This document discusses outcomes-based education and assessment. It defines outcomes as the skills and competencies students are expected to demonstrate after a learning experience. Outcomes can be immediate or deferred. Constructive alignment is introduced as designing instruction to directly support the achievement of intended learning outcomes. The principles of outcomes-based education emphasize clarity of outcomes, designing learning down from outcomes, high expectations for all learners, and expanded opportunities. Understanding by Design and the instructional cycle are also presented as frameworks that are aligned with outcomes-based approaches.

1. Content without
purpose is only trivia.
-Steve Revington

2. OUTCOMES-BASED
EDUCATION AND
ASSESSMENT

3. OUTCOMES-BASED EDUCATION
OBE is education based on outcome.
This outcome may refer to immediate outcome or
deferred outcome
Immediate Outcomes are competencies/skills upon
completion of a lesson, subject, a grade/year, a
course, or a program itself.
Deferred Outcomes refer to the ability to apply
cognitive, psychomotor, and affective
skills/competencies in the various aspects of
professional and workplace practice (Navarro,
2019).

4. OUTCOMES-BASED EDUCATION
(Spady, 2007)
Spady spouses Transformational OBE
Transformational OBE is concerned with long-term,
cross-curricular outcomes that are related directly
to students’ future life roles such as being a
productive worker or a responsible citizen or a
parent.
Spady describes outcomes as clear learning results that
we want students to demonstrate at the end of the
learning experiences.; what learners can actually do
with what they know and have learned and tangible
application of what have been learned.

5. OUTCOMES-BASED TEACHING AND
LEARNING (OBTL) (Biggs, 2007)
Biggs and Tang (2007) makes use of the term
outcomes-based teaching and learning
(OBTL) which in essence is OBE applied in
teaching-learning process.
They defined outcomes as learning outcomes
which are more specific than institutional
outcomes, program outcomes, and course
outcomes.

6. OUTCOMES-BASED TEACHING AND
LEARNING (OBTL) (Biggs, 2007)
Outcomes are statements of what we expect
students to demonstrate after what they
have been taught.
These are referred to as learning outcomes.

7. OUTCOMES-BASED TEACHING AND
LEARNING (OBTL) (Biggs, 2007)
Institutional Outcomes-
Graduate Attributes
Program Outcomes
Course Outcomes
Learning Outcomes

8. Principles of OBE
(Spady, 1996)
1. Clarity of focus
Outcomes which students are expected to
demonstrate at the end of the program
are clear
2. Designing down
Basing the details of your instructional design
on the outcomes, the focus of instruction

9. Principles of OBE
(Spady, 1996)
3. High Expectations
Believing that all learners can learn and
succeed, but not all in the same time or in
the same way. Not all learners can learn the
same thing in the same way and in the same
amount of time but all are capable of
mastery and meaningful learning.

10. Principles of OBE
(Spady, 1996)
4. Expanded opportunities
Teachers must provide expanded
opportunities for all learners.
Most learners can achieve high standards if
they are given appropriate opportunities.
OBE is anchored on the premise that all
learners are teachable.

11. Constructive Alignment
Constructive alignment is Biggs’ term of
designing down given by Spady.
Constructive alignment is the process of
creating a learning environment that
supports the learning activities that lead to
the achievement of the desired learning
outcomes.

12. Constructive Alignment
In the context of assessment, constructive
alignment also means that the assessment
tasks and the specific criteria as bases of
judgment of students’ performance are
aligned to the intended learning outcomes.
The assessment tasks are aligned to the
learning outcomes.

13. Aligned Curriculum Model
Biggs, J.B., 2003)

14. Understanding by Design
(Wiggins and McTighe, 1998)
3 Stages
• Identify the desired results
• Determine the acceptable evidence
• Plan learner experiences and
instruction

15. Stages of Backward Design

16. Understanding by Design
UbD is OBE and OBTL in principle and in
practice.
Identifying desired results is identifying
outcomes, the first step in OBE and
OBTL.
Determining acceptable evidence of the
realization of outcomes is assessment.

17. Understanding by Design
In UbD, it is only when desired results
(outcomes) and evidence of the
realization of the proof of attainment
of that outcome that the teacher starts
to plan for instruction. This is to
ensure alignment of assessment task
and criteria and instructional plan wit
learning outcome, the desired result.

18. The Instructional Cycle
Learning
Outcomes
Teaching-
Learning
Summative
Assessment

19. The Instructional Cycle
The cycle begins with setting clear
learning outcomes.
Teaching-learning which begins with
preinstruction assessment, teaching
process which includes Teaching-
Learning Activities, Formative
Assessment and Reteaching if
necessary.

20. The Instructional Cycle
When every effort has been exerted to
help the learners attain the intended
learning outcomes, assessment for
scoring and grading (summative
assessment takes place.