OUTCOME BASED

Teaching & Learning

Experience
(based on CHED Proclamation)
Session Objectives:
• Distinguish the Elemental Levels of the OBE Framework as
prescribed by CHED
• Briefly explain the concepts of the different levels in terms of :
• Inputs
• Outcomes
• Course Planning and Delivery, and
• Assessment
Outcome-based Education
• CHED defines outcomes-based education (OBE) as an
approach that focuses and organizes the educational system
around what is essential for all learners to know, value, and be
able to do to achieve a desired level of competence.
• OBE is “open to incorporating discipline-based learning areas
that currently structure HEI curricula.”
OBE entails:
• For the HEIs, this means :
• describing the attributes of their ideal
graduates based on their visions and
missions as part of their institutional
goals or outcomes, and using these as
bases for developing specific program
outcomes.
OBE FRAMEWORK
 Graduate Attributes Skills, Knowledge, Attributes that Escolarian Graduates Possess

Lifelong Learner  Learns and works independently as well as collaboratively

 Translates knowledge generated from research and other sources
to improve quality of life
 Creates new ideas to better understand society.
 Evaluates own thinking, behavior and spirituality for self-growth.

Reflective Creative  Thinks critically and creatively

Thinker  Open-minded
 Solves problems systematically
 Loves art and shows artistic sensibility

Caring and  Values people and acts in unity with others

Trustworthy Citizen  Commits to social justice and principles of sustainability and
respect for diversity
 Practices good stewardship and accountability
 Manifests social responsibility by helping improve conditions of
those who have less in life or circumstance
Proficient  Articulates ideas clearly for varied purposes and
Communicator audiences of diverse culture
 Listens attentively, engages in meaningful exchange and
shares knowledge, values, attitudes and intentions
 Utilizes effectively appropriate media and information
technologies

