The document discusses outcomes-based education (OBE), emphasizing the importance of aligning curriculum, instruction, and assessment with predefined student outcomes to ensure quality education. It presents multiple case studies on nursing graduates and outlines performance assessment methods that require students to demonstrate skills and knowledge in realistic contexts. Additionally, the document provides guidelines for developing assessment tasks, criteria for evaluating student performance, and creating rubrics for effective measurement of educational outcomes.

1. Assessment in an
Outcomes-based Education
Carlo Magno, PhD.
Correspondence: crlmgn@yahoo.com

2. Objectives
Construct a one session
plan showing outcomes
with appropriate
assessment and delivery
mode.

3. Case A
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 nursing and she is expected to assist
doctors and care for patients . One time the HR
called her and asked her to clean the wound of
another employee and put some bandage. She
asked for an alcohol and an automizer spray. She
placed the alcohol inside the automizer and started
spraying on the open wound. The employee started
to cry because the terrible pain. She shouted at the
patient “stop crying like a baby! This will hurt more if
you don’t stop!”

4. Case B
Cheryl conducted a graduate tracer study to
determine if the nursing program of the school is
adequate. She found in the survey that:
100% of the graduates were employed as nurses in
different sectors.
100% of the graduates were able to get a job in two
months.
100% of the graduates passed the licensure exam for
nursing.
60% of the faculty are receiving a salary of less than
Php15,000
80% of them working as a nurses were rated satisfactory
in their hospital performance by the hospital
administrators.

5. Outcomes-based Education
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.
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).

6. Outcomes-based Education
In the process of designing program curriculum, the
outcomes of the learning is emphasized and pre-
determined
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
Then go backward with:
curriculum design
programme outcomes and course outcomes,
development of instructions
delivery modes
appropriate assessments methodologies

7. Outcomes-based Education
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.
It points to the way in which the level of attainment of
the outcomes can be progressively heightened.

8. Outcomes-based Education
Assessing student growth and competency in
relation to these outcomes
Detailing how outcomes based learning at a whole
program level functions within a complex university
context

9. What needs to be set?
Mission and Vision are translated into:
indicators (e.g., professional qualification or
employability)
metrics (e.g., percentage of passing in a licensure
exam or percentage of employment)
targets (e.g., 70% passing or 85% employed).

10. Outcomes-based Education
Outcomes – what learners are expected to know and be
able to do at the desired level of competence
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-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.
Performance criteria – specific, measureable
statements identifying the performance(s) required to
meet the outcome; conformed through evidence.

11. Outcomes-based Education
Ensure quality assurance (QA)
1) to translate vision, mission, and goals (VMG) into
desired learning outcomes
2) to establish the proper learning environment
(implementation of teaching-learning systems as well
as support processes and procedures)
3) to review against performance indicators and
standards defined in the assessment system
4) to enhance programs and systems

12. Approaches on OBE
A direct assessment of educational outcomes, with
evaluation of the individual programs that lead to
those outcomes. (To make sure that outcomes are
delivered)
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)

13. What needs to be established?
Mission and vision
Program Educational Objectives
Program Outcomes
Matrix of courses with program outcomes
(Curriculum map)
Outcome-based teaching and learning delivery
system
Program assessment and evaluation process
Continuing quality improvement program

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. How do you teach in an OBE framework?
Transformative learning
Learner-centered
Understanding by Design

16. Case presentation
A group of nursing 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 what is research, students see it as a process of
arriving at new knowledge and supporting the ideas
through data (evidence).

17. Assessment
What is the function of assessment?
How do you help students learn better through
assessment?

18. Types of Assessment
Selected Response
Binary Choices
Multiple Choice
Matching Type
Constructed Response “Supply Test”
Short Form answers - identification
Completion – fill in the blanks, cloze test
Essay
Alternative Forms
Performance-based
Authentic-based
Portfolio Assessment

19. Features of performance assessment
Intended to assess what it is that students know and can
do with the emphasis on doing.
Have a high degree of realism about them (authentic).
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.
Likely use open-ended tasks aimed at assessing higher
level cognitive skills.

20. Performance assessment
Bring testing methods
more in line with
instruction.
Assessment should
approximate closely
what it is students
should know and be
able to do.

