GOOD

MORNING !
CHAPTER 2

OUTCOME-BASED
EDUCATION (OBE)
AND ASSESSMENT
LEARNING OUTCOME
At the end of Chapter, the student should be able to:

 explain the essence of OBE and OBTL;

 compare Understanding by Design, OBE and
OBTL and
 explain the meaning of constructive alignment in
the context of the instructional cycle.
THE MEANING OF OBE
Outcome-Based Education
It is education based on outcome
OBE, SPADY’S VERSION
 Transformational OBE – is concerned with
long-term, cross curricular outcomes that are
related directly to students’ future life roles
such as being a productive worker, etc.
OBTL BIGGS’ VERSION

Outcome – as learning outcomes which are

more specific than institutional outcomes,
program outcomes and course outcomes.
Are statements of what we expect students to
demonstrate after they have been taught.
OUTCOME IN DIFFERENT LEVELS

Institutional Outcomes – Graduate

Attributes

Program Outcomes

Course Outcomes

Learning Outcomes
PRINCIPLES OF OBE

1. Clarity of Focus
2. Designing Down
3. High Expectations
4. Expanded Opportunities
CONSTRUCTIVE ALIGNMENT

Is biggs’ term of “designing down” as given

by Spady.
Is a process of creating a learning
environment that supports the learning
activities that lead to the achievement if the
desired learning outcomes.
Aligned Curriculum Model
The Intended
Learning Outcomes of
the Curriculum

The Assessment
Regime

Teaching and
Learning Activities
UNDERSTANDING BY
DESIGN
(Wiggins and McTighe)
THREE STAGES
1. Identify desired
results.

2. Determine
acceptable evidence.

3. Plan learning
experience and
instruction.
UbD is OBE and OBTL in
principle and in practice
THE INSTRUCTIONAL CYCLE
Learning
Outcomes

Teaching-Learning
Summative which begins with
Assessment preinstruction
assessment, teaching
process which includes