The document discusses the key elements of an outcomes-based syllabus, including course outcomes, intended learning outcomes, topics, teaching and learning activities, and assessment tasks. It explains that an outcomes-based syllabus clearly outlines what students will learn by the end of the course and how their learning will be measured. The syllabus should also align course outcomes with program outcomes and include details on course structure, requirements, and policies to form a contract between instructor and students.

1. OUTCOMES-BASED
SYLLABUS

2. 1.
• What is a syllabus?
2.
• What constitutes a good syllabus?
3.
• What are the basic elements of an OBE
syllabus?

3. What is a syllabus?
• A syllabus is a legally-binding
contract between the instructor and
the student.

4. The Syllabus asA Contract
• This is what I will do
• This is when I will do it
The syllabus should also say to your
students
In other words, the syllabus makes
clear to the students what their
obligations are to you, and what your
obligations are to them

5. The Syllabus asA Contract
• The syllabus should present this information
in a way that is
Simple Clear Unambiguous
Straightforward Easily found

6. The Syllabus asA Contract
• Reasons to make this promise
1.
• It is the kind and humane thing to do
2.
• It implies an attitude. It says, I have
planned this carefully and I expect that
you will plan your participation in this
course carefully, too.

7. The Syllabus asA Contract
• Objections
We can’t perfectly predict what will happen
down the road.
You may be absent.
Students may be more or less advanced than
you thought.
Lectures may take longer or shorter than you
predicted.

8. Two Fundamental Criteria:
• The syllabus should include
all the information that
students need to have at the
beginning of the course.
• The syllabus should include
all the information that
students need to have in
writing.

9. Syllabus as a contract between
the professor and his student.
Do you agree?Why or why not

10. Describe the course,
its goals, and its
objectives.
Describe the structure
of the course and its
significance within the
general program of
study
Discuss what mutual
obligations students
and instructors share.
Provide critical
logistical and
procedural information
--what will happen,
when, and where.
BASIC PURPOSES
OF A SYLLABUS

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

12. Outcomes-based syllabus
What do you
want your
students to
learn? (what
are the learning
outcomes which
you expect from
the course?)
What
assignments,
classroom
activities, and
pedagogical
approaches will
help your
students master
the identified
knowledge, skills,
or attitude
changes?
How will you
determine that
students have
accomplished
what you set out
to teach them?
(How will you
evaluate their
achievements?)
It provides a clear statement of intended learning goals and
student learning outcomes. It answers questions such as:

13. Computers are not just “technology”
The Internet is better than TV
Reality is no longer “real”
Doing is more important that knowing
Multitasking is a way of life
Typing is preferred to handwriting
Staying connected is essential
There is zero tolerance for delays
Consumer and creator lines are blurring
Jason L. Frand, “The Information-Age Mindset: Changes in Students and Implications
for Higher Education,” Educause Review 35(5): 14-24, Sept.-Oct. 2000.)

14. How did Internet technology
change the classroom
dynamics?

15. IMPLICATIONSTO SYLLABUS
DESIGN
1.
• It requires substantial reflection and analysis in the
planning stage.
2.
• It includes goals on content, process, and product.
3.
• It allows the instructor to engage into a scholarly
approach to the knowledge and research relating to the
course.
4.
• It engages students in the discovery of knowledge.
5.
• Because it is a “learning tool”, it reinforces the
intentions, roles, attitudes and strategies of the
instructor.
6.
• It is a “learning contract” .

16. • What is my teaching philosophy?
• What does it mean to be an educated person in
my discipline or field?
• How does my course relate to disciplinary and
interdisciplinary programs of study?
• What are my intentions and purposes for
producing and assessing learning?
• What is my preferred teaching style?
• What choices shall I make about teaching
strategies and forms of assessment?
• What are the students’ diverse needs, interests,
and purposes?
It asks that you think carefully,
asking yourself:

17. Planning your
syllabus

18. Outcomes- basedTeaching and
Learning (OBTL)
- - is the constructive alignment of course outcomes
(COs), intended learning outcomes (ILOs) with
essential content, appropriate learner-centered
activities (TLAs) and outcomes-based assessment
(ATs)
-
- is a student-centered learning philosophy that
focuses on measuring student performance
(outcomes)
- a classroom-level OBE that addresses teaching and
learning

19. The ‘Spirit’ of OBTL
1. What ultimately matters is not what is taught
but what is learned;
2. Course objectives should be set in terms of
course outcomes;
3. Topics covered, teaching strategies and
assessment tools should be aligned with course
outcomes and intended learning outcomes,
such that they are fully integrated and
consistent with each other;
4. The quality of teaching is judged by the quality
of learning that takes place.

