Outcomnes-based Education

1. 1. Outcomes-based Education Carlo Magno, PhD. Lasallian

Institute for Development and Educational Research
2. 2. Construct a one session plan showing outcomes with
appropriate assessment and delivery mode.Objectives
3. 3. Cherry is a staff in Mall X. Her work is to get the products in
the stock room as requested by the sales lady. Cherry has been
working in Mall X for two months right after her graduation.
Cherry finished a course in computer science and she is
expected to develop softwares. One time the HR called her
and asked her to make a program for the payroll system of the
employees in the computer for an extra pay. She begged off
honestly and said “Sorry I do not know how to make a
program, perhaps you can ask other computer science
graduates from other schools.”Case A
4. 4. 80% of them working as a teacher were rated satisfactory in
their teaching performance by the school administrators. 60%
of the faculty are receiving a salary of less than Php15,000 
100% of the graduates passed the licensure exam for teacher. 
100% of the graduates were able to get a job in two months. 
100% of the graduates were employed as teachers in different
sectors.  Cheryl conducted a graduate tracer study to
determine if the teacher education program of the school is
adequate. She found in the survey that: Case B
5. 5. This means starting with a clear picture of what is important
for students to be able to do, then organizing the curriculum,
instruction and assessment to make sure this learning ultimately
happens (Spady, 1994). Clearly focusing and organizing
everything in an educational system around what is essential
for all students to be able to do successfully at the end of their
learning experiences. Outcomes-based Education
6. 6. appropriate assessments methodologies delivery modes 
development of instructions  programme outcomes and
course outcomes,  curriculum design  Then go backward
with:  What is expected from the learning after the students
have graduated in order to equip them with the necessary skills
 and capabilities before they enter the work place  In the
process of designing programme curriculum, the outcomes of
the learning is emphasized and pre- determined Outcomes-
based Education
7. 7. It points to the way in which the level of attainment of the
outcomes can be progressively heightened. looking at the
level at which the inputs, methods, and execution produce the
desired learning competencies for the graduates of that
program as determined by the Technical
Committees/Technical Panels and as measured by appropriate
assessments. Outcomes-based Education
8. 8. Detailing how outcomes based learning at a whole program
level functions within a complex university context Assessing
student growth and competency in relation to these outcomes
Outcomes-based Education
9. 9. targets (e.g., 70% passing or 85% employed). metrics (e.g.,
percentage of passing in a licensure exam or percentage of
employment)  indicators (e.g., professional qualification or
employability)  Mission and Vision are translated into: What
needs to be set?
10. 10. Performance criteria – specific, measureable
statements identifying the performance(s) required to meet the
outcome; conformed through evidence. Outcomes-based
teaching and learning – constructive alignment of intended,
learning outcomes with appropriate outcomes-based
assessment methods and teaching and learning activities. OBE
applied in the classroom level.  Outcomes-based evaluation –
clearly focusing and organizing everything in an educational
system around what is essential for all students to be able to do
successfully at the end of the learning experiences. 
Outcomes – what learners are expected to know and be able
to do at the desired level of competence Outcomes-based
Education
11. 11. 4) to enhance programs and systems 3) to review
against performance indicators and standards defined in the
assessment system  2) to establish the proper learning
environment (implementation of teaching-learning systems as
 well as support processes and procedures)  1) to translate
vision, mission, and goals (VMG) into desired learning outcomes
 Ensure quality assurance (QA) Outcomes-based Education
12. 12. An audit of the quality systems of an institution, to
determine whether these are sufficiently robust and effective to
ensure that all programs are well designed and deliver
appropriate outcomes. (To deliver effective programs) A
direct assessment of educational outcomes, with evaluation of
the individual programs that lead to those outcomes. (To make
sure that outcomes are delivered) Approaches on OBE
13. 13. Continuing quality improvement program Program
assessment and evaluation process  Outcome-based
teaching and learning delivery system  Matrix of courses with
program outcomes (Curriculum map)  Program Outcomes 
Program Educational Objectives  Mission and vision What
needs to be established?
