OUTCOME-BASED EDUCATION

The educative process happens

between the teacher and the student.
Education originated from the terms
“educare” or “educere” which meant
“to draw out”. For centuries, we
believed that education is a “pouring
in” process wherein the teacher was
the infallible giver of knowledge and
the student was the passive recipient.
OUTCOME-BASED EDUCATION

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.
OUTCOME-BASED EDUCATION

The change in
educational perspective 1.Student-centered
called Outcome-based It places the students at the
Education (OBE) has
three characteristics: center of the process by
focusing on Student Learning
Outcomes (SLO)
OUTCOME-BASED EDUCATION

The change in
educational perspective 2. Faculty-driven
called Outcome-based It encourages faculty
Education (OBE) has
three characteristics: responsibility for teaching,
assessing program outcomes
and motivating participation
from the students.
OUTCOME-BASED EDUCATION

The change in
educational perspective 3.Meaningful
called Outcome-based It provides data to guide the
Education (OBE) has
three characteristics: teacher in making valid and
continuing improvement in
instruction and assessment
activities
OUTCOME-BASED EDUCATION
Procedure for the
implementation of OBE: 1.Identification of the educational objectives of
the subject/course

Educational objectives are the broad goals that

the subject/course expects to achieve. They are
formulated from the point of view of the teacher.
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.”
OUTCOME-BASED EDUCATION
Procedure for the
implementation of OBE: 2.Listing of learning outcomes
specified for each subject/course

Learning outcomes are what students

are supposed to demonstrate after
instruction. They stated as concrete
active verbs such as to demonstrate,
to explain, to differentiate, to
illustrate, etc.”
OUTCOME-BASED EDUCATION
Procedure for the
implementation of OBE: A good source of learning outcomes
statements is the taxonomy of
educational objectives is grouped into
three:

a.Cognitive (knowledge) – mental

skills such as remembering,
understanding, applying, analyzing,
evaluating, synthesizing/ creating
OUTCOME-BASED EDUCATION
Procedure for the
implementation of OBE: A good source of learning outcomes
statements is the taxonomy of
educational objectives is grouped into
three:

b.Psychomotor (skills) – manual or

physical skills such as observing,
imitating, practicing, adapting,
innovating.
OUTCOME-BASED EDUCATION
Procedure for the
implementation of OBE: A good source of learning outcomes
statements is the taxonomy of
educational objectives is grouped into
three:

