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Chapter 1, Topic 1 & 2 report SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING OUTCOMES. pptx
- 2. Shift of Educational Focus from content to learning outcomes CHAPTER 1
- 3. Topics Outcomes-Based Education: Matching intention with Accomplishment The Outcomes of Education Institutional, Program, Course and Learning Outcomes 01 02 03
- 4. Learning Outcomes 1. Explain 3 outstanding characteristics of outcome-based education. 2. Distinguish among institutional outcomes, program outcomes, course outcomes and learning outcomes. 4. Formulate learning outcomes based on given educational objectives. 3. Differentiate educational objectives from learning outcomes.
- 5. Learning Outcomes 1. Explain 3 outstanding characteristics of outcome-based education. 2. Distinguish among institutional outcomes, program outcomes, course outcomes and learning outcomes. 4. Formulate learning outcomes based on given educational objectives. 3. Differentiate educational objectives from learning outcomes.
- 6. Learning Outcomes 1. Explain 3 outstanding characteristics of outcome-based education. 2. Distinguish among institutional outcomes, program outcomes, course outcomes and learning outcomes. 4. Formulate learning outcomes based on given educational objectives. 3. Differentiate educational objectives from learning outcomes.
- 7. Learning Outcomes 1. Explain 3 outstanding characteristics of outcome-based education. 2. Distinguish among institutional outcomes, program outcomes, course outcomes and learning outcomes. 4. Formulate learning outcomes based on given educational objectives. 3. Differentiate educational objectives from learning outcomes.
- 8. Topic 1 OUTCOME-BASED EDUCATION: MATCHING INTENTION WITH ACCOMPLISHMENT
- 9. Introduction Education originated from the terms "educare" or "educere" which means "to draw out.“ BEFORE • Education is a "pouring in" process • Teacher was the infallible giver of knowledge and the student was the passive recipient. • The focus of instruction was the content and subject matter.
- 10. Introduction Education originated from the terms "educare" or "educere" which means "to draw out.“ BEFORE • Education is a "pouring in" process • Teacher was the infallible giver of knowledge and the student was the passive recipient. • The focus of instruction was the content and subject matter. NOW • 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.
- 11. The change in educational perspective called Outcome-based Education (OBE) has three characteristics: It is student centered It is Faculty driven Its is meaningful
- 12. The change in educational perspective called Outcome-based Education (OBE) has three characteristics: It is student centered It is Faculty driven Its is meaningful
- 13. Recommended Procedure in Implementing OBE on Subject or course level : Identification of the educational objectives of the subject/courses. → Objectives: to DEVELOP, PROVIDE, ENHANCE, INCULCATE, ETC.
- 14. Recommended Procedure in Implementing OBE on Subject or course level : Identification of the educational objectives of the subject/courses. 2 Listing of learning outcomes specified for each subject/course objective. → Objectives: to DEVELOP, PROVIDE, ENHANCE, INCULCATE, ETC. → Learning outcomes: to DEMONSTRATE, EXPLAIN, DIFFERENTIATE, ILLUSTRATE, etc.
- 15. Benjamin H. Bloom • American educational psychologist • Best known for developing Bloom’s taxonomy, a framework for categorizing educational goals into three domains: cognitive, affective, and psychomotor • Born on February 21, 1913 in Lansford, Pennsylvania, to a Jewish immigrant family • He died on September 13, 1999 in Chicago, Illinois, at the age of 86 • SIGNIFICANT CONTRIBUTIONS : educational objectives and the theory of mastery learning
- 16. Bloom’s taxonomy of Educational Objectives: Creating Cognitive Domain Rememberi ng Understanding Applying Evaluating Analyze
- 18. Bloom’s taxonomy of Educational Objectives: Internalizing Affective Domain Receiving Responding Valuing Organizing
- 19. Bloom’s taxonomy of Educational Objectives: Innovating Psychomotor Domain Observing Imitating Practicing Adapting
- 20. Recommended Procedure in Implementing OBE on Subject or course level : Identification of the educational objectives of the subject/courses. → Objectives: to DEVELOP, PROVIDE, ENHANCE, INCULCATE, ETC. 2 3 Listing of learning outcomes specified for each subject/course objective. → Learning outcomes: to DEMONSTRATE, EXPLAIN, DIFFERENTIATE, ILLUSTRATE. Bloom's taxonomy of educational objectives is grouped into three: • Cognitive – Remembering, Understanding, applying, evaluating, synthesizing or creating • Psychomotor- Observing, imitating, practicing. Adapting, and innovating • Affective- Receiving, responding, valuing, organizing, and internalizing. Drafting outcomes assessment procedure.