14. 14. Example Learning outcome Indicators Assessment At
the end of the course students should be able to: • decide
which inferential statistics can be used for a specific hypothesis
• Encode data acceptable in SPSS • use SPSS to compute for
the inferential statistics • Suggest which type of statistics to be
used given a hypothesis • Use SPSS to encode survey data •
Click appropriate menu in SPSS when computing for ANOVA, t-
test etc. • Test: Given a hypothesis, write the correct stats to be
used • Performance based: encode the data from a survey to
the SPSS worksheet • Checklist: step by step procedure in using
SPSS
15. 15. Understanding by Design Learner-centered 
Transformative learning  How do you teach in an OBE
framework? 
16. 16. A group of psychology students at the start of the
term thinks that doing research is going to the library and
compiling information about a topic from different books. The
teacher knew about it by asking the students at the start of the
class what research is. The teacher started to show examples of
journal articles and how research is conducted. The different
methodologies and the use of research was assigned. Then the
 students conducted their own research using a
nonexperimental design. Towards the end of the term when the
teacher asked again hat is research, students see it as a
process of arriving at new knowledge and supporting the ideas
through data (evidence).Case presentation
17. 17. http://www.youtube.com/watch?v=vMkT8jYh8MI
Watch a short film segment-school of rock 
18. 18. Achieved through becoming critically reflective of
assumptions underlying content, process, or premise through
instrumental and communicative learning. TLT is a cognitive
learning theory that results in changes in meaning perspectives
that have developed over an individual's lifetime based upon
their life experiences (Mezirow, 2000). What is transformative
learning?
19. 19. Process where learners critically examine their beliefs,
assumptions, and values in light of acquiring new knowledge
and correspondingly shift their worldviews to incorporate new
ideas, values and expectations (Cranton, View learning as a
process of critical reflection and self-examination of one’s
worldview in light of new knowledge and a fundamental
reorganization of one’s perspective or frame of reference
(Taylor, 1998). What is transformative learning? 1994; Mezirow,
1994, 2000).
20. 20. Phases of transformative learning theory
21. 21. 7) a reintegration into one’s life directed by one’s new
perspective (Mezirow, 2000) 7) building competence and self-
confidence in new roles and relationships  6) provisional trying
of new roles  5) planning a course of action  4) exploration of
new roles and actions  3) sharing of one’s transformation
process with others  2) critical questioning and self-reflection 
1) a disorienting dilemma Facilitating TL
22. 22. Show objects and ask for examples how to teach it
using the ways TL facilitation.
23. 23. Learning to be - the life-long journey of self- discovery
as part of the process of learning (Monk, 2011). Learning to live
together – using the concept of collaboration on a local and
global scale  Learning to do - framed in the idea of learner-
 centered learning and leadership performance tasks that
demonstrate the ability to apply knowledge in a creative way 
Learning to know - the capability of making connections,
adapting to changes and knowing how to learn. Pillars of TL
24. 24. How do you help students learn better through
assessment? What is the function of assessment? Assessment
25. 25. Likely use open-ended tasks aimed at assessing higher
level cognitive skills. Involve: (a) activities for which there is no
single correct answer, (b) assessing groups rather than
individuals, (c) testing that would continue over an extended
period of time, (d) self-evaluation of performances.  Have a
high degree of realism about them (authentic).  Intended to
assess what it is that students know and can do with the
emphasis on doing. Features of performance assessment
26. 26. Assessment should approximate closely what it is
students should know and be able to do. Bring testing
methods more in line with instruction. Performance assessment
27. 27. Direct measures of skills of interest. Should assess
higher level cognitive skills rather than narrow and lower level
discreet skills. Emphasis of performance assessment
28. 28. Create a one session plan that will run for one session.
Indicate atleast one or two learning outcomes Provide the
indicators How will you assess the aim? List the procedure how
you will teach,Learning outcome Indicators Assessment Mode
of delivery (teaching) At the end of the course students should
be able to: • decide which inferential statistics can be used for
a specific hypothesis • Encode data acceptable in SPSS • use
SPSS to compute for the • Suggest which type of statistics to be
used given a hypothesis • Use SPSS to encode survey data •
Click appropriate menu in SPSS when computing for ANOVA, t-
test etc. • Test: Given a hypothesis, write the correct stats to be
used • Performance based: encode the data from a survey to
the SPSS worksheet • Checklist: step by step procedure in using
SPSSWorkshop