Leveraging on

Outcomes-Based
Design
Teaching PE & Health in
Elementary Grades

BEED 3A
 Outcomes-Based
Design
An emphasis placed on a clearly articulated
idea of what students are expected to know,
and able to do, that is, what skills and
knowledge they need to have when they leave
the school system.
 LEVERAGING ON OUTCOMES-
BASED DESIGN: MAKING THE
MOST FROM THE TRADITIONAL
AND AUTHENTIC ASSESSMENTS
 OBJECTIVES
Examine essential
ideas of OBE

Evaluate efficiency of
both assessments of Diffferentiate traditional
OBE from authentic assessment
How do we address the
clarity of intention?
What are cl ear l earn i ng r esul t s t hat we
want t he pu pi l s t o m an i fest aft er
si gni f i can t l earn i ng exp eri ences?
How to make sense of the
things the learners know?
 OUTCOMES
are actions and performances that express and reflect
the pupils' competence through the use of content,
information, ideas, and tools appropriately and
successfully.
 BASIC PRINCIPLES OF
OBE
Clarity of Focus

High
Expectations Expanded
Opportunity
 Clarity of Focus
• Certainty of what the teachers intend the pupils to achieve at
the end of their time with them.

Ex. "execute locomotor skills while moving in different directions

at different spatial levels"
 BASIC PRINCIPLES OF
OBE
Clarity of Focus

High
Expectations Expanded
Opportunity
 Expanded Opportunity
• Provision of multiple opportunities for the pupils to acquire and
demonstrate at a very high level whatever they are ultimately expected to
learn.
Ex. lecture, demonstration, concrete experience of basketball,
observation of real game, simulation,
outcomes: formative – dribbling, summative – playing basketball,
 BASIC PRINCIPLES OF
OBE
Clarity of Focus

High
Expectations Expanded
Opportunity
 High Expectations
• Superior results mean that all pupils are able to do significant things well at
the end.
• Expectations and results are not exclusively anchored on pen and paper assessment,
which is in most cases, is narrow, shallow, and hollow.
 The OBE Design
Outcom
es
Assessm
e nt Instruc
tions
 Traditional Assessment
 The conventional methods of testing which usually produce a
written document such as quiz, exam, or paper.
It involves assessment tools that are primarily focused on the
attainment of intellectual abilities and cognitive skills.
It is focused on the pupils’ scores and performance.
 Traditional Assessment
 Large-scale assessments such as NAT, PISA, TIMSS, and SEA-
PLM are examples of this.
 Usual examples of traditional classroom assessments include
multiple-choice, identification, matching type, true or false, and
the like.
 They provide useful data and information on the progress of the
pupils’ learning.
 Traditional Assessment
 They provide useful data and information on the progress of the
pupils’ learning.
 They are easy to grade, however, they only measure low-level
thinking skills since they are only limited in assessing isolated
facts, information, and even application.
 Purposes of Traditional Assessment
1. Evaluate Pupils

3.
Feedback of Evaluation
Results 2. Rank Pupils
 Evaluate Pupils
Mainly administered to gather academic data to be
used for evaluation purposes.
With the data at hand, the teachers are able to
identify the extent of student learning.
 Purposes of Traditional Assessment
1. Evaluate Pupils

3.
Feedback of Evaluation
Results 2. Rank Pupils
 Rank Pupils
 It is quite easier for the teachers to rank the
pupils.
 Purposes of Traditional Assessment
1. Evaluate Pupils

3.
Feedback of Evaluation
Results 2. Rank Pupils
 Feedback of Evaluation
 It is now time for them to report the results of the
evaluation.
 The results are placed in a report card and given to
the parents during the parent-teacher conference.
 Strengths
1. Reliability
2. Validity
3. Easy to Administer and
Check
 Reliability
 Reliability refers to the extent to which as assessment method or instrument
measures consistently the performance of the students.
 Assessments are usually expected to produce comparable outcomes, with
consistent standards over time and between different learners and examiners.
 One way to improve reliability is to use enough questions to assess
competence.
 Validity
 The validity of an assessment tool is the extent to which it measures what it
was designed to measure.
 It answers the question, “what is to be measured?”
 To improve validity, make sure your goals and objectives are clearly defined.
 Match your assessment measure to your objectives/outcomes.
 Easy to Administer
 Generally contains only a specific answer per item which makes
it easier to administer and check.
 Unlike performances, this type of assessment focuses only on a
specific learning outcome and does not require more time and
effort.
 Limitations

