Crafting-OBE-Syllabus.ppt for education.

Seminar-Workshop
CRAFTING OBE
SYLLABUS
8:30 a.m.
February 13, 2024

Revisiting the:
A g e n d a
1. The Philippine Qualification Framework
2. Learning Outcome Development and Levels of Qualifications

At the end of the workshop, the Faculty Members should be able to:
1. Integrate QF in developing learning outcomes across Ced’s academic programs.
2. Utilizing Bloom’s Taxonomy, review and re-write Program Learning Outcomes (PLOs) and Course
Learning Outcomes (CLOs) by aligning outcomes to NQF Level 6 (Bachelor), Level 7 (Master) and
Level 8 (Doctorate).
3. Finalize the syllabus/syllabi integrating the required contents.
Training Learning Outcome

Session 1
The Qualification Framework:
Niche of Program
Effectiveness
Philippine Qualification Framework
Learning outcome 1. Integrate UAE-National
Qualification Framework (NQF) in developing
learning outcomes across UOF’s academic.

Structure
1. 1. Number of Levels: 8 levels have been
adopted for the country 1. Number of Levels: 8
levels have been adopted for the country.
1. Number of Levels: 8 levels have been
adopted for the country Number of Levels: 8
levels have been adopted for the country
1. Number of levels – 8 levels have been develop
3. Learning Outcomes
Strands
1. Knowledge
2. Skill
3. Values
4. Application
Aspects of competence
5. Degree of Independence

Structure
3. Definition of Strands
He
The strands of learning outcomes reflect what is
expected to be achieved at the respective level, for
each qualification. A qualification is defined,
benchmarked and aligned to the requisite level.
These strands of learning outcomes reflect
what is expected to be achieved at the
respective level, for each qualification. A
qualification is defined, benchmarked and
aligned to the requisite level.

Structure
 There is an expectation that all programs will be designed and
delivered in a way that ensures that all strands in the Framework will
be addressed. The balance of emphasis between the strands will
vary between individual programs.
 For example, some will place a stronger emphasis on knowledge and
skills and less on competencies while others will have a greater focus
on competencies and a narrow knowledge base. It will be important
to demonstrate how significant each strand is to the program and be
able to reflect on why some strands have much less significance.

T r a i n i n g O u t c o m e
Grid of Level Descriptors

Strands at each Level
Strand Sub-strand Description
Knowledge
Breadth How broad is the learner's knowledge?
Type What characteristics and quality of knowing has the
learner engaged in?
Skill
Range What is the breadth of the physical, intellectual, social
and other skills acquired by the learner?
Selectivity
How does the learner select the skills learned to address
a range of problems? What is the nature of the
complexity of the problems and how does the learner
engage with them?
Competence
Application
How does the learner demonstrate the taking of
responsibility personally and in groups? How does the
learner deploy skills acquired in managing interactions
with others and working on their own?
To what extent can the learner operate in new
environments, acquire new knowledge and skills; and
assimilate these to their existing body of knowledge and
Program Level

Definition of Strands
• It is the cognitive representation of ideas, events or happenings.
• The QF descriptors refer to theoretical and/or factual aspects of
knowledge.
KNOWLEDGE

Definitions of Strands
• The QF descriptors refer to skills as cognitive (use of logical, intuitive, creative and
conceptual thinking) and practical (involving manual dexterity and the use of
methods, techniques, processes, materials, tools and instruments).
• Skill is the learned ability to perform a function that in some way responds to or
manipulates the physical, informational or social environment of the person.
• Incorporates the concept of ‘know-how’, which is the procedural knowledge
required to carry out a task.
• Know-how may be assessed directly or implied from performance; otherwise
skill can only be measured by performance.
SKILLS

 advanced skills required in research, analysis, evaluation and/or innovation of
complex ideas, information, concepts and or activities
 skills to develop new knowledge and procedures and to integrate knowledge
from different fields using highly developed cognitive and creative skills and
intellectual independence in the field of work or discipline
 advanced problem-solving skills to analyse highly complex issues with
incomplete data and develop innovative solutions and proposals relevant to an
academic/professional field of work or discipline
 planning skills to develop and execute a major project or comparable activities
(that includes a significant range of variables and complexity) with
appropriately selected research methodologies producing sound conclusions
 highly developed specialist communication and information technology skills to
present, explain and/or critique highly complex matters
Level 7 (Skills) Master Descriptor