c. Affective (attitude) – growth in

feelings or emotions such as
receiving, responding, valuing,
organizing, internalizing.
OUTCOME-BASED EDUCATION
Procedure for the
implementation of 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 assessment will be done.
 OUTCOME-BASED EDUCATION
Outcome-based education
focuses classroom instruction 1. Immediate outcomes are
on the skills and
competencies that students competencies/skills acquired
must demonstrate when they
exit. There are two (2) types upon completion of an
of outcome: immediate and
deferred outcomes.
instruction, a subject, a grade
level, a segment of the program,
or of the program itself. These
are also referred as instructional
outcomes.
 OUTCOME-BASED EDUCATION
Outcome-based education
focuses classroom instruction Examples:
on the skills and
competencies that students
 Ability to communicate by writing and
must demonstrate when they speaking
exit. There are two (2) types
of outcome: immediate and
 Mathematical problem-solving skill
deferred outcomes.  Skill in identifying objects by using the
different senses
 Ability to produce artistic or literary works
 Ability to do research and write the results
 OUTCOME-BASED EDUCATION
Outcome-based education
focuses classroom instruction 2. Deferred outcomes refer to the
on the skills and
competencies that students ability to apply cognitive,
must demonstrate when they
exit. There are two (2) types psychomotor and affective
of outcome: immediate and
deferred outcomes.
skills/competencies in various
situations many years after
completion of a degree program.
These are also referred as
institutional outcomes.
 OUTCOME-BASED 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.
Examples:
 Success in professional practice or
occupation
 Promotion in a job
 Success in career planning, health and
wellness
 Awards and recognition
 Ability to do research and write the
results
OUTCOME-BASED EDUCATION
Institutional, Program,
Course and Learning These are attributes that a
Outcomes
graduate of an institution is
expected to demonstrate 3 or
more than 3 years after
graduation.
 OUTCOME-BASED EDUCATION
Outcomes in Outcome-based
Education (OBE) come in 1. Institutional outcome
different levels:
Institutional outcomes are
statements of what the graduates
of an educational institution are
supposed to be able to do beyond
graduation.
 OUTCOME-BASED EDUCATION
Outcomes in Outcome-based
Education (OBE) come in 2. Program outcome
different levels:
Program outcomes are what
graduates of particular
educational programs or degrees
are able to do at the completion
of the degree or program.
 OUTCOME-BASED EDUCATION
Outcomes in Outcome-based
Education (OBE) come in 3. Course outcome
different levels:
Course or subject outcomes are
what students should be able to
demonstrate at the end of a
course or a subject.
 OUTCOME-BASED EDUCATION
Outcomes in Outcome-based
Education (OBE) come in 4. Learning/instructional/lesson
different levels:
outcome
Learning or instructional
outcomes are what students
should be able to do after a lesson
or instruction.
OUTCOME-BASED EDUCATION
Institutional Outcomes
EXAMPLE DMMMSU aims to produce highly competent,
specialized and globally competitive professionals. This
is operationalized into graduate attributes that should be
attained by the time students will graduate from the
university.
1. Professionally competent. Exemplify the
competencies and values required of their profession.
2. Committed and responsible leader. Demonstrate
professional, social and ethical responsibility
consistent with their roles as local and global
citizens.
OUTCOME-BASED EDUCATION
Institutional Outcomes
3. Effective communicator and collaborator
EXAMPLE
• Communicate effectively and work in multi-disciplinary teams.
4. Critical thinker and innovator
• Use relevant information and research drawn facts in rendering
sound decisions and developing insights for new knowledge.
5. Reflective lifelong learner
• Engage in lifelong learning for continuous professional growth
and development.
6. Responsible environment steward
• Manage a sustainable environment and promote peace and prosperity
for mankind
OUTCOME-BASED EDUCATION
Program Outcomes
EXAMPLE
A. Graduates of BSEd MAJOR IN ENGLISH have the
ability to:
•
a. Possess broad knowledge of language and literature for
effective learning
b. Use English as a glocal language in a multilingual context
as it applies to the teaching of language and literature
c. Acquire extensive reading background in language,
literature, and allied fields
d. Demonstrate proficiency in oral and written
communication
OUTCOME-BASED EDUCATION
Program Outcomes
EXAMPLE e. Show competence in employing innovative
BSEd Major in English language and literature teaching approaches,
methodologies, and strategies
f. Use technology in facilitating language learning
and teaching
g. Inspire students and colleagues to lead relevant
and transformative changes to improve learning
and teaching language and literature
h. Display skills and abilities to be a reflective and
research-oriented language and literature teacher
OUTCOME-BASED EDUCATION
Course Outcomes
EXAMPLE After undergoing this course in mathematics, the learner should have
Linear Algebra developed the following competencies: Express Mathematical ideas
orally and in writing:

1) Demonstrate knowledge in linear algebra as well as in axiomatic

mathematics;

2) Communicate processes of reasoning, analysis, proving theorems

and solving problems;

3) Internalize the different strategies in solving mathematical problems;

and

4) Formulate their own methodologies in solving linear systems,

matrices, determinants, vector spaces and linear transformations.
 OUTCOME-BASED EDUCATION
Learning/instructional/lesson
outcome At the end of the lesson, the students are expected
EXAMPLE
Lesson in Algebra
to:

1. Find the solutions of the systems of linear

equation in two variables;

2. Draw the graph of the systems of linear

equations; and

3. Solve real-life problems involving two equations

with two unknowns.
OUTCOME-BASED EDUCATION
OUTPUT 1
Scenario: You are a curriculum developer in the
Department of Education. The Department
wishes to separate the curriculum of grade 7 and
8 to be named as First Junior High School
Curriculum, from the curriculum of Grade 9 and
10 which is the Second Junior High School
Curriculum. Your task is under the First Junior
High School Curriculum. Your director asked you
to work on the Outcomes of the curriculum:
OUTCOME-BASED EDUCATION
OUTPUT 1
1. Construct three Institutional Outcome of the First
Junior High School Curriculum.
2. Construct three Program Outcomes in Grade 7.
3. Identify 1 subject (1) to be offered in the new Grade 7
curriculum and construct a course outcome.
4. Identify 1 topic in the subject (1) and construct three
learning outcomes.
• The director wanted you to present your output in a
powerpoint presentation.
OUTCOME-BASED EDUCATION
OUTPUT 1
Group Presenter
• Content Output 20
• Ability to present 10
• Ability to answer questions 10

