Outcome-based education (OBE) focuses on what students can do after exiting the educational system rather than on what is taught. OBE aims to make learning more learner-centric and discourage rote memorization. In OBE, achievement levels are predetermined and time spent learning varies, whereas in traditional education time is predetermined and achievement varies. OBE encourages critical thinking skills and assessing students continuously, integrating subjects and connecting learning to real life. Effective OBE implementation requires translating missions into measurable indicators and targets to assess outcomes. Teaching in OBE focuses on transformative learning and being learner-centered through understanding curriculum design.

1. OUTCOME BASED EDUCATION
Tony Coloma
Faculty Member, PAREF Northfield School for Boys

2. OUTCOME BASED EDUCATION
• What is OBE?
• Why shift to OBE (from Traditional
Education)?
• OBE Models
• OBE Frameworks

3. What is Outcome Based Education?
• an educational process that focuses on what
students CAN DO or the QUALITIES that they
should develop after they exit the
educational system. (Spady 1994)
• OBE is learner centric approach (DOE 1997)
• discourages traditional education
approaches

4. CONVENTIONAL MODEL OF
TEACHING
What do I need to teach?
PLANNING WITH OUTCOME IN
MIND
How are they going to
learn the content?
How am I going to assess
their learning?
What will learners’ be able
to do?
How can we tell that they
learned the skills?
What content do we need
to teach the learners to
demonstrate their
learning?

5. Paradigm shift
Traditional
• Time is
predetermined;
Achievement varies
OBE
• Achievement is pre
determined; Time
varies

6. Traditional
• Exam driven
• Rote-learning is
encouraged.
OBE
• Learners are
assessed on an
ongoing basis.
• Critical thinking,
reasoning, reflection
and action are
encouraged.

7. Traditional
• Syllabus is content-based
and divided into subjects.
• Teachers are responsible
for learning and
motivation depends on
the personality of the
teacher.
OBE
• Content is integrated and
learning is relevant and
connected to real-life
situations.
• Learners take responsibility
for their own learning and
are motivated by feedback
and affirmation of their
worth.

8. Traditional
• Lack of emphasis on
skill needed in jobs
OBE
• Produce/reproduce
what was taught

9. OBE Models
• Craft Guilds of the Middle
Ages
• Apprenticeship
• Training in the Skilled
Trades
• Personnel Training in
Business
• Professional Licensure
• Military Training
Programs
• Scouting Merit Badges
• Karate Instruction
• Scuba Instruction
• Flight Schools
• Ski Schools
• One-Room School houses
• "Alternative" High
Schools
• Parenting

10. Framework for Outcomes-based Education
Commission on Higher Education Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment

11. What is needed?
• Mission and Vision are translated into:
– Indicators
• correspond to the competencies (which should be
specific, measurable, attainable, realistic, and time-
bound): Qualification- NF Graduates have the SKILLS?)
Commission on Higher Education Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment
"I don't know who you are. I don't know what you want. If you are looking for ransom I can tell you I don't have money,
but what I do have are a very particular set of skills.
Skills I have acquired over a very long career. Skills that
make me a nightmare for people like you. If you let my daughter go now that'll be the end of it. I will not look for you, I
will not pursue you, but if you don't, I will look for you, I will find you and I will kill you."
—Liam Neeson, Taken

12. What is needed?
• Mission and Vision are translated into:
– metrics
• what will be measured? (number of students
who passed the college/university entrance
exam, rate or score to pass the
college/university test)
– Targets
• What is the desired value? (100% desired
university, 85% or 95% passed or accepted in
big University -- local or international)
Commission on Higher Education Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment

13. • Program outcomes are the sets of
competencies (related knowledge, skills,
and attitudes) that all learners are
expected to demonstrate.
• Course outcomes refer to the
knowledge, values, and skills all learners
are expected to demonstrate at the end
of a course.
What kind of PAREF
Northfield Graduates do we
want to produce?”

14. How do you teach in an OBE framework?
• Transformative learning (J. Mezirow)

15. How do you teach in an OBE framework?
• Learner-centered

16. How do you teach in an OBE framework?
• Understanding by Design

17. Try this!
• Indicate at least one or two learning outcomes
• Provide the indicators
• How will you assess the aim?
Learning outcome Indicators Assessment Mode of delivery
(teaching)
At the end of the
course students
should be able to:
• decide which
measuring tools
can be used for a
specific
measurement (S,
D,and T)
• Convert unit of
measure
• Suggest which
type of measuring
instrument is
appropriate in
measuring
distance, speed,
and time.
• Use appropriate
measuring
instrument /s
• Test: Given a
hypothesis, write
the correct
measuring
instrument to be
used
• Performance
based: use the
instrument to
measure speed,
distance, and time.

18. Learning outcome Indicators Assessment Mode of delivery
(teaching)
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

19. SHARE YOUR WORK 