Level 6 (Skills) Bachelor Descriptor

Implication of alignment?
 Its not just a paper exercise.
 Implies changes to our curriculum design as well as approaches to
teaching, learning, and assessment practices.

What we are really aligning?
 We talk about aligning the qualification to QF – BUT are we really
aligning the student outcomes?

How?
 No magic formula!
 But there are effective approaches which can be developed and built upon.

Remember our Goal!
 Actual student outcomes align with QF.
 Alignment of actual student outcomes requires planning, effort and coherent practice in
learning, teaching and assessment as well as curriculum design.
 Alignment of course learning outcomes to program outcomes is as important as aligning the
program to QF.
 Remember that students need to achieve the SET of program outcomes at the correct level
that comprise the qualification descriptor in QF.

Verification of Achievements
 To achieve a particular qualification a student must show
achievement of all program outcomes at the relevant level.
 Achievement of the set of outcomes across the strands =
achievement of level descriptor, and = entitlement to
qualification or degree.

Bad Practice and… very bad practice!
 Bad practice – where the LO’s align to the QF
 BUT that is where it ends!
 Very bad practice is where even the LO’s do not align. .

Effective Practice that Supports Good Alignment
 Knowledge is no longer “KING” – look at the strands.
 Shift of focus to what our students will learn, know and be able to do – NOT what we
teach them.
 Assessment covers a range of methods to enable students to demonstrate achievement
of the LOs.

Learning Outcome Development and Levels of Qualificaitons
Session Learning Outcome Development and
Levels of Qualifications
Learning Outcome 2: Utilizing Bloom’s Taxonomy, review and re-write
Program Learning Outcomes (PLOs) and Course Learning Outcomes
(CLOs) by aligning outcomes to NQF Level 6 (Bachelor), Level 7 (Master)
and Level 8 (Doctorate).

Difference between Objectives and Learning Outcome
 These are the specific steps that take us
from where we are now toward our
goals.
 Usually formulated as teaching
objectives (what the teacher does to
promote students’ learning)
 They are more specific statements of
what you will present to the
participants
 Focus – TEACHER
 What students will know and be able to do
as a result of engaging in the learning
process
 They represent statements of achievement
expressed from the LEARNERS PERSPECTIVE
..at the end of the program students will
know or be able to do…
 They must translate the teachers objectives
into specific, tangible, attainable learning
achievements for students
 Focus -STUDENTS
Objectives Learning Outcomes

Difference between Objectives and Learning Outcome
Example of an Objective Example of a Learning Outcome
 Students will be taught the
basic principles of database
searching.
 Students will be able to apply
the principles of database
searching in a review of
literature.

Learning Outcome
Well known and used definition of learning outcomes
 “learning outcomes are descriptions of what the learner is
expected to learn in the period of learning defined and
alongside this imply the standard of learning expected”
(Gosling and Moon 2001)

Learning Outcome
 The levels are distinguished by
the nature of the learning
outcomes.
 NQF Table

Distance Travelled
Level 5 (year 1 undergraduate)
• Analysis: can analyse with
guidance using given
classifications /principles.
Level 7 (final year undergraduate)
• Analysis: can analyse new
and/or abstract data and
situations with little guidance,
using a range of techniques
appropriate to the subject.
Level 5 Descriptor: It demonstrates
cognitive knowledge (in terms of
analysis) that is comprehensive and
specialized with a field of work or
discipline.
Level 7 Descriptor: It demonstrates
cognitive knowledge and critical
understanding (in terms of analysis)
of the well-established principles
and practice in a field of work or
discipline.

