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Outcomes-Based Education (OBE)


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This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment

Published in: Education
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Outcomes-Based Education (OBE)

  1. 1. OUTCOMES-BASED EDUCATION (OBE): Recent Development in Quality Assurance
  2. 2. 1. Shift of Instructional Focus • Outcomes-Based Education (OBE)  focuses classroom instruction on the accomplishments (skills/competencies) that students must demonstrate when they exit.
  3. 3. 2. The Outcomes of Education: Focus of Accreditation • (a)Immediate Outcomes: Competencies/skills acquired upon completion of a subject, a grade/year level, a segment of the program, or a program itself.
  4. 4. Examples of Immediate Outcomes • Analytic ability • Problem-solving skill • Ability to communicate in writing, reading, speaking and mathematically • Skill in creative expression
  5. 5. Examples of Immediate Outcomes • Skill in technology utilization • Passing the licensure examination • Initial job placement • Admission in a graduate program
  6. 6. The Outcomes of Education: Focus of Accreditation • (b)Deferred Outcomes: Ability to apply cognitive, psycho-motor and affective skills/competencies in various aspects of the professional and workplace practice.
  7. 7. Examples of Deferred Outcomes • Promotion in job position/rank as evidence of work competence, skill and social relation. • Success in professional practice or occupation as evidence in skill in career planning, health and service and continuing education.
  8. 8. Examples of Deferred Outcomes • Professional recognition, awards, distinction as evidence of civic responsibility and participation in environment conservation and other social advocacies.
  9. 9. 3. Program Objectives (P.O) • broad goals that the program expects to achieve • stated from the point of view of the faculty or of the program itself such as “to develop/to provide/ to motivate, etc.”
  10. 10. Program Objectives (P.O) • Objectives are expressed as: -cognitive, psychomotor and affective goals. -focused on the well-rounded and profession- specific development of the students. • These are deferred outcomes of an educational program which are observable and verifiable years after graduation.
  11. 11. 4. Student Learning Outcomes (S.L.O) • are operational definitions of each of the program objectives. • stated as active transitive verbs such as “to demonstrate/ to express/ to illustrate/ to apply” • are immediate outcomes of education.
  12. 12. 5. Sample Program Objectives (P.O.) and Student Learning Outcomes (S.L.O.) Program :B.S. Ed./ B.E.Ed. Major in Social Science Course : Introduction to Sociology
  13. 13. Program Objectives Student Learning Outcomes • 1. To provide instruction in order to enable students to understand the interrelationships among the social and cultural bases of human behavior. (Cognitive) • 1.1. Student can describe critical cross-cultural differences in human behavior and explain their interplay among society and culture. • 1.2. Students can describe critical similarities in human behavior and explain their interplay among society and culture
  14. 14. Program Objectives Student Learning Outcomes • 2. To equip students with knowledge of research methods appropriate to investigations in socio- cultural and anthropological settings. (Psychomotor) • 2.1. Students can identify, define and give examples of various methods in ethnographic and anthropological research. • 2.2. Students can explain and interpret research methodology in selected ethnographic and anthropological literature. • 2.3 Students can submit a research proposal on a selected ethnic group in the community.
  15. 15. Program Objectives Student Learning Outcomes • 3. To encourage in students an appreciative understanding of an respect for cultural differences. (Affective) • 3.1. Students can demonstrate evidence of the unique social organization characteristics of the culture of selected ethnic groups in the region. • Students can submit creative expressions, in visual arts or literature, of the cross-cultural differences of selected ethnic groups.
  16. 16. 6. Curriculum Mapping Matching the Courses in the Curriculum with the Desired Student Learning Outcomes (SLO)
  17. 17. Ex. Teacher Education Program (BEEd/BSEd) PROFESSIONAL COURSES • 1. Child and Adolescent Development (a, b, c, d, e, f, g, i) • 2. Historical, Philosophical, Psycho- Social and Legal Foundations of Education (a, b, c, d, f, h, i, j) • 3. The Teaching Profession (a, c, e, f, g, h, i, j) STUDENT LEARNING OUTCOMES • a.) Can demonstrate and apply the basic and higher level literacy, communication, numeracy, critical thinking skills for higher learning. • b.) Can create an environment conducive to thinking
