SHIFT OF EDUCATIONAL

FOCUS FROM CONTENT TO

LEARNING OUTCOMES
CHAPTER 1
LEARNING OUTCOMES
 Explain 3 outstanding characteristics of outcome-based education
 Distinguish among institutional outcomes, program outcomes,
course outcomes and learning outcomes
 Distinguish between immediate outcomes and deferred outcomes
 Differentiate educational objectives from learning outcomes
 Formulate learning outcomes based on given educational objectives
INTRODUCTION

Reduced to the barest components, the educative process happens between the
teacher and the student. 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.

It followed that the focus of instruction was content and subject matter. We were
used to regarding education basically in terms of designating a set of subjects to
take and when the course is completed we pronounce the students "educated,"
assuming that the instruction and activities we provided will lead to the desired
knowledge, skills and other attributes that we think the course passers would
possess.
The advent of technology caused a change of perspective in
education, nationally and internationally.
The teacher ceased to be the sole source of knowledge. With
knowledge explosion, students are surrounded with various
sources of facts and information accessible through user-
friendly technology.
The teacher has become a facilitator of knowledge who assists
in the organization, interpretation and validation of acquired
facts and information.
1.1. Outcome-Based Education: Matching Intentions with Accomplishment

The change in educational perspective called Outcome-based Education

(OBE) has three (3) characteristics:

1. It is student-centered i.e, it places the students at the center of the process

by focusing on Student Learning Outcomes (SLO).
2. It is faculty-driven i.e, it encourages faculty responsibility for teaching,
assessing program outcomes and motivating participation from the students.
3. It is meaningful, i.e, it provides data to guide the teacher in making valid
and continuing improvement in instruction and assessment activities.
To implement outcome-based education on the subject or course level,
the following procedure is recommended:
1. Identification of the educational objectives of the subject/
course.Educational objectives are the broad goals that the
subject/course expects to achieve. They define in general terms the
knowledge, skills and attitudes that the teacher will help the students to
attain. Objectives are stated from the point of view of the teacher such
as "to develop, to provide, to enhance, to inculcate, etc.“
2. Listing of learning outcomes specified for each subject/ course
objective. Since subject/course objectives are broadly stated, they do
not provide detailed guide to be teachable and measureable. 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, also called knowledge, refers to mental skills such as remembering,
understanding, applying, analyzing, evaluating, synthesizing/creating.
 Psychomotor, also referred to as skills, includes manual or physical skills, which
proceed from mental activities and range from the simplest to the complex such
as observing, imitating, practicing, adapting and innovating.
 Affective, also known as attitude, refers to growth in feelings or emotions from
the simplest behavior to the most complex such as receiving, responding, valuing,
organizing and internalizing.
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 assessment
will be done.
1.2. The Outcomes of Education

Outcome-based education focuses classroom instruction on the skills and

competencies that students must demonstrate when they exit.
There are two (2) types of outcome: immediate and deferred outcomes.
1. Immediate outcomes are competencies/skills acquired upon completion of an
instruction, a subject, a grade level, a segment of the program, or of the program
itself. These are referred to as instructional outcomes.

Examples:
 Ability to communicate by writing and speaking
 Mathematical problem-solving skill
 Skill in identifying objects by using the different senses
 Ability to produce artistic or literary works
 Ability to do research and write the results
 Ability to present an investigative science project
 Skill in story-telling
 Promotion to a higher grade level
 Graduation from a program
 Passing a required licensure examination
 Initial job placement
2. Deferred outcomes refer to the ability to apply cognitive, psychomotor and affective
skills/competencies in various situations many years after completion of a degree program.
Examples:
 Success in professional practice or occupation
 Promotion in a job
 Success in career planning, health and wellness
 Awards and recognition
These are referred to as institutional outcomes.
 1.3. Institutional, Program, Course and Learning Outcomes

These are the attributes that a graduate of an institution is expected to demonstrate 3 or more than 3 years after
graduation.
Outcomes in Outcome-based Education (OBE) come in different levels:
I. institutional,
II. program
III. course
IV. learning/instructional/lesson outcomes

V. Institutional outcomes are statements of what the graduates of an educational institution are supposed to be
able to do beyond graduation.
VI. Program outcomes are what graduates of particular educational programs or degrees are able to do at the
completion of the degree or program.
VII. Course or subject outcomes are what students should be able to demonstrate at the end of a course or a subject.
VIII. Learning or instructional outcomes are what students should be able to do after a lesson or instruction.
Institutional outcomes are broad. These institutional outcomes become more
specific in the level of program or degree outcomes, much more specific in the
level of course or subject outcomes and most specific in the level of learning or
instructional outcomes.

 Program outcomes and learning outcomes are discussed in detail in Chapter 3.

Educational objectives as given in 1.4 are formulated from the point of view of
the teacher. Learning outcomes are what students are supposed to demonstrate
after instruction.
 1.4. Samples of Educational Objectives and Learning Outcomes in Araling
Panlipunan (K to 12)
EDUCATIONAL OBJECTIVES
1. Pagbibigay sa mga mag- aaral ng kaalaman at pang-unawa
tungkol sa tao, kapaligiran at lipunan (Cognitive objective)
2. Paglinang ng kakayahan na magsagawa ng proyektong
pangtahanan at pampamayanan (Psychomotor objective)
3. Pagganyak sa mga mag-aaral upang maipamalas ang
malalim na pagpapahalaga sa kapaligiran (Affective objective)
LEARNING OUTCOMES
1.1.Nailalarawan ang sariling buhay simula sa pagsilang
hanggang sa kasalukuyang edad
1.2. Nasasabi at naipapaliwanag ang mga alituntunin sa silid-
aralan at sa paaralan
1.3. Naiisa-isa ang mga tungkulin ng isang mabuting
mamamayan sa pangangalaga ng kapaligiran
2.1. Nakakasulat ng sanaysay na naglalarawan ng mga taong
bumubuo ng sariling pamilya
2.2.Nakapagsasagawa ng panayam sa ilang mahahalagang
pinuno ng sariling baranggay at naisusulat ang mga nakalap na
kaalaman
3.1. Nakasusulat ng tula, awit o maikling kuwento tungkol sa
kahalagahan ng kapaligiran
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3.2. Nakagagawa ng "video presentation" tungkol sa wastong
pag-aalaga ng kapaligiran
THANK YOU FOR
LISTENING!!!!!
PREPARED BY:
 ROBBY RYAN
ARGARIN
 DAPHNE ABONITA
 DIANA ROSE
DECEPEDA
 MONNETH MATAYA