- 21. To draft an outcomes assessment procedure in OBE, you may follow these steps: 1. Identify the learning outcomes that you want to assess. 2. Choose appropriate assessment methods and tools to measure the learning outcomes.
- 22. To draft an outcomes assessment procedure in OBE, you may follow these steps: 1. Identify the learning outcomes that you want to assess. 4. Use the assessment results to improve learning and teaching. 3.Collect and analyze the assessment data 2. Choose appropriate assessment methods and tools to measure the learning outcomes.
- 24. THE OUTCOMES OF EDUCATION Prepaired by: Vevian D. Calingao
- 25. 1.2 The Outcomes of Education TWO TYPES OF OUTCOMES •Immediate Outcomes •Deferred Outcomes
- 26. IMMEDIATE OUTCOMES are competencies/skills acquired upon completion of an instruction, a subject, a grade level, a segment of the program, or of the program itself. These referred to as instructional outcomes.
- 27. Examples: •Ability to communicate by writing and speaking •Mathematical problem-solving skills •Skill in identifying objects by using the different senses •Ability to produce artistic or literary works •Ability to research and write the results
- 28. •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
- 29. DEFERRED OUTCOMES refer to the ability to apply cognitive, psychomotor, and affective skills/competencies in various situations many years after completion of a degree or program. These referred to as institutional outcomes.
- 30. Examples: •Success in professional practice or occupation •Promotion in a job •Success in career planning, health, and wellness •Awards and recognition
Editor's Notes
- Good morning ladies! Especially to our professor Ma’am Nimfa B. Pastrana
- Our task is to discuss the chapter 1 from assessment in learning 1 entitled
- So we have here 3 subtopics 1st the >>>> which is my topic that I will be discuss
- Now lets go the first topic which entitled OUTCOME-BASED EDUCATION: MATCHING INTENTION WITH ACCOMPLISHMENT In this topic we will discuss the Matching intention with accomplishment which means aligning your goals and actions with the outcomes that you want to achieve under the outcome based education
- But before we proceed let define first the word education To draw out → Meaning, True education is less about what you put into the students, and more about what you draw out to them. BEFORE We believed that (Read) When we say POURING IN PROCESS it is like “spoon feeding” wherein the teacher is always giving the information, everything is taught by the teacher , all the knowledge that the student will learn inside the classroom is taken by the teacher while the students will just listen and receive the information from the teacher. That is the education system before so It followed that the focus of instruction was the content and subject matter. When we say content, it refers to areas of learning and the learning with knowledge within those areas while the Subject matter is the actual knowledge and learning to be imparted. To make it simple Content is the learning areas like Mathematics, Filipino ,English while the Subject Matter is the TOPIC example in English subject matter Cause and Effect Relationship and this Topic will be the focus of instruction.
- But this time, as our education is developing and with the advent of different factors, let’s say for the example >>>Technology>> (the ceased) (the students are surrounded with various sources of facts and information accessible through using technology)>> so all of us can use google, we can learn a lot from google, from YouTube and whatever source of information So now what is the role of the teacher? (So the teacher has become the already the facilitator of knowledge who will assists the organization, the interpretation and the validation of acquired facts and information.>>>Because not all um the information and the knowledge that you will gather in the internet or what ever it is that is still validated or to be verified. Because all of us also, can input information on the internet, So I can put wrong information from the input to the internet , You also, so everyone of us , So it needs filtration organization , interpretation, and validation of facts and information.