Tea Exercise and Discussion 1
This is an opportunity to practice writing a
programme learning outcome for a skill.
 the skill of analysis - and to practice
pitching it at postgraduate level building on
lower undergraduate level outcomes.
 Working with the person next to you look
at the following slide and write a
programme outcome for level 9 (Masters)
for analysis.
Team Exercise and Discussion 1

 Analysis: can analyze with guidance using
given classifications /principles;
 Analysis: can analyze new and/or abstract data
and situations with little guidance, using a
range of techniques appropriate to the subject.
Level 7 (Master’s level)
 Analysis: ?? NQF
Level 7

Feedback
 Level 7 (Masters level)
 Analysis: can analyze new and /or abstract
data (including incomplete data)and
situations using a range of advanced
techniques relevant to the subject and
demonstrate self-direction and originality in
explaining and interpreting outcomes.
 Look at skill at Level 9 in NQF. Does this match?
 Does yours match?
Level 9 Descriptor: It
demonstrates self-
directed comprehensive
highly specialized
knowledge and practiced
learning.
Feedback

Judging the Level of Learning Outcome
 Myths say the level of LOs is based largely
on the verb used, e.g.
 ‘describe’ is level 4
 ‘analyze’ is level 5
 ‘critically analyze’ is level 6
 Scope and quality of guidance are more
important.

 Analysis: can analyze with guidance using given
classification/principles.
 Analysis: can analyze new and/or abstract data and situations with
little guidance, using a range of techniques appropriate to the
subject.
Level 7 (Masters level)
 Analysis: can analyze new and /or abstract data (including
incomplete data)and situations using a range of advanced
techniques relevant to the subject and demonstrate self-direction
and originality in explaining and interpreting outcomes.

E l e m e n t s o f L e a r n i n g O u t c o m e
Action Word
(performance)
Learning Statement
(the learning)
Criterion or Standard
(the conditions of the performance demonstration)
Apply a range of relevant principles and
theoretical knowledge
to develop strategies and solutions
to current business problems.
Apply relevant principles and theories to develop strategies for the
organization.
Demonstrat
e
a knowledge of mathematics and
statistics and their application
to business context.
Demonstrat
e
how financial and market information drive business strategy making.
Analyze problems, their risks and solutions in order to develop effective
business strategy.
Upon completion of the program, the students will be able to:

S t r u c t u r e o f L e a r n i n g O u t c o m e
Action Word
(performance)
Learning Statement
(the learning)
Criterion or Standard
(the conditions of the performance demonstration)
Demonstrate fundamental concepts and principles of
research
as applied to education.
Develop a research title and statement of the
problem
using the fundamental approaches in
designing a research problem.
Design a research framework, based from the
approved title and statement of the
problems,
showing the variables of the study and their
relationships.
Develop a research methodology, based from the
approved title, statement of the problem and
research framework,
integrating research design, population and
sampling scheme, respondents of the study;
data gathering instruments; procedures in
gathering data, and statistical treatment of
data.
Upon completion of the course, the students will be able to:

B l o o m ’ s T a x o n o m y
Bloom’s taxonomy is a classification system used to define and distinguish
different levels of human cognition—i.e., thinking, learning, and
understanding. Educators have typically used Bloom’s taxonomy to inform
or guide the development of assessments(tests and other evaluations of
student learning), curriculum (units, lessons, projects, and other learning
activities), and instructional methods such as questioning strategies.
Original Taxonomy
Bloom’s taxonomy was originally published in 1956 by a team of cognitive
psychologists at the University of Chicago. It is named after the
committee’s chairman, Benjamin Bloom (1913–1999). The original
taxonomy was organized into three domains: Cognitive, Affective, and
Psychomotor. Educators have primarily focused on the Cognitive model,
which includes six different classification levels: Knowledge,
Comprehension, Application, Analysis, Synthesis, and Evaluation.