 Initiates, innovates better ways of doing things and

Competent accountability
 Promotes quality and productivity
Program Outcomes
• Program outcomes are the sets of competencies (related
knowledge, skills, and attitudes) that all learners are expected to
demonstrate.
• Institutional or program outcomes may also emphasize lifelong
learning. For instance, HEIs could describe the attributes of their
ideal graduates which they expect to see five years after
graduation.
• These desired outcomes have to be translated to what the students
learn in specific courses.
• The HEI should ensure that at the level of the courses, the desired
course and learning outcomes are attained with the proper content,
methodologies, and student performance assessment .
 Course Outcome & Learning
Outcome
• Course outcomes refer to the knowledge, values, and skills all
learners are expected to demonstrate at the end of a course.
• Learning outcomes may result from a specific lesson, although
it is sometimes used interchangeably with course outcomes.
Thus, in the hierarchy, learning outcomes are seen as building
blocks toward course outcomes, which in turn, support the
program outcomes.
 Determining Performance
Indicators and Standards
• Program Outcomes can be broken down to component
competencies, which are actually the performance indicators
that will show a match between the desired or intended
outcomes and the design and implementation of the learning
experience.
 Determining Performance
Indicators and Standards
• These particular competencies will then have to be developed in the
specific courses of the program.
• The courses, thus, will have specific learning outcomes that develop
particular competencies (related knowledge, skills, and attitudes).
• Knowledge refers to information that one has stored through
experience.
• Skills are demonstrable abilities.
• Attitudes refer to evaluative cognitions regarding things/activities,
usually associated with positive or negative judgment.
 Samples of Learning Outcomes
An Accounting graduate is expected to be able to apply generally accepted
accounting theories and methods to social, organizational, or business contexts.
This is a very broad idea, and needs to be broken down to specific
competencies, such as the ability to:
1)apply appropriate methods to identify the needs of a particular group or
situation;
2)use accounting concepts and theories and methods to analyze problems and
situations; and
3)use these theories and methods to identify suitable interventions to a situation.
These competencies are developed at different levels with different scopes, in
the various courses of the program, such as accounting fundamentals, financial
accounting, managerial accounting, advanced financial accounting , assurance
principles and practice, etc.
 Samples of Learning Outcomes
Each of these courses spells out its learning outcomes, identifying
particular knowledge, skills, and attributes pertinent to the course.
For instance, the Accounting Fundamentals could include in its learning
outcomes the:
1) Journalize merchandising accounts transactions;
2) Adjust books of merchandising company;
3) Preparing financial statements ;
4) Close the books of companies and do appropriate reversing entries.
Indicators, Metrics, Targets
• In order for the HEI to know if the desired program outcomes have
been attained, it needs to set its indicators, metrics, and targets.
• indicators correspond to the competencies (which should be
specific, measurable, attainable, realistic, and time-bound);
• metrics refer to what will be measured, and
• targets refer to the desired value.
 At the Institutional Level
For example:
• Indicator – Overall program outcome - An attribute of the ideal
graduates (an institutional goal) could be their ability to “apply their
professional skills to become experts in their areas of specialization and
expertise”.
• Metrics could include overall results of licensure examinations or
employment rates of graduates, awards to the graduates or to the
institution, or the HEI’s involvement in the development of
local/regional/national policies.
• Targets refer to the desired standard, such as minimum values of 70%
passing rate in licensure exams, 80% employment rate, an award per
year, or involvement in the development of two local policies.
 At the Course Level
For example:
• Indicators are the achieved learning outcomes – After a course in
Accounting Fundamental, students are expected to be able to
“discuss concepts in selected content areas of accounting.”
• Metrics could include the completion of papers and particular levels
of examinations.
• Targets would be desired standards, such as 100% completion with
the average rating 2.5.
Developing an Outcomes-Based
Syllabus and Teaching Learning
Plan
• At the level of courses, the syllabus helps in shifting the
paradigm from teacher-centered to student-centered learning.
• Preparing the syllabus begins with the writing of learning
outcome (beginning with the end in mind)
• These learning outcomes will then help the teacher determine
the content and methodology that will help achieve the
learning outcomes.
• The syllabus usually contains the learning outcomes, the
planned content and methodology that will lead towards the
learning outcomes, the learning resources to be used, the
requirements, the grading system, and relevant policies for
the class comes instead of course objectives.
Learning Topics Activities Resources Assessment
Outcomes

Prepare the • Concepts on • Multi-media Multi-media Group report for

Bank Book based facilities research and
reconciliation Reconciling teaching case studies
statements techniques Learning
components
• Problem- materials Single dated and
based Two-dated Bank
• Concepts on Interactive Research Guide reconciliation
Bank seatwork and questions statements
Reconciling board work
components • Research on
industry- Case files or
based bank database
reconciliation
issues
• Case study
Writing the Learning Outcomes
Developing the syllabus begins with asking what competencies (knowledge, skills, and attitudes or KSA)
students should have by the end of the course.

What knowledge is the student able to articulate at the end of the course? – This refers to information
that they would have stored through the learning experience.

What skills is the student able to demonstrate at the end of the course? – This refers to demonstrable
abilities.

What attitudes is the student able to exhibit at the end of the course? – This refers to evaluative
cognitions regarding things/activities (positive or negative judgment).

Finally, which KSAs can be grouped together to form a competency? – These competencies constitute
the learning outcomes or objectives of the course as well as translate to the performance indicators of
the course (see Annex 5 for sample syllabus).
Writing the Learning Outcomes
• Keep statements short and simple. State
the outcome as a single sentence of 25
words or less.
• 2)Keep goals and outcomes aligned with
the aims of education as stated in the
Philippine Constitution, the national
goals of education, and the vision,
mission and goals of the institution.
SMART
Specific: Write the outcome so that it expresses exactly what the learner is going to show, perform or
accomplish, hence a specific action that is observable. Start with an action verb.
Measurable: Identify the deliverables, focus on the evidence that learners will produce.
Attainable or Achievable: Ensure that the outcome can be achieved.
Realistic: Ensure that you have the appropriate resources to successfully attain the outcomes.
Time-bound: Set target completion date. State the preamble.