- The change in educational perspective called Outcome-based Education (OBE) has three main characteristics: Outcome-based education (OBE) is an educational theory that bases each part of an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences. It has three main characteristics We have here (the student centered ) It is student-centered→ it places the students at the center of the process by focusing on Student Learning Outcomes (So, It implies that the students is mainly responsible of their own learning)
- 2. It is faculty-driven → it encourages faculty responsibility for teaching, assessing program outcomes and motivating participation from the students. (so teachers serves as the facilitator of learning) 3. and as It is meaningful is it provides data to guide the teacher in making valid and continuing improvement in instruction and assessment activities. (so meaning, in OBE the teachers are well guided in using different teaching strategies that can be used to help students to achieve the learning outcomes, so it also supports continuous improvement and quality assurance, as outcomes can be reviewed and revised according to feedback and changing needs.
- So to implement Out-come based education on the subject or course we have here 3 recommended procedures. Identification of the educational objectives of the subject/courses. → So Educational objectives are the broad goals that the subject expects to achieve. (So this is our setting before we start our class or our plan for our class) So They define in general terms the knowledge, skills and attitude that the teacher will help students to attain. Objectives are stated from the point of view of the teacher such s "to develop, to provide, to enhance, to inculcate, or some more. >> So Educational objectives is different from the learning outcomes , So as a teacher educational objective is what we set for ourselves for us to or so that we will know what to teach. but this time, for the second step is the learning outcomes, Learning outcomes is what you set to your students 2. Listing of learning outcomes specified for reach subject/course objective. → Since course objectives are broadly stated, they do not provide detailed guide to be teachable and measurable. So Learning outcomes are stated as concrete active verbs such as: to demonstrate, to explain, to differentiate, to illustrate, and some other verb that we can see or we can observe after the lesson. So a good source of learning outcomes is the taxonomy of educational objectives by um Benjamin Bloom. So it’s called the bloom’s taxonomy of educational objectives, So it is grouped into three (we have here Cognitive, Psychomotor and Affective --- So we will differentiate the three) : b. Psychomotor→ It also referred to as skills, so it includes manual or physical skills, which proceed from mental activities and range from simplest to the complex such as observing, imitating, practicing, adapting, and innovating. (So it somehow the process, so let’s say going back to Cognitive, cognitive is all about learning or accommodating the information in your mentally, so to show your learning mentally we will use the psychomotor skills so by learning by observing, next is by imitating or following the steps, next is practicing so you practice by yourself, next is adapting meaning you were able to naturally perform or easily perform because you have adapted the skill and the last one is c. Affective→ it is from your attitude or how you respond to something so It’s stimuli so it refers to your emotions, how will you receive things or how will you receive information, will you receive it in a positive way or in a negative way, so next is how will you respond after receiving, will you do such thing? Or not, Will you took care of it?, or not?. The next one is value, how you value things, will you give value or will you give importance to things, next is organizing, so we say organizing, how will you put things together, will you put the most important one first or the less important one, so that’s how you um value and organize. And the last one is internalizing, so this is the time that you internalize and you think you're doing metacognition. Thinking about how you think, so that is the affective domain of bloom’s taxonomy of educational objectives. So that, those are our categories in setting the learning outcomes. refers to growth in feelings or emotions from the simple behavior to the most complex such as receiving, responding, valuing, organizing and internalizing. So the last one is 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. So those are the steps in implementing OBE in the subject.
- but this time, for the second step is the learning outcomes, Learning outcomes is what you set to your students 2. Listing of learning outcomes specified for reach subject/course objective. → Since course objectives are broadly stated, they do not provide detailed guide to be teachable and measurable. So Learning outcomes are stated as concrete active verbs such as: to demonstrate, to explain, to differentiate, to illustrate, and some other verb that we can see or we can observe after the lesson. So a good source of learning outcomes is the taxonomy of educational objectives by um Benjamin Bloom. But before that let us know first who is Benjamin bloom
- Benjamin Bloom He was an American educational psychologist who made significant contributions to the classification of educational objectives and the theory of mastery learning -He was Born on February 21, 1913 in Lansford, Pennsylvania, to a Jewish immigrant family and sadly He died on September 13, 1999 in Chicago, Illinois, at the age of 86 He is best known for developing Bloom’s taxonomy, a framework for categorizing educational goals into three domains: cognitive, affective, and psychomotor
- So let’s proceed on the Bloom’s taxonomy of educational objectives by Benjamin Bloom, again it categorized into three (Cognitive, a. Cognitive →It is also called knowledge, so it refers to mental skills such as remembering, understanding, applying, evaluating, synthesizing or creating. (So the learning outcomes that you have to set in the cognitive is um focusing on the mental skills.
