OUTCOMES BASED

EDUCATION
OUTCOMES BASED
TEACHING-LEARNING
Dr. Elena D.
Cuvin

Marymount Professional Colleges

June 6, 2015

DESIRED OUTCOMES
Shift paradigm from traditional
to OBTL;
Use and apply OBE in
delivering lessons using the
curriculum guide as reference;
Prepare, write and submit first
quarter/semester ILOs and
WLPs of the particular subjects
assigned;

OUTLINE
Principles of OBE
Difference between traditional
teaching and outcomes based
teaching and learning
Outcomes-Based Education
Constructive Alignment
Intended Learning Outcomes

WHY OBE?
Globalization: to conform with local &
international standards, e.g., Bologna
Accord, ASEAN Integration, Washington
Accord, UNESCO EFA Plan of Action
Impact of Kto12 to HEIs: new general
education curricular competencies;
Call for 21st century skills;
Best delivery approach for K to 12
curriculum.

Three Basic Premises

All students can learn and
succeed.
2. Successful learning
promotes even more
successful learning.
3. Schools control the
conditions for students
success.
1.

PHILOSOPHICAL BASES

(Mamary,

1991)

All students have talent.

2. The role of schools is to find
ways for students to
succeed.
3. Mutual trust drives all good
outcomes-based schools.
4. Excellence is for every child.
1.

PHILOSOPHICAL BASES
(Mamary, 1991)

By preparing students
every day for success
the next day, the need
for correctives will be
reduced.
6. No child should be
excluded from any
5.

traditional teaching and

assessment

TEACHING
- a process of
transmitting content to
the students.

traditional teaching and

assessment

Teachers used to plan their

teaching by asking such
questions as:
What topics or content do I
teach?
What teaching methods do I
use?
methods tend to be

traditional teaching and

assessment
How

do I assess to see if
the students have taken on
board what I have taught
them (mostly cognitive)?
assessment

focused on
checking how well the
message has been received;

traditional teaching and

assessment

common use of lectures

and demonstrations,
and exams that rely on
reporting back.

OBE/OBTL

Based on such questions as:

What do I intend my students to be able
to do after my teaching that they
couldnt do before, and to what
standard?
How do I supply learning activities
that will help them achieve those
outcomes?
How do I assess them to see how well
they have achieved them?

OBE/OBTL

OBTL starts with clearly stating, not

what the teacher is going to teach,

but what the outcome of that

teaching is intended to be in
the form of a statement of what
the learner is supposed to be
able to do and at what standard:
the Intended Learning
Outcome (ILO).

OBE/OBTL

Hence, we need to devise

Teaching and Learning
Activities (TLAs) that
require students to apply,
invent, generate new
ideas, diagnose and solve
problemsor whatever

OBE/OBTL

ASSESSMENT TASKS (ATs)

tell us not on how well
students have received
knowledge, but how they
can use it in academically
and professionally
appropriate ways, such as
solving problems, designing

OBE/OBTL
It is a process of
curriculum design,
teaching, learning
and assessment that
focuses on what
students can actually

Outcomes Based Education

(SPADY, 1994)

clearly focusing and

organizing everything in an
educational system around
what is essential for all
students to be able to do
successfully at the end of
their learning experiences.

What are learning

outcomes?
statements of what a
learner is expected to
know, understand
and/or be able to do at
the end of a period of
learning.

OBJECTIVE
What THE TEACHER

expects students to
know and be able to
do (as a whole) at the
end of instruction

Not behavioral in

nature
Verbs: Know,
Understand

Objectives are

planned results or
consequences of
instruction, curricula,
programs, or activities.

LEARNING OUTCOME
What THE STUDENTS

are able to do
(specific) at the end of
instruction
Stated in behavioral

terms
Verbs: Identify,
Discuss, Evaluate
Outcomes are

achieved results or
consequences of what
was learned
evidence that some
learning took place.

Constructive Alignment

(Biggs &

Tang)

Is the process of
matching the teaching
methods and evaluative
procedures to the
learning outcomes they
are supposed to achieved.