1. Individualist
2. Competition
 Individualist
 The traditional assessment is mainly designed to measure
learning on individual basis.
 It moves away from the aim of 21st century skills which aims to
develop collaboration skills among the pupils.
 Competition
 21ST century education promotes collaboration among the pupils.
However, traditional assessment is limited only to individual
pupils, which could start and cultivate competition among other
pupils.
 Authentic Assessment
 Premised on the idea where the pupils reflectively apply their
newly acquired knowledge, skills, and even attitude to a new
situation or environment, aiding them to better understand and
navigate the realities that surround it.
 If it allows the pupils to engage themselves in creative learning
opportunities that test their learned competencies.
 Authentic Assessment
 Essential in this scheme is the collective understanding of both
the pupils’ and teachers’ expectations on a particular assessment
task which is quite absent in the traditional assessment.
 Emphasized the idea that authentic assessment is mainly based
on a constructivist perspective of learning wherein the interplay
of the pupils, materials, and content affects the learning
outcomes.
 Rules in planning & implementing Authentic

Assessment
1. Determining the skills and achievement that the pupils will
develop.
 To ensure that the assessment is valid, it should always be
grounded on the curriculum standard and learning competencies.
 Rules in planning & implementing Authentic

2. Elaborating the task thatAssessment

the pupils will use to demonstrate their
skills and achievements.
 The success of any assessment activity, may it be formative or
summative, depends on the intended outcomes. The teachers
must process the outcomes of any activity for the pupils to see
the reason why they had to undergo such activity.
 Rules in planning & implementing Authentic

Assessment
3. Determining and communicating scoring rubrics for evaluation.
 The pupils must be guided by how they will be graded. For this
reason, they will know which part of the performance or project
they have to put more weight or emphasis on.
 Rules in planning & implementing Authentic

Assessment
4. Identifying proofs for supporting decision.
 The teachers should have with them pieces of evidence that
would help them communicate to the pupils their success and
lapses.
 Rules in planning & implementing Authentic

Assessment
5. Improving educational and instructional programs.
 The teachers should have a strong background on how authentic
assessments work and how to properly align the performances or
activities with the standards and objectives.
 Strengths
1. Authentic assessments are direct measures.
 By immersing the pupils through various authentic tasks,
they are not only achieving the lesson objectives but also
gaining authentic learnings that are useful when they go out
of school.
 Strengths
2. Authentic assessments capture the constructive nature
of learning.
 Must be constructivist in nature where the pupils are not
passive receivers of knowledge but rather the creator and
developer of skills.
 Strengths
3. Authentic assessments integrate teaching, learning, and
assessment.
 While the pupils are evaluated in performing a specific task,
teaching, and learning may take place at the same time. This
encourages the development of a wide range of skills such as
problem-solving and decision-making skills.
 Strengths
4. Authentic assessments provide multiple paths to
demonstration.
 Authentic assessment promotes multiple intelligences by
allowing the pupils to perform at their most comfortable
skills.
 Limitations
1. Subjectivity in scoring
 It is unavoidable that the teachers already have
preconceived ideas about their pupils. This kind
of preconception tends to result in biased
evaluation results.
 Limitations
2. Costliness
 This means that in performing authentic tasks, th
pupils may produce materials that would help
them achieve high scores. To avoid this, teachers
must clearly explain the criteria.
 Limitations
3. Limit skills and knowledge that are assessed.
 It only focuses on what is required. Due to the
demands of performance, the pupils may only
address few learning competencies required in
the curriculum.
 Limitations
4. Time constraints
 Pupils should be given enough time to consolidate
their concepts and practice. This kind of time
issues extends at home, leaving the pupils restless.
 Things to ponder:
 How can assessment efficiency be achieved in both traditional and authentic
assessments using the outcomes-based design?
 When is traditional assessment appropriate to physical education and health?
 Using the curriculum guide in physical education and health in Grade 6,
identify three learning competencies that are appropriate for traditional and
authentic assessments.