This document outlines an upcoming seminar-workshop on outcomes-based syllabus design, test construction, and item analysis at Negros Oriental State University. The seminar will cover defining outcomes, the process of outcomes-based education including outcomes-based curriculum and learning/teaching, and how assessment measures student achievement of outcomes. It will also discuss the differences between content-based and outcomes-based learning systems and principles of outcomes-based education like clarity of focus, designing curriculum backwards from desired outcomes, and expanding learning opportunities for students.

1. ANTHONY M. PENASO, PhD, DSc, EdD, DM, DPA
Vice President for Academic Affairs
& Dean, Graduate School
Central Mindanao University
Musuan, Bukidnon
SEMINAR-WORKSHOP
ON OUTCOMES-BASED
SYLLABUS DESIGN,
TEST CONSTRUCTION
AND ITEM ANALYSIS
NEGROS ORIENTAL
STATE UNIVERSITY
JULY 15-16, 2013
Dumaguete City

3.  A syllabus is a legally-binding contract
between the instructor and the student.

5.  The syllabus should present this information
in a way that is

6.  Reasons to make this promise

7.  Objections

8. Two Fundamental Criteria:

10. What are outcomes?

13. OBE
(Education)
OBC
(Curriculum)
What the studentWhat the student
should achieve?should achieve?
OBLT
(Learning &
Teaching)
OBA
(Assessment)
How to make the
student achieve the
outcome?
How to measure what
the student has
achieved?
The ProcessThe Process
FlowFlow

14. CONTENT-BASED
LEARNING SYSTEM
OUTCOMES-BASED LEARNING
SYSTEM
Passive students Active learners
Assessment process –
exam and grade driven
Continuous assessment
Rote learning Critical thinking, reasoning,
reflection and action
Content based/broken
into subjects
Integration knowledge, learning
relevant/ connected real life
situations
Textbook/worksheet
focused & teacher-
centered
Learner-centered and educator/
facilitator use group/ teamwork
Content Based Learning Versus
Outcomes Based Learning
(Source: Spady, 1994)

15. CONTENT-BASED
LEARNING SYSTEM
OUTCOMES-BASED LEARNING
SYSTEM
See syllabus as rigid
and non negotiable
Learning programs seen as guides
that allow educators to be
innovative and creative in designing
programs/ activities
Teachers/trainers
responsible for learning
- motivated by
personality of teacher
Learners take responsibility for their
learning, learners motivated by
constant feedback/ affirmation of
worth
Emphasizes what
teacher hopes to
achieve
Emphasizes outcomes – what
learner becomes & understands
Content placed in rigid
time frames
Flexible time frames - learners work
at own pace

16. Outcomes Based Principles
(Source: Spady, 1994; Killen, 2000)
OBE Principles Explanation Application to practice
Clarity of focus  Focus on what
learners should be able
to do successfully
 Help learners develop
competencies
 Enable predetermined significant
outcomes
 Clarify short & long term learning
intentions
 Focus assessments on significant
outcomes
Design down  Begin curriculum
design with a clear
definition of the
significant learning
that learners are to
achieve by the end of
their formal education
 Develop systematic education
curricula
 Trace back from desired end
results
 Identity “learning building blocks”
 Link planning, teaching &
assessment decisions to
significant learner outcomes
High
expectations
 Establish high,
challenging
performance standards
 Engage deeply with issues on
learning
 Push beyond where normally have
gone
Expanded
opportunities
 Do not learn same
thing in same way in
same time
 Provide multiple learning
opportunities matching learner’s
needs with teaching techniques

18. Jason L. Frand, “The Information-Age Mindset: Changes in Students and Implications
for Higher Education,” Educause Review 35(5): 14-24, Sept.-Oct. 2000.)

23. “Planning without
action is futile,
action
without planning
is fatal”.
-Unknown

24. PLANNING
YOUR SYLLABUS
1. Develop
a well-
grounded
rationale
for your
course.
2. Define and
delimit
course
content
4. Structure
your students’
active
involvement
in learning
3. Decide on
desired learning
outcomes and
assessment
measures
5. Identify
and assemble
resources
required for
active
learning

25. EXAMPLES OF GOALS:

28. GOAL: To develop problem-solving abilities

29. BLOOM’S REVISED TAXONOMY

33. BLOOM’S REVISED TAXONOMY CIRCLE

34. PLANNING
YOUR SYLLABUS
1. Develop
a well-
grounded
rationale
for your
course.
2. Define and
delimit
course
content
4. Structure
your students’
active
involvement
in learning
3. Decide on
desired learning
outcomes and
assessment
measures
5. Identify
and assemble
resources
required for
active
learning

35. 1. Develop
a well-
grounded
rationale
for your
course.

36. 2. Define and
delimit
course
content

37. 3. Decide on
desired learning
outcomes and
assessment
measures
Examples of learning outcomes, in addition to
the conceptual knowledge and technical skills
of a discipline or field:

39. [Kurfiss (1988) pp. 9-10 of Judith Grunert, The Course Syllabus.
Boston: Anker, 1997.]

42. 4. Structure
your students’
active
involvement
in learning
Decide what topics are appropriate to what
types of student activities and assignments

43. Decide on a mix of strategies to use to
shape basic skills and procedures, present
information, guide inquiry, monitor
individual and group activities, and
support and challenge critical reflection.
The strategies you choose must fit with
the outcomes you hope to achieve.
4. Structure
your students’
active
involvement
in learning

44. 5. Identify
and assemble
resources
required for
active
learning

46. 2. What an outcomes-based syllabus includes in
addition to this basic information:

47. 47
Creating an Objective-based Syllabus
Danielle Mihram, Director
Center for Excellence in Teaching
University of Southern California
Outcome Based Education (OBE)
Puan Dalmataksiah Binti Mohd Zain
ACKNOWLEDGMENTS

48. 48
Syllabus Writing Workshop
Tom McCambridge
Assistant Professor
Webpage address: http://public.clunet.edu/~mccamb
Outcomes Based/Outcomes Focused
Education Overview
Mollie Butler, RN, PhD
ACKNOWLEDGMENTS

49. Thank you very much for listening!

50. 50
Questions