21. Emphasis of performance assessment
Should assess higher
level cognitive skills
rather than narrow and
lower level discreet
skills.
Direct measures of skills
of interest.

22. Characteristics of performance-based
assessment
Students perform, create, construct, produce, or do
something.
Deep understanding and/or reasoning skills are
needed and assessed.
Involves sustained work, [often days and weeks].
Calls on students to explain, justify, and defend.
Performance is directly observable.
Involves engaging in ideas of importance and
substance.
Relies on trained assessor’s judgments for scoring
Multiple criteria and standards are prespecified and
public
There is no single correct answer.
If authentic, the performance is grounded in real world

23. Learning Targets
Skills
Communication and presentation skills
Ex: Speaking
1. Speaking clearly, expressively, and audibly
a. Using voice expressively
b. Speaking articulately and pronouncing words correctly
c. Using appropriate vocal volume
2. Presenting ideas with appropriate introduction,
development, and conclusion
1. Presenting ideas in an effective order
2. Providing a clear focus on the central idea
3. Providing signal words, internal summaries, and transitions

24. 3. Developing ideas using appropriate support materials
a) Being clear and using reasoning processes
b) Clarifying, illustrating, exemplifying, and documenting ideas
4. Using nonverbal cues
a. Using eye contact
b. Using appropriate facial expressions, gestures, and body
movement
5. Selecting language to a special purpose
a. Using language and conventions appropriate for the
audience

25. Psychomotor skills
Fine motor: cutting papers with scissors, drawing a line
tracing, penmanship, coloring drawing, connecting dots
Gross motor: Walking, jumping, balancing, throwing,
skipping, kicking
Complex: Perform a swing golf, operate a computer, drive
a car, operate a microscope
Visual: Copying, finding letters, finding embedded figures,
identifying shapes, discrimination
Verbal and auditory: identify and discriminate sounds,
imitate sounds, pronounce carefully, blend vowels

26. Products
Write promotional materials
Report on a foreign country
Playing a new song

27. Variation of authenticity
Relatively authentic Somewhat authentic Authentic
Identify the materials
used in dressing a
wound
Give the steps in
dressing a wound
Dresses the wound of
a patient
Tell the use of a
thermometer
Records temperature
in a chart
Uses the thermometer
on a patient and
records it.
Explain the steps on
taking blood pressure
Show how to take the
blood pressure using
a sphygmomanometer
Get the blood
pressure of a patient.

28. Constructing Performance Based tasks
1. Identify the performance task in which students will
be engaged
2. Develop descriptions of the task and the context in
which the performance is to be conducted.
3. Write the specific question, prompt, or problem that
the student will receive.
• Structure: Individual or group?
• Content: Specific or integrated?
• Complexity: Restricted or extended?

29. Complexity of task
Restricted-type task
Narrowly defined and require brief responses
Task is structured and specific
Ex:
Construct a bar graph from data provided
Demonstrate a shorter conversation in French about what is on
a menu
Read an article from the newspaper and answer questions
Flip a coin ten times. Predict what the next ten flips of the coin
will be, and explain why.
Listen to the evening news on television and explain if you
believe the stories are biased.
Construct a circle, square, and triangle from provided materials
that have the same circumference.

30. Extended-type task
Complex and elaborate
Often include collaborative work with small group of
students.
Requires the use of a variety of information
Examples:
Design a playhouse and estimate cost of materials and labor
Plan a trip to another country: Include the budget and itinerary,
and justify why you want to visit certain places
Conduct a historical reenactment (e. g. impeachment trial of
ERAP)
Diagnose and repair a car problem
Design an advertising campaign for a new or existing product

31. Identifying Performance Task Description
Prepare a task description
Listing of specifications to ensure that essential if
criteria are met
Includes the ff.:
Content and skill targets to be assessed
Description of student activities
Group or individual
Help allowed
Resources needed
Teacher role
Administrative process
Scoring procedures

32. Performance-based Task Question Prompt
Task prompts and questions will be based on the
task descriptions.
Clearly identifies the outcomes, outlines what the
students are encourage dot do, explains criteria for
judgment.

33. Example of a task Prompt:

34. Characteristics of Tasks
1. Should integrate the most essential aspects of the
content being assessed with the most essential
skills.
2. Should be authentic
Realistic
Require judgment and innovation
Ask the student to do the subject
Replicates or stimulates
Assess the students ability to efficiently and effectively
use a repertoire of knowledge and skill to negotiate a
complex task
Allows opportunities to rehearse, practice, consult
resources, and get feedback and refine performances
and products.