B l o o m ’ s B l o o m ’ s T a x o n o m y D o m a i n
T a x o n o m y D o m a i n
The cognitive domain aims to develop the mental skills and the acquisition of knowledge of
the individual. The cognitive domain encompasses of six categories which include
knowledge; comprehension; application; analysis; synthesis; and evaluation.
The affective domain includes the feelings, emotions and attitudes of the individual. The
categories of affective domain include receiving phenomena; responding to phenomena;
valuing; organization; and characterization (Anderson et al, 2011).
The psychomotor domain includes utilizing motor skills and the ability to coordinate them.
The sub domains of psychomotor include perception; set; guided response; mechanism;
complex overt response; adaptation; and origination
Cognitive Processes
B l o o m ’ s T a x o n o m y D o m a i n

Factual - The basic elements students must know to be acquainted with
a discipline or solve problems
Conceptual – The interrelationships among the basic elements within a
larger structure that enable them to function together
Procedural - How to do something, methods of inquiry, and criteria for
using skills, algorithms, techniques, and methods
Metacognitive – Knowledge of cognition in general, as well as
awareness and knowledge of one’s own cognition
Levels of Knowledge

The Cognitive Dimension
The Knowledge
Dimension
Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual
Procedurial
Metacognitive
Cognitive Processes and levels of Knowledge Matrix

R e v i s e d B l o o m ’ s T a x o n o m y

Bloom’s Revised Taxonomy
Remembering
Retrieving, recognizing, and recalling relevant knowledge from long-term
memory
Understanding
Constructing meaning from oral, written, and graphic messages through
interpreting, exemplifying, classifying, summarizing, inferring,
comparing, and explaining
Applying Carrying out or using a procedure through executing or implementing
Analyzing
Breaking material into constituent parts, determining how the parts
relate to one another and to an overall structure or purpose through
differentiating, organizing, and attributing
Evaluating
Marking judgments based on criteria and standards through checking
and critiquing
Creating
Putting elements together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure through
generating, planning, or producing
Source: Anderson & Krathwohl as cited in Forehand, 2008
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

T e a m E x e r c i s e a n T e a m E x e r c i s e a n d
D i s c u s s i o n 2
d D i s c u s s i o n 2
Working in your Team:
• Use the PLOs and CLOs given to you, evaluate the structure and
underline the elements in terms of:
1. Stem
2. Action word
3. Learning statement
4. Criterion or standard
T e a m E x e r c i s e a n d D i s c u s s i o n 2

STRUCTURE OF STRUCTURE SRRRE OF LEARNING
OUTCSTRUCTURE OF LEARNING OUTCOME
sTRUOME
STRUCTURE OF LEARNING OUTCOME
LEARNING OUTCOME
Learning Outcome Structure 1
Stem Action Word Learning Statement Criterion/Standard
Students will be
able to
formulate innovative
management
strategies
using a triple-
bottom-line
approach.
Stem Action Word Criterion/Standard Learning Statement
Students will be
able to
use a triple-bottom-
line approach
in formulating
innovative
management
strategies.

Stem Action Word Learning Statement Criterion/Standard
Students will be
able to
formulate innovative management
strategies
using a triple-bottom-
line approach
Stem Action Word Criterion/Standard Learning Statement
Students will be
able to
use a triple-bottom-line approach in formulating
innovative management
strategies
Alternative Structure

Working in your Team:
1. Review the structures of the learning outcomes of your syllabus to enhance
your existing competency in designing an outcome.
2. Rewrite the outcomes into the structure 2 approach. You may substitute the
verbs to have a complete thought of your learning statements and
criterion/standards.

Working in your Team :
1. Use any program or course learning outcome at
hand, determine the structure of the learning
outcomes by underlining elements: stem,
action word, a learning statement, and
criterion or standard.
2. Look at Level 7 in NQF. Does this match?
3. If some of the elements are missing, rewrite
the learning outcomes by applying the
elements involved.