- Affective→ it is from your attitude or how you respond to something so It’s stimuli so it refers to your emotions from the simple behavior to the most complex such as RECEIVING- how will you receive things or how will you receive information, will you receive it in a positive way or in a negative way, so next is how will you RESPOND after receiving, will you do such thing? Or not, Will you took care of it?, or not?. The next one is VALUE, how you value things, will you give value or will you give importance to things, next is ORGANIZING, so we say organizing, how will you put things together, will you put the most important one first or the less important one, so that’s how you um value and organize. And the last one is INTERNALIZING, so this is the time that you internalize and you think you're doing metacognition. Thinking about how you think, so that is the affective domain of bloom’s taxonomy of educational objectives. So that, those are our categories in setting the learning outcomes.
- and the last one is Psychomotor→ It also referred to as skills, so it includes manual or physical skills, which proceed from mental activities and range from simplest to the complex such as observing, imitating, practicing, adapting, and innovating. (So it somehow the process, so let’s say going back to Cognitive, cognitive is all about learning or accommodating the information in your mentally, so to show your learning mentally we will use the psychomotor skills so by learning by observing, next is by imitating or following the steps, next is practicing so you practice by yourself, next is adapting meaning you were able to naturally perform or easily perform because you have adapted the skill.
- So the last one is 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. (At this point, teachers have procedures to follow in drafting assessment So according to my own research, we have here 4 steps to draft assessment in OBE) So those are the steps in implementing OBE in the subject.
- 1. These should be aligned with the mission, vision, and goals of your institution or program. You may use verbs from Bloom’s taxonomy to describe the cognitive, affective, and psychomotor domains of learning. 2. Choose appropriate assessment methods and tools to measure the learning outcomes. These may include performance-based assessments, portfolios, rubrics, tests, surveys, interviews, etc. You should ensure that your assessment methods and tools are valid, reliable, and fair4.
- 3. You may use quantitative or qualitative methods to analyze the data and report the results. You should also compare the results with the expected standards or benchmarks of performance. 4. You should provide feedback to learners and stakeholders on how well they have achieved the learning outcomes. You should also identify the strengths and weaknesses of your curriculum, instruction, and assessment practices and make necessary changes to enhance learning.
- So those are the steps in implementing OBE in the subject. Thank you for listening and I hope u learned something from me.
- Okay, again good morning this is the continuation of our report. Today we are going to tackle about the outcomes of education. When we say outcomes of education it is a theory of education known as outcome-based education, centers each component of the education system on specific objectives. So each student should have succeed in achieving the objective by the end of the educational experience. Or in other words it’s focuses on the skills and competencies that student must demonstrate when they exit.
- There are two types of outcomes of education, the immediate outcome and the differed outcomes.
- First we have immediate outcomes, these are……… So, when we say immediate outcomes, these are the competencies or skills that the student or someone gains after finishing a lesson, a subject, a grade level, a section of a program, o the entire program. These are often known as instructional outcomes and represent the specific abilities that a person has developed as a result of their educational experience.
- So these are the example of immediate outcomes:
- Next we have deferred outcomes. It is refers…. So when we say deferred outcomes it is the skills and competencies, including cognitive (thinking), psychomotor (physical), and affective (emotional) abilities, that individuals are able to apply in different situations many years after they have completed a degree or program. These skills are often associated with institutional outcomes, which are the overarching goals and results that educational institutions aim to achieve through their programs.
- So these are the example of deferred outcomes……