

Broad Narrow

General intention Precise

Intangible Tangible

Abstract (less structured) Concrete

Cannot be validated as is Can be validated

Long term aims what you want to accomplish Short term aims what you want to achieve

Hard to quantify or put in a timeline Must be given a timeline to accomplish to be more

effective

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 Types of Instructional/Educational Objectives
1. Specific or Behavioral Objectives
Precise statement of behaviour to be exhibited by the
students; the criterion by which mastery of the
objectives will be judged; the statement of the
conditions under which behaviour must be
demonstrated.
Example: Multiply three-digit numbers with 95%
accuracy.

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 2. General or Expressive Objectives
Statements wherein the behaviors are not usually
specified and the criterion of the performance level is
not stated. It only describes the experience or
educational activity to be done. The outcome of the
activity is not expressed in specific terms but in general
terms.
Example: Interpret the novel The Lion, The Witch,
and the Wardrobe.
Understand the concept of normal
distribution.
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STUDENT LEARNING OUTCOMES

The student learning outcomes in the teacher

education program are the skills, competencies and
values that the students are expected to demonstrate at
the end of the every course/subject which are in turn,
integrated into the year-end formation of students as
they progress towards becoming professional
teachers.

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Sources of Expected Student Learning Outcomes (SLO)

1. The institution's mission statement

(The University shall provide quality, relevant, and
responsive scientific, technological and professional
education and advanced training in different areas of
specialization; and shall undertake research and
extension services in support to socio-economic
development of Antique, the Filipino nation, and the
global community.)

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2. Policies on competencies and standards issued by
government education agencies such as the
Department of Education (DepEd), Technical
Education and Skills Development Authority (TESDA)
and Commission on Higher Education (CHED)

3. Expected competencies identified by the different

professions, business and industry

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4. The thrusts and development goals of the national
government
(The Sustainable Development Goals are a global
call to action to end poverty, protect the earth's
environment and climate, and ensure that people
everywhere can enjoy peace and prosperity. These
are the goals the UN is working on in the Philippines.)

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5. International trends and developments
(What are the global trends 2022?
The six inter-related megatrends are: Digitalisation,
Artificial Intelligence (AI), Transformation, Inequality,
Youth, and Ageing Societies. The first three are
technology trends, which are playing out across OIC
societies, together with social changes highlighted in
the latter three trends.)

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6. Integration of the basic general education competencies
Examples:
a. Oral and written communication which includes the ability to use oral and
written language of communication supported by appropriate technology
and enhanced with effective style of presentation.
b. Scientific and quantitative reasoning ability which includes competency in
the use of quantitative data, mathematical procedure and scientific
methods of inquiry in decision-making
c. Ability to analyze, synthesize and develop creative solutions which are the
components of higher order thinking skills (HOTS) or competencies.
d. Technological competency which involves the ability to use computer
technology in documentation and presentations appropriate in different
academic and professional settings.
e. Information literacy involves the ability to efficiently locate and effectively
use information from both print and electronic sources.

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Characteristics of Good Learning Outcomes

1. Centered on the students, on what the learners are

capable of doing, instead of the teaching technique.

The teaching strategy will only be guided by the

desired competencies of the students. For instance, if
the SLO is: "the students can explain and illustrate the
life cycle of an insect," to guide the students towards the
desired competency the teacher may use any or all of
the following instructional techniques and activities:
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 (a) video presentation of the life cycle of a butterfly
(b) poster presentation of the different stages in the
development of a butterfly
(c) field trip to a botanical garden or nature park to
observe the different stages in the life cycle of a
butterfly
(d) submission of an essay on the dangers observed that
will interrupt or abort the life cycle of the butterfly
(e) submission of a proposed project to protect the life
cycle of insects or other useful animals

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2. Based on the program mission statement agreed upon by
the program faculty in consultation with other
stakeholders like alumni and other professionals.
It is important that the student learning outcomes are
based on issuances from government regulatory agencies
such as DepEd's K to 12 Law Enhanced Basic Education in
the Philippines, the CHED's Policies, Standards and
Guidelines on Teacher Education, thrusts of appropriate
professional organizations and advocacies of employer
and industry groups.

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3. Are very well understood by both students and
faculty. They should be in agreement on the
importance of these competencies which they will
cooperatively develop.

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4. Include a spectrum of thinking skills from simple to
the higher order of application of knowledge and
skills.
Here is an example of a range of learning
outcomes from the simple to the complex under the
competency: "ability to understand."
(a) can identify (e) can synthesize
(b) can explain (f) can evaluate
(c) can apply (g) can judge
(d) can analyze (h) can create

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5. Good learning outcomes are measureable. Student
competencies should be expressed as transitive
verbs and/or action words which are demonstrable
and observable at various levels.

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