T e a m E x e r c T e a m E x e r c i s e a n d
D i s c u s s i o n 5
i s e a n d D i s c u s s i o n 5
• Work with the faculty–team-member by area
• Use the BSEd/BEED….. learning outcomes
• Agree, if you think it appropriate to Level descriptor 7 in the QF.
• If not, re-write it and map it to the level descriptor 7 appropriate for
the bachelor’s level.

S e s s i o n 3
Session
Linking
Learning
Outcomes,
Teaching and
Assessment
Learning Outcome:
Apply appropriate pedagogical approaches (teaching and
learning activities) for each learning target and appropriate
assessment for each learning outcome to ensure lifelong
learning.

 It is necessary to have some form of assessment tool or
technique in order to determine the extent to which the
learning outcomes have been achieved.
 Example of direct assessment techniques: written
examinations, project work, portfolios, grading system with
rubrics, theses, reflective journals and performance
assessment
“all learning outcomes should be assessable; in other words,
they should be written in terms that enable testing of
whether or not the student has achieved the outcome.
(Moon, 2002 p. 75)
Linking Learning Outcome, Teaching Strategies
and Assessment

Linking Learning Outcome, Teaching Strategies and Assessment
 Lack of clarity in this area is almost associated with negative
evaluations, learning difficulties, and poor student performance
 “the evidence collected from student course evaluations shows
that clear expectations on the part of students of what is
required of them are vitally important part of students effective
learning (Ramsden, 2003).
Linking Learning Outcome, Teaching Strategies and
Assessment

 The best way to help students understand how they must
achieve learning outcomes is by clearly setting out the
assessment techniques and the assessment criteria.
Teaching for
Understanding
Achievement
Aims
Assessment tools
Rubrics
Objectives
Accountability
Standards
Assessment for Learning
Teaching for
understanding
Learning
Outcomes and
Assessment
and Assessment

 It is important that the assessment tasks mirror the
learning outcomes since, as far as the student are
concerned, the assessment is the curriculum: “From out
students’ point of view, assessment always defines the
actual curriculum” (Ramsden 2003).
 This situation is represented in Figure 1.
Linking Learning Outcome, Teaching
Strategies and Assessment

Teacher
Perspectives
Objectives DLO’s* Teaching Activities Assessment
Student
Perspectives
Assessment Learning Activities Outcomes
*Desired Learning
Outcomes (DLOs)
Fig 1. Different representations of teacher and student
perspectives (Biggs, 2003)
Linking Learning Outcome, Teaching
Strategies and Assessment

If necessary modify module/course content and assessment in light of
feedback
Design assessment method to test if learning outcomes have been achieved
Develop a teaching and learning strategies to enable students to achieve
learning outcomes
Write learning outcomes using standard guidelines
Identify aims and objectives of module/course
Figure 2. Steps involved in the development and refining of
learning outcomes and their assessments (Biggs 2003)
and Assessment

Example development and refining of learning outcomes and their assessments
Instructional
objective
Outcome
(results)
Methods
(activities)
Measures
(data
collection)
Criterion
(standard
performance)
To enhance student
communication
skills
Students will be
able to speak in an
engaging, logical
and well
articulated way
Students will give
an oral
presentation on a
relevant topic of
their choice
Faculty will grade
the presentation
using a 3-point
rubric of language,
comprehension of
material; logic of
arguments; use of
eye contact; and
effectiveness in
answering
question
80% of students
will achieve at
least a grade of C
or better.
Example
Development and refining of learning outcomes and their
assessments

Assessment
Assessment is often described in terms of:
 Formative Assessment
 Summative Assessment
Assessment

