Shift of Educational Focus From Content To Learning Outcomes

Shift of Educational
Focus from Content to

Learning Outcomes
Reduced to the barest components, the educative process happens
between the teacher and the student. Education originated from the
terms “educare” or “educere” which meant “to draw out.” Ironically,
however, for centuries we succeeded in perpetuating the belief that
education is a “pouring in” process wherein the teacher was the
infallible giver of knowledge and the student was the passive recipient.
It followed that the focus of instruction was content and subject matter.
We were used to regarding education basically in terms of designating
a set of subjects to take and when the course is completed we
pronounce the students “educated” assuming that the instruction and
activities we provided will lead to the desired knowledge, skills and
other attributes that we think the course passers would possess.
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.
Outcomes-Based
Education:
Matching
Intentions with
Accomplishment
The change in educational perspective is called
Outcomes-Based Education (OBE) which has
three (3) characteristics:
1. It is student-centered; that is, it places the students at the center of the
process by focusing on Student Learning Outcomes (SLO).
2. It is faculty-driven; that is, it encourages faculty responsibility for
teaching, assessing program outcomes and motivating participation
from the students.
3. It is meaningful; that is, it provides data to guide the teacher in making
valid and continuing improvement in instruction and assessment
activities.
To implement outcomes-based education
on the subject or course level, the
following procedure is recommended:
1. Identification of the educational
objectives of the subject/ course.
 Educational objectives are the broad goals
that the subject/course expects to achieve, and
defining in general terms the knowledge, skills
and attitude that the teacher will help the
students to attain. The objectives are stated
from the point of view of the teacher such as:
“to develop, to provide, to enhance, to
2. Listing of learning outcomes specified for each
subject/ course objective.
Since subject/course objectives are broadly
stated, they do not provide detailed guide to
be teachable and measurable. Learning
outcomes are stated as concrete active verbs
such as: to demonstrate, to explain, to
differentiate, to illustrate, etc.
A good source of learning outcomes statements is the taxonomy of
educational objectives by Benjamin Bloom. Bloom’s taxonomy of
educational objectives is grouped into three (3):
Cognitive, also called knowledge, refers to mental skills such as
remembering, understanding, applying, analyzing, evaluating,
synthesizing/creating.
Psychomotor, also referred to as skills, includes manual or physical skills,
which proceed from mental activities and range from the simplest to the
complex such as observing, imitating, practicing, adapting and
innovating.
Affective, also known as attitude, refers to growth in feelings or emotions
from the simplest behavior to the most complex such as receiving,
responding, valuing, organizing, and internalizing.
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.
The
Outcomes
of
Education
Outcomes-based education focuses classroom instruction on the
skills and competencies that students must demonstrate when they
exit. There are two (2) types of outcomes: immediate and deferred
outcomes.
Immediate outcomes
- are competencies/skills acquired upon completion of a subject, a grade
level, a segment of the program, or of the program itself.
Examples:
Ability to communicate in writing and speaking
Mathematical problem-solving skill
Skill in identifying objects by using the different senses
Ability to produce artistic or literary works
Ability to do research and write the results
Ability to present an investigative science project
Skill in story-telling
Promotion to a higher grade level
Graduation from a program
Passing a required licensure examination
Initial job placement
Deferred outcomes
- refer to the ability to apply cognitive, psychomotor and
affective skills/competencies in various situations many
years after completion of a subject; grade level or degree
program.
Examples:
Success in professional practice or occupation
Promotion in a job
Success in career planning, health and wellness
Awards and recognition

Institutional,
Program, Course and
Learning Outcomes
These are attributes that a graduate of an institution is expected to
demonstrate 3 or more than 3 years after graduation.
Outcomes in Outcome-based Education (OBE)
come in different levels:
1.) institutional,
2) program
3) course
4) learning/instructional/lesson outcomes
Institutional Outcomes
Statement of what the graduate or and educational institution are
supposed to be able to do beyond grade.
Program Outcomes
What graduates of particular educational programs or degree are able to
do at the completion of the degree.
Course Outcomes
What students should able to demonstrate at the end of the course.
Learning or instructional Outcomes
What students should be able to do after a lesson or instruction.
Sample Educational
Objectives and
Learning Outcomes
in Araling
Panlipunan (K to 12)

Shift of Educational Focus From Content To Learning Outcomes

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