20. OBTL Syllabus
An OBTL syllabus should contain the following:
1. Course title, course description, number of units,
prerequisite requirements
2. Course outcomes (COs) – the knowledge, values
and skills all learners are expected to
demonstrate at the end of a course

21. OBTL Syllabus (continuation)
3. Intended learning outcomes (ILOs) –
outcomes of a specific lesson supporting the
course outcomes
4. Topics covered
5. Teaching and learning activities (TLAs)
6. Assessment tasks (ATs)

22. Course/ Subject Course Outcomes
Topic
Intended Learning
Outcomes
Program Program Outcomes

23. OBTL Syllabus (continuation)
Part of the syllabus should be a matrix showing
the relationship of the course outcomes to
program outcomes.
Program
outcomes/
course outcomes
(a) (b) (c) (d) (e)
CO 1
CO 2
CO 3

24. Course
Outcomes
Intended
learning
Outcomes
Topics TLAs ATs
CO 1
ILO 1-1 Topic 1-1 TLA 1-1 AT 1-1
ILO 1-2 Topic 1-2 TLA 1-2 AT 1-2
CO 2
ILO 2-1 Topic 2-1 TLA 2-1 AT 2-1
ILO 2-2 Topic 2-2 TLA 2-2 AT 2-2
ILO 2-3 Topic 2-3 TLA 2-3 AT 2-3
CO 3
ILO 3-1 Topic 3-1 TLA 3-1 AT 3-1
ILO 3-2 Topic 3-2 TLA 3-2 AT 3-2
ILO 3-3 Topic 3-3 TLA 3-3 AT 3-3

25. Intended Learning Outcomes (ILOs)
 statements of what students are expected
to be able to do as a result of engaging in
the learning process
 Expressed from the students’ perspective
 Expressed in the form of action verbs
leading to observable and assessable
behaviour
 Related to criteria for assessing student
performance

26. BLOOM’S REVISED TAXONOMY

30. BLOOM’S REVISED TAXONOMY CIRCLE

31. Teaching and Learning Activities
(TLAs)
 in any teaching and learning situation
(lecture, tutorial, laboratory work or project),
TLAs include what the teacher does (teaching
activity) and what the student does (learning
activity).
TLAs could be either large or small class
activities
TLAs could be either teacher-, peer- or
student self- managed

32. AssessmentTasks (ATs)
1. Provide students the opportunity to demonstrate whether or
not they have achieved the ILOs and what level their
performance is in those ILOs;
2. Provide the evidence allowing teachers to make a judgment
about the level of a student’s performance against the ILOs
and to award a final grade;
3. Should be appropriately designed or selected to address the
ILOs that we want to assess;
4. Different assessment tasks address different ILOs.

33. Selection of AssessmentTasks
Questions to be asked in selecting assessment
tasks:
1. Are the ATs able to address and are aligned to
their appropriate ILOs?
2. Are the ATs practicable with respect to
available time and resources?
3. Do the ATs reflect the relative importance of
the ILOs?
4. Is the assessment workload realistic for
teachers and students?

34. Sample Outcomes-based Course
Syllabus Format
CourseTitle:
Course Description:
No. of units:
Prerequisite/co-requisite:
Program
outcomes/
course
outcomes
(a) (b) (c) (d) (e)
CO 1
CO 2
CO 3

35. Course
Outcomes
Intended
learning
Outcomes
Topics TLAs ATs
CO 1
ILO 1-1 Topic 1-1 TLA 1-1 AT 1-1
ILO 1-2 Topic 1-2 TLA 1-2 AT 1-2
CO 2
ILO 2-1 Topic 2-1 TLA 2-1 AT 2-1
ILO 2-2 Topic 2-2 TLA 2-2 AT 2-2
ILO 2-3 Topic 2-3 TLA 2-3 AT 2-3
CO 3
ILO 3-1 Topic 3-1 TLA 3-1 AT 3-1
ILO 3-2 Topic 3-2 TLA 3-2 AT 3-2
ILO 3-3 Topic 3-3 TLA 3-3 AT 3-3

36. Additional Information:
1. Textbook
2. Suggested References
3. Course Requirements
4. Grading System
5. Classroom Policies
6. Consultation Hours
7. Faculty member(s) who prepared the
syllabus, reviewer and approving officer;
date of revision and date of effectivity

37. Course Outcomes Assessment and Evaluation
for Continuous Improvement
Course
Outcomes
ILOs ATs
Performance
Target
Evaluation Recommendations
CO1
CO2
CO3

38. End