AssesAsment Task
Assessment Method Mostly likely kind of learning assessed
Extended prose, essay type
Essay exam
Open book
Assignment , take-home
Rote, question spotting, speed structuring
As for exam, but less memory, coverage
Read widely, interrelate, organize and apply
Objective test
Multiple Choice
Ordered outcome
Recognition, strategy, comprehension
Hierarchies of understanding
Performance assessment
Practicum
Seminar, presentation
Posters
Interviewing
Critical incidents
Skills needed in real life
Communication skills
Concentrating on relevance , application
Responding interactively
Reflection, application, sense of relevance
Table 2. Assessment task and the different kinds of learning assessed, adapted from Biggs (2003a)
Development and refining of learning outcomes and their
assessments

Assessment Tasks
Assessment Method Mostly likely kind of learning assessed
Rapid assessments
(large group)
Concept maps
Venn diagrams
One minute/three-minute paper
Short answer
Letter to a friend
Cloze
Coverage, relationship
Relationship
Level of understanding, sense of
relevance
Recall units of information, coverage
Holistic understanding, application
reflection
Comprehension of main ideas
Table 2. Assessment task… continuation
Assessment Tasks

Assessment
Table 2. Linking learning outcomes, teaching and
learning activities and assessment
Learning Outcome Teaching and Learning
Activities
Assessment
Cognitive
Affective
Lectures
Tutorials
Discussions
Laboratory work
Clinical work
Group work
Seminar
Peer group
End of module exam
Multiple choice tests
Essay
Practical assessment
Fieldwork
Demonstrate
Remember
 Understand
 Apply
 Analyze
 Evaluate
 Create
• Integration of beliefs, ideas
and attitudes
• Acquisition of physical skills
Assessment

Assessment
Table 3. Linking learning outcomes, teaching and
learning activities and assessment for module ED2100
in BSc(Ed) program
Learning Outcome Teaching and Learning
Methodologies
Assessment
Cognitive
• Recognize and apply the basic
principles of classroom
management and discipline
• Identify the key characteristics of
high quality science teaching
• Develop a comprehensive portfolio
of lesson plans
Lectures (12)
Tutorials (6)
Observation of classes (6)
of experienced science
teacher (mentor)
End of module exam
Portfolio of lesson
plans
(100 marks)
Affective
• Display a willingness to co-operate
Participation in
mentoring feedback
Report from school
mentor
Assessment

Assessment
Table 3. Linking learning outcomes, teaching and learning activities and assessment for Training and Development
Learning Outcome Teaching and Learning Methodologies Assessment
Cognitive
1. Demonstrate
critical
understanding of the
theoretical concepts
of training and
development and
their impact to
human resource
development
(Knowledge)
Topic: Training in Organization
Lecture and discussion
Problem-Based Learning (PBL)
 Training in Action 1.1: Team Building
Sizzles, then Fizzles,
 Training in Action 1.2: Field Partners with
Growers
Debriefing and Recapping
Assignment 1:
Case Study 1
Cognitive
2. Prepare Training
Needs Analysis
Topic: Need Analysis and Criterion Development:
Framework for Conducting TNA
Lecture and discussion
Project 1.
Conduct
Training Needs
Assessment

Assessment
Cognitive
3. Integrate the
systematic instructional
models in designing,
developing, and
implementing training
programs.
(Competence:
Autonomy and
Responsibility)
Topic: Training Design Training Objectives, the Heart
of Training
Lecture and class discussion
Peer grouping and brainstorming
Workshop on how to write training
objective/outcome
Modelling and showing example of a skill or
strategy in Training Design
• Training in Action 5.1: Analysis of Bill’s
Motivation
• Case Presentation: The Real World of
Training…What is Wrong Here?
• Training in Action 5.2: Using Symbolic
Rehearsal to Facilitate Retention
Project 2. Designing
of Training
Objective/Outcome
(due on seventh
week)
Assessment

Assessment
Cognitive
3. Integrate the
systematic
instructional models
in designing,
developing, and
implementing training
programs.
(Competence:
Autonomy and
Responsibility)
Topic: Development and Implementation of
Training
Lecture, class discussion and brainstorming
• Case Presentation: Jack Goes to Training
• Training in Action 8.1: What a Small
Company Can Do
• Training in Action 8.2: Training in a Small
Business: Examples of Different
Approaches
Project 4.
Development of
Training Module
(due on 14th week)
Lecture, class discussion and brainstorming
• Training in Action 8.3: Using Games in
Project 5.
Implementation of
Training Program,
Assessment