For program goals: “After five years, the graduate will be able to…”
For program outcomes: “Upon graduation, the learner will be able to…”
For learning outcomes: “At the end of the learning experience, the learner will be able to…”
If learning outcomes are achieved, then the program outcomes will be attained.
Writing the Learning Outcomes
• Consider the three domains of learning (Bloom, 1956, 1973) in stating
the preamble:
Cognitive (knowledge or mental skills)
Affective (emotional areas or attitude)
Psychomotor (manual or physical skills)

• For Cognitive and Psychomotor: “…..the learner will be able to…”

• For Affective: “…..the learner will choose to/ demonstrate/ voluntarily/
freely/ etc.…”
• State learning outcomes as short-term statements and SMART. State
program goals and outcomes as long-term general statements, but are
still measurable, attainable, realistic, and time-bound.
Writing the Learning Outcomes
• State learning outcomes as results, not processes (activities or strategies).
Outcomes are ends while activities are means.
• Choose only one observable verb/behavior in a statement of outcome.
Choose the behavior that is of a higher dimension of complexity.
• Sequence outcomes logically, e.g., according to –
• Complexity – from lowest to highest level of the Taxonomy
• Topic or content – sequence of learning experience
• Whatever the sequence, ensure that a range of abilities and skills is
developed.
• State objectives from the learner’s point of view, not the teacher’s.
• Align content, methodologies, and assessment with the learning
outcomes.

Source: Compilation of Dr. Evelina Vicencio from various references

Choosing the Methodology
• If the learning outcomes focus on the student, there should
also be changes in the methodology used. While it would be
difficult to totally do away with lectures for practical reasons,
new approaches have to be implemented, particularly those
that focus on the competencies that the student has to
develop.
 Example of Selection of Methodology
• The content includes the knowledge of English grammar, syntax, and
pronunciation; the skills of organization, fluency, and enunciation; and the
attitude of openness to communicate.

• One approach could be an exercise followed by a lecture followed by an

application activity.

• Another approach would be starting with a text that need to be corrected,

culling the principles of grammar from the corrections, and then having
writing exercises.

• The latter approach would need more time but may actually have a
deeper impact on learning.
Assessing Student Learning
• Assessment involves one or more processes that identify, collect,
analyze, and report data that can be used to evaluate achievement
of learning outcomes.
• Effective assessment uses relevant direct, indirect, quantitative and
qualitative measures appropriate to the learning outcome . This
implies that there is no single best type of assessment.
• The basic consideration is that the assessment reflects the learning
outcomes, that is, the assessment should be aligned with learning
outcomes and not the other way around.
Purposes of Assessment
The purposes of assessment have been categorized into three:
1) assessment for learning;
2) assessment as learning; and
3) assessment of learning.
• Assessment of learning is used in making summative decisions. The
purposes are distinct, but interrelated. (summative)
• Assessment as learning focuses on the role of the student as the
critical connector between assessment and learning. The students
actively monitor and critically assess their own learning and use the
feedback from this monitoring to make adjustments, adaptations,
and even major changes in what they understand and how they are
learning. (metacognitive)
• Assessment for learning provides feedback to both the teacher and
the student of the latter's progress towards achieving the learning
outcomes, which should be used by the teacher to revise and
develop further instruction (formative)
Assessing Student Learning
• Because the focus is on outcomes, examination questions should
enable the student to demonstrate the deeper insights and higher
order thinking skills (HOTS). Alternative modes of assessment, such as
reflection papers, projects, portfolios, etc., can demonstrate a range of
competencies that cover analytical, critical, and synthetic thinking.
• For example:
• Assessment for an engineering class showing the students’ theoretical
knowledge, practical skills, and creativity, could be through design or
manufacturing a product.
• Assessment for a philosophy class demonstrating the students’
analytical and critical thinking could be through a discourse and
reflection
• Thank you. God Bless us all….