  18. 18. PROFESSIONAL COURSES STUDENT LEARNING OUTCOMES • 4. Principles of Teaching (a, b, c, d, e, f, g, h) • 5. Facilitating Learning (a, b, d, e, f, g, h, i) • 6. Assessment of Learning (a, c, d, e, f, g) • 7. Educational Technology (a, b, c, e, f, g, h) • c.) Can establish and maintain an environment needed for the holistic development of learners. • d.) Can apply familiarity with the learner’s knowledge and experience in appropriate situations. • e.) Can demonstrate mastery of the subject.
  19. 19. PROFESSIONAL COURSES STUDENT LEARNING OUTCOMES • 8. Curriculum Development (a, d, e, f, g, h) • 9. Field Study (a, b, c, d, e, f, g, h) • 10. Practice Teaching (s, b, c, d, e, f, g, h, i, j) • f.) Can facilitate learning of diverse types of learners • g.) Can apply wide range of teaching skills • h.) Can demonstrate and practice the professional requirements of the teaching profession • i.) Can identify and describe educational philosophies that influence modern teaching methods and practices • j.) Can analyze ethnical problems in teaching and decide ethical solutions
  20. 20. 7. Determining the Attainment of Student Learning Outcomes (SLO) through Outcomes-Based Assessment (OBA)
  21. 21. 7.1 Educational Assessment • Is a comprehensive process of describing, judging and communicating the quality of learning and performances of students. • Assessment in education is a comprehensive term which includes measurement, evaluation and grading.
  22. 22. 7.2 Outcomes-based Assessment • Requires teachers to define clearly, in language that their students can understand and apply, the learning target, competencies or performances expected of the students and which the teachers should actualize.
  23. 23. Outcomes-Based Assessment (OBA) • is authentic assessment • a form of assessment in which students perform real-life tasks which are either replicas or simulations of the kind of situations faced by adult citizens and professionals.
  24. 24. (a) Teacher expectation in OBA • Focusing on the key elements of the curriculum that will lead to the desired outcomes. • Ensuring that every activity, inside and outside the classroom, help produce the desired results. • Providing opportunities for students to demonstrate proficiency in variety of modalities. • Reviewing and revising learning targets as revealed by assessment of results.
  25. 25. (b) Student Expectations in OBA • Understanding clearly with competencies/skills teachers expect to observe. • Being ready to demonstrate what they know. • Accepting responsibility for what they don’t know. • Being prepared to continue achieving and reaching high performance.
  26. 26. 7.3 Recommended Outcomes-Based Assessment Tools • Anecdotal record • Observation guide • Interview guide • Checklist • End-of-chapter/unit/term test • Journal (notebook of student) • Literacy log book (new terms learned) • Peer critique • Performance or demonstration • Portfolios • Rubrics • Written assignment • Self-assessment • Reflection essays • Standardized tests
  27. 27. 7.4 Characteristics of OBA Use of Measurable Assessment Tools And Key to Outcomes-Based Assessment
  28. 28. (a) Use of Measurable Assessment Tools • Outcomes-Based Assessment (OBA) -focuses on student activities that will be relevant after formal schooling concludes -the approach is to design assessment tools that are measurable and less abstract.
  29. 29. Example • “Verbal Ability” is an abstract competency; -on the other hand, a much easier competency to assess is “to write coherent paragraph composed of grammatically correct sentences.”
  30. 30. (b) Key to OBA • The key to Outcomes-Based Assessment (OBA) • is the teacher’s ability to provide a realistic simulation or approximation of the setting • in which the outcomes of learning will be required or applied.
  31. 31. Examples: • Role playing • Gaming • Demonstration • Case Discussion • Problem-Solving sessions, etc.
  32. 32. • In outcomes-based education, practical applications of principles and theories are means of verifying and measuring the extent of attainment of the desired student learning outcomes. • To ensure a meaningful and profitable experience, in-campus facilities should be in place where students can simulate the situations they will encounter in the workplace.
  33. 33. • It is recommended that teacher educators conceptualize - a laboratory with the appropriate equipment and facilities -to support the various simulation, role-play, student- centered, problem- based and creative activities -that will help prepare future teachers for the situations they are likely to encounter. This is the end-goal of outcome-based education.
  34. 34. Thank You!