35. 3. Structure the task to assess multiple learning
targets
4. Structure the task so that you can help students
succeed.
5. Think through what students will do to be sure that
the task is feasible
6. The task should allow for multiple solutions
7. The task should be clear
8. The task should be challenging and stimulating to
students
9. Include explicitly stated scoring criteria as part of
the task
10. Include constraints in completing the task

36. Performance Criteria
What you look for in student responses to evaluate
their progress toward meeting the learning target.
Dimensions of traits in performance that are used to
illustrate understanding, reasoning, and proficiency.
Start with identifying the most important dimensions
of the performance
What distinguishes an adequate to an inadequate
demonstration of the target?

37. Questions to ask:
What are the attributes of good writing, or good
scientific thinking, or good collaborative group
process, of effective oral presentation? More
generally, by what qualities or features will I know
whether students have produced an excellent
response to my assessment task?
What do I expect to see if this task is done
excellently, acceptably, or poorly?

38. Questions to ask:
Do I have samples or models of student work, from
my class or other sources, that exemplify some of
the criteria I might use in judging this task?
What criteria for this or similar task exist in my
national curriculum framework, my state assessment
program, my district curriculum guides, my school
assessment program?
What dimensions might I adapt from work done by
natural curriculum councils, by other teachers?

39. Example of Criteria
Learning target:
Students will be able to write a persuasive paper to
encourage the reader to accept a specific course of action
or point of view.
Criteria:
Appropriateness of language for the audience
Plausibility and relevance of supporting arguments.
Level of detail presented
Evidence of creative, innovative thinking
Clarity of expression
Organization of ideas

40. Rating Scales
Indicate the degree to which a particular dimension
is present.
Three kinds: Numerical, qualitative, combined
qualitative/quantitative

41. Numerical Scale
Numbers of a continuum to indicate different level of
proficiency in terms of frequencyor quality
Example:
Complete Understanding 5 4 3 2 1 No understanding
Clear organization 5 4 3 2 1 No organization
Fluent reader 5 4 3 2 1 Emerging reader

42. Qualitative scale
Uses verbal descriptions to indicate student performance.
Provides a way to check the whether each dimension was
evidenced.
Type A: Indicate different gradations of the dimension
Type B: Checklist

43. Example of Type A:
Minimal, partial, complete
Never, seldom, occasionally, frequently, always
Consistent, sporadically, rarely
None, some, complete
Novice, intermediate, advance, superior
Inadequate, needs improvement, good excellent
Excellent, proficient, needs improvement
Absent, developing, adequate, fully developed
Limited, partial, thorough
Emerging, developing, achieving
Not there yet, shows growth, proficient
Excellent, good, fair, poor

44. Example of Type A: Checklist

45. Holistic scale
The category of the scale contains several criteria,
yielding a single score that gives an overall impression or
rating
Example
level 4: Sophisticated understanding of text indicated
with constructed meaning
level 3: Solid understanding of text indicated with
some constructed meaning
level 2: Partial understanding of text indicated with
tenuous constructed meaning
level 1: superficial understanding of text with little or
no constructed meaning

46. Example holistic scale

47. Analytic Scale
One in which each criterion receives a separate score.
Example
Criteria Outstanding
5 4
Competent
3
Marginal
2 1
Creative ideas
Logical organization
Relevance of detail
Variety in words and
sentences
Vivid images

48. Rubrics
When scoring criteria are combined with a rating
scale, a complete scoring guideline is produced or
rubric.
A scoring guide that uses criteria to differentiate
between levels of student proficiency.

49. Example of a rubric

50. Rubrics should answer the following questions:
By what criteria should performance be judged?
Where should we look and what should we look for to
judge performance success?
What does the range in the performance quality look like?
How do we determine validity, reliability, and fairly what
scores should be given and what that score means?
How should the different levels of quality be described
and distinguished from one another?

51. Workshop
Create a one session plan that will run for one
session.
Indicate one learning outcomes (performance-
based)
Provide the indicators
How will you assess the outcomes?
Provide the following: Nature of the final
product, what students are required to do,
instrument (rubric/checklist)