Total 40

Group Commenter

Quality and correctness of comments 10

MEASUREMENT, ASSESSMENT,
AND EVALUATION
Measurement
Measurement is the process of determining or
describing the attributes or characteristics of physical
objects generally in terms of quantity. When we
measure, we use some standard instrument to find
out how long, heavy, hot, voluminous, cold, fast or
straight some things are. When we measure, we are
actually collecting quantitative information relative
to some established standards. To measure is to
compare an object being measured to a standard.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Measurement
In the field of education, however, the
quantities and qualities of interest are
abstract, unseen and cannot be
touched and so the measurement
process becomes difficult; hence the
need to specify the learning outcomes
to be measured.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Measurement
For instance, knowledge of the subject matter is
often measured through standardized test
results. In this case, measurement is testing.
We can ask a group of experts to rate a
student’s (or a teacher’s) knowledge of the
subject matter in a scale of 1 to 5 with 1 being
the lowest and 5 the highest. In this procedure,
knowledge of the subject matter is measured
through perceptions.
 MEASUREMENT, ASSESSMENT,
AND EVALUATION
Types of Measurement
Measurements can therefore
be objective (as in testing) or
1. Objective measurements
subjective (as in perceptions).

They are more stable than subjective

measurements in the sense that
repeated measurements of the same
quantity or quality of interest will
produce more or less the same outcome.
 MEASUREMENT, ASSESSMENT,
AND EVALUATION
Types of Measurement
Measurements can therefore
be objective (as in testing) or
They are measurements that do not
subjective (as in perceptions).
depend on the person or individual
taking the measurements. Regardless
of who is taking the measurement,
the same measurement values should
be obtained when using an objective
assessment procedure.
 MEASUREMENT, ASSESSMENT,
AND EVALUATION
Types of Measurement
Measurements can therefore 2. Subjective measurements
be objective (as in testing) or
subjective (as in perceptions).

They often differ from one assessor to the

next even if the same quantity or quality is
being measured. They are used to measure
the aesthetic appeal of a product or project
of a student and student’s performance.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Assessment
The term assessment is derived from the Latin
assidere which means “to sit beside” (Wiggins,
1993).
Assessment is the process of gathering
evidence of student’s performance over a period
of time to determine learning and mastery of
skills. Such evidence of learning can take the
forms of dialogue record, journals, written work,
portfolios, tests and other learning tasks.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Assessment
The overall goal of assessment is to
improve student learning and provide
students, parents and teachers with
reliable information regarding student
progress and extent of attainment of
the expected learning outcomes.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Assessment
Assessment of skill attainment is relatively easier
than assessment of understanding and other
mental ability. Skills can be practiced and are
readily demonstrable. Either the skill exists at a
certain level or it doesn’t. Assessment of
understanding is much more complex. We can
assess a person’s knowledge in a number of ways
but we need to infer from certain indicators of
understanding through written descriptions.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Assessment
The most common form of assessment is giving a test.
Test is a formal and systematic instrument, usually
paper and pencil procedure designed to assess the
quality, ability, skill or knowledge of the students by
giving a set of question in uniform manner. Testing is
one of the different methods used to measure the level
of performance or achievement of the learners. It also
refers to the administration, scoring, and interpretation
of the procedures designed to get information about
the extent of the performance of the students.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Evaluation
Evaluation originates from the root word
“value” and so when we evaluate, we
expect our process to give information
regarding the worth, appropriateness,
goodness, validity or legality of something
for which a reliable measurement has
been made.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Evaluation
Evaluation is a process designed to
provide information that will help us
to make a judgment about a
particular situation. The end result of
evaluation is to adopt, reject or revise
what was been evaluated.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Evaluation
Objects of evaluation include instructional
programs, school projects, teachers,
students, and educational goals.
Evaluation can help educators determine
the success of their academic programs
and signal efforts to improve student
achievement. It can also help identify the
success factors of programs and projects.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Categories of Evaluation
1. Formative evaluation

It is a method of judging the worth of a program while

the program activities are in progress. It focuses on the
process. The results of formative evaluation give
information to the proponents, learners and teachers on
how well the objectives of the program are being
attained while the program is in progress. Its main
objective is to determine deficiencies so that appropriate
interventions can be done.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Categories of Evaluation
2. Summative evaluation

It is a method of judging the worth of program at

the end of the program of activities. The focus is on
the result. The instruments used for summative
evaluation are questionnaire, survey forms,
interview/observation guide and tests. It is
designed to determine the effectiveness of a
program or activity based on its avowed purposes.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Summary
To summarize, we measure height, distance, weight, knowledge
of subject matter through testing; we assess learning outcome;
we evaluate results in terms of some criteria or objectives.

Measurement refers to the process by which the attributes or

dimension of some objects or subjects of study are determined.

Assessment is a process of selecting, receiving, and using data for

the purpose of improvement in the current performance.

Evaluation is an act of passing judgment on the basis of a set of

standards.