Assessment
Cognitive
4. Evaluate the
performance of the
delivery of training
programs using the
evaluation system
model outcome
measures—reaction,
learning, behavior,
and results.
(Competence: Role in
Context)
Topic: Development and Implementation of
Training
Lecture and class discussion
• Case Presentation: Training Designed to
Change Behavior and Attitudes
• Training in Action 9.1: Evaluation: What It
is Used for Matters?
• Training in Action 9.2: Reduction in
Training Time: The Value of
Demonstrating Value
• Training in Action 9.3: What Companies
are Doing for Evaluation
Project 6.
Evaluation of
Training Program,
based from the
delivery of training
module (due on
16th week)
Assessment

The Knowledge
Dimension
Factual
Conceptual
Procedurial
Metacognitive
Demonstrate critical understanding of the theoretical concepts of
training and development and their impact to human resource
development (Knowledge)
Bloom’s
Tax onomy Domain

The
Knowledge
Dimension
Factual
Conceptual
Procedurial
Metacognitive
2. Prepare Training Needs Analysis (TNA)
based from needs analysis system model.
(Skill)
1. Demonstrate critical understanding of the
theoretical concepts of training and
development and their impact to human
resource development (Knowledge)
3. Integrate the systematic instructional
models in designing, developing, and
implementing training programs.
(Competence: Autonomy and Responsibility)
4. Evaluate the performance of the delivery of
training programs using the evaluation system
model outcome measures—reaction, learning,
behavior, and results. (Competence: Role in
Context)
5. Establish effective training courses and
quality assurance of managing training
programs. (Competence: Self-development)
D o m a i n

Bloom’s Revised Taxonomy
Remembering
Retrieving, recognizing, and recalling relevant knowledge from long-term
memory
Understanding
Constructing meaning from oral, written, and graphic messages through
interpreting, exemplifying, classifying, summarizing, inferring,
comparing, and explaining
Applying Carrying out or using a procedure through executing or implementing
Analyzing
Breaking material into constituent parts, determining how the parts
relate to one another and to an overall structure or purpose through
differentiating, organizing, and attributing
Evaluating
Marking judgments based on criteria and standards through checking
and critiquing
Creating
Putting elements together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure through
generating, planning, or producing
Source: Anderson & Krathwohl as cited in Forehand, 2008
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
Revised Bloom’s Tax onomy

Working in your team:
• Use your learning outcomes in your syllabus:
• Determine the teaching and learning methodologies for
each outcome which you will execute to ensure
achievements of learning. And,
• Prescribe an assessment instrument appropriate to measure
individual learning outcome.

Congratulations!
You have just finished
session 3

Session
Workshop 1: Integrating NQF,
Bloom’s Taxonomy, TLM, and
Assessment
PUTTING IT ALL TOGETHER
Putting It All Together

WORKSHOP PROPER
This is an opportunity to improve the contents of your syllabus.
Using the Syllabus Template:
1. Redesign your Course Learning Outcomes (CLO) by aligning them to QF
Level 7 and reflecting the five (5) strands (Knowledge, Skills & Values,
Application and Degree of Independence.
2. Show how you are going to measure each CLO by determining the
appropriate assessment method.
3. Select appropriate Teaching and Learning Activities/Methods to ensure
successful assessment of learning.
4. Align CLO to PLO
5. Align PLO to GA
WORKSHOP PROPER

Crafting-OBE-Syllabus.ppt for education.

Recommended

Recommended

More Related Content

Similar to Crafting-OBE-Syllabus.ppt for education.

Similar to Crafting-OBE-Syllabus.ppt for education. (20)

Recently uploaded

Recently uploaded (20)

Crafting-OBE-Syllabus.ppt for education.

Editor's Notes