Content-Based vs

Outcomes Based
 Introduction
The educative process happens between the teacher and the students.
Education originated from the terms “educare” or “educere” which
meant “to draw out”.
Ironically, however, for centuries we succeeded in perpetuating the belief
that education is a “pouring in” process wherein the teacher was the
infallible giver of knowledge, and the student was the passive recipient.

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 Content-based vs Outcomes-based
• a study of both language acquisition and
subject matter
• most appropriate at intermediate and
advanced proficiency levels
• Content-based activities extend student
vocabulary and knowledge, giving students
words to use when they speak or write,
extending vocabulary and speaking and writing
skills
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• 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 (Tucker, 2004).
• to facilitate desired changes within the
learners, by increasing knowledge, developing
skills, and/or positively influencing attitudes,
values, and judgment
• embodies the idea that the best way to learn is
to first determine what needs to be achieved
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 Content-based learning vs. Outcomes-based
learning (Source: Spady, 1994)
Content-based learning system
Passive students
Assessment process- exam & grade
driven
Role learning
Content-based/broken into subjects
Textbook/worksheet focused & teacher-
centered
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Outcomes-based learning system
Active Learners
Continuous assessment
Critical thinking, reasoning, reflection &
action
Integration knowledge, learning
relevant/connected real-life situations
Learner-centered & educator facilitator
uses group/teamwork
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 Content-based learning vs. Outcomes-based
learning (Source: Spady, 1994)
Content-based learning system Outcomes-based learning system
See syllabus as rigid & non-negotiable Learning programs seen as guides that
allow educators to be innovative &
creative in designing programs/activities
Teachers/trainers responsible for Learners take responsibility for their
learning- motivated by the personality learning, and learners are motivated by
of the teacher constant feedback/affirmation of worth
Emphasizes what the teacher hopes to Emphasize outcomes- what learner
achieve becomes & understands

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 Learning System Content-based Outcomes-based
Characteristics (Traditional/Transactional) (Transformational)
Framework  Predefined curriculum,  Curriculum, instructional
assessment & credentialing strategies, assessment &
in place performed standards
Structures
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defined learners’ outcomes outcomes, flexible & a
means to define “learning
ends”
Time  Inflexible constraint for  Used alterable source –
educator & learner match needs of educators &
schedule controls learning learners
& success

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 Learning System Content-based Outcomes-based
Characteristics (Traditional/Transactional) (Transformational)
Performance  Comparative & competitive  Learners are potentially able to
standards approach receive credit for achieving
 Linked to predetermined “curve” performance standards
or quota of possible successes  No quotas & standards pursued
Learning  Continuous learning &  Macro-view learning &
assessments
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 Mistakes on permanent record:  Mistakes are inevitable steps in
best grades & records fast & development, internalizing &
consistent performers; slow demonstrating high level of
learners never catch up performance capabilities
 Never assess/document what  Ultimate achievement on what
learners can ultimately do able to do
successfully

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 Characteristics of OBE

• Student oriented - it places the students at the center of the process

by focusing on Student Learning Outcomes (SLO).
• Faculty driven - it encourages faculty responsibility for teaching,
assessing program outcomes, and motivating participation from the
students.
• Meaningful - it provides data to guide the teacher in making valid
and continuing improvements in instruction and assessment
activities
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 How to implement OBE

1. Identification of the educational objectives of the subject/

course.
• Educational objectives are the broad goals that the subject/course
expects to achieve and define in general terms the knowledge,
skills, and attitude that the teacher will help the students to attain.
The objectives are stated from the point of view of the teacher such
as: “to develop, to provide, to enhance, to inculcate, etc.”

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 How to implement OBE

2. Listing of learning outcomes specified for each

subject/ course objective.
• Learning outcomes are stated as concrete active verbs such as: to
demonstrate, to explain, to differentiate, to illustrate, etc. A good
source of learning outcomes statements is the taxonomy of
educational objectives by Benjamin Bloom.
• Bloom’s taxonomy of educational objectives is grouped into three
(3): Cognitive, Psychomotor, and Affective
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 How to implement OBE

3. Drafting outcomes assessment procedure.

• This procedure will enable the teacher to determine the degree to
which the students are attaining the desired learning outcomes. It
identifies for every outcome the data that will be gathered which
will guide the selection of the assessment tools to be used and at
what point the assessment will be done.

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 Learning Objective Learning Outcome
 Over-arching goal  Results
 What the student should  Measurement of mastery
master
 Uses
Click basic
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Click icon toskills
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such as knowledge, skills such as analysis,
comprehension, and synthesis, and evaluation
application
 Broad goals- to develop, to  Concrete active verbs- to
provide, to inculcate demonstrate, to explain, to
illustrate

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 Educational Objective and Learning Outcome

• Educational objectives are • Learning Outcome reflects

broad goals that the subject or what the learners will be able
course expresses to achieve to do as a result of
participating in the
educational activity. It comes
in concrete active verbs of
“Bloom’s Taxonomy”.
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 Immediate Outcomes and Deferred Outcomes

• Immediate outcomes are • Deferred outcomes refer to

competencies/skills acquired
upon completion of a subject,
a grade level, a segment of
the program, or of the
program itself.
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.

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 Content Outcomes vs Learning Outcomes

• Content is the topics, themes, • Learning Outcome is “what the

behaviors, concepts, and facts often students are able to do as a result of
grouped within a subject or learning completing a course.” It is learning
area that is expected to be learned and that will take place across the
from the basis of teaching and curriculum through concise statements,
learning. made in specific and measurable terms
of what the students will know and or
be able to do as a result of having
successfully completed a course.
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 Institutional Outcome, Program Outcome and
Course Outcome

• Institutional • Program outcome • Course outcome is

outcome is the is the statement of the statement of
statement of what what graduates what students
graduates of the from a particular should be able to
institution are degree program do after the
supposed to be should be able to completion of a
able to do do given course

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 Discussion Questions
• When or in what specific situation do you think Content-based or
Outcomes-based is appropriate?
• Based on the discussion and your own point of view, what are the pros
and cons of Content and Outcomes-based learning/education?
• Based on the discussion, what needs to be considered in making
objectives?

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Thank you