CONSTRUCTIVE
ALIGNMENT

What the
The students
students
How well the
enacts the
students
are to
verb in the
apply X to Y
learn:
e.g.,
ILO:They
apply X to
apply X to Y
Y
WHERE TEACHING and ASSESSMENT
ARE ALIGNED to the INTENDED

If students are to learn desired

outcomes in a reasonably
effective manner, then the
teachers fundamental task is to
get students to engage in
learning activities that are
likely to result in their achieving
those outcomes It is helpful to
remember that what the
student does is actually more
important in determining what is

Intended Learning Outcomes (ILOs)

- Statements of what students are

expected to be able to do after
studying a topic or course.
- Expressed from the students'
perspective.
- Expressed in the form of action
verbs leading to observable and
assessable behavior.
- Related to criteria for assessing

EXAMPLES

Learning OUTCOMES
By the end of this course,
students will be able to explain
the political and economic factors
that contributed to the start of
WWII.
By the end of this course,
students will be able to
synthesize information from a

Examine the following statements: Which in your

judgment are acceptable Learning Outcomes? Why?

By the end of the course, I will be able

to demonstrate to students how to set
up lab equipment.

By the end of the course, students will

be able to set up laboratory equipment
based on specified tasks and purposes

Student focused versus Teacher focused

By the end of the semester, the

course will instill an understanding
of the scientific method.
By the end of the semester,
students will be able to analyze
what constitutes valid and invalid
conclusions

Focused on the process versus

focused on the Outcome.

Students will write a lesson plan at the

end of each chapter.

Students will design different lesson

plans in relation to a variety of
instructional models such as inquiry
model, cooperative learning, lecturing
etc.

Activity based versus outcomes based

KEEP THIS IN MIND

The main focus should be on LEARNING

rather than teaching.
Students cannot learn if they do not THINK.
Thinking is facilitated and encouraged by the
PROCESSES that one uses to engage students
with the content, as well as by the CONTENT
itself.
The subject does not exist in isolationone has
to help students make LINKS to other subjects.
It must be the responsibility of all to help
students LEARN HOW TO LEARN.

Designing
Teaching/Learning
Activities (TLAs)
to Align with
Intended Learning
Outcomes (ILOs)

Having designed Program ILOs and

the Unit ILOs, we now need:

to design suitable
Teaching/ Learning
Activities
by activating the verbs
or learning activities
embedded in the ILOs.

Typical ILOPossible
TLAS
Describe
reading/interactive
lecture
followed by
presentation
Explain
tutorial, essay,
discussion
Integrate
project,
assignment
Apply
project, case study,
role play
Solve problem PBL, case study,
board work

Focus:

not how you are

going to teach
but how and
what you want

Identifying
Assessment Tasks
(ATs) Parallel with
TLAs and ILOs

Why do Assessment
Tasks (ATS)?

demonstrate whether
or not students have
achieved the ILOs and
what level their
performance is in
those ILOs;

How should the

ATs be?
appropriately designed or
selected to address all the
ILOs;
Different assessment methods
address different ILOs;
There should be several kinds
of task.

STEPS in Designing
ATs:
1. Select

a practicable

task.
2. Develop grading
criteria.
3. Decide how the graded
performances can be
combined to give a

Assessing by Scoring
System

FOR
Used to it,
logistically
easy;
Seems to be
the logical
way to
assess.

AGAINST:
Defines quality in terms
of accumulating small
quantities;
Measurement error also
accumulates which
invalidates fine
discriminations;
Sends undesirable
messages to students
(backwash).

Assessing by Grading
with Rubrics

FOR:
performance is
appropriately assessed
against what they
intended to learn:
criterion-referenced.
reaction is positive.
The final grade tells
students what they have
achieved and what they
need for a better
grade.

AGAINST:

Requires a
different mind
set for some
teachers.
Initially more
work in
designing ILOs,
suitable
assessment tasks
and rubrics.

Qualitative Assessment Involves Making

Judgments against Criteria (rubrics), not
by counting scores

If ILOs are to reflect

workplace or real world
standards, it is not
appropriate to state and
assess them in terms of
scores obtained.
Assessment tasks should

Grading ILOS or Assessment Tasks?

Normally, we grade the tasks
(assignment, project, etc.) but logically
we should grade the ILO directly.
Question becomes: how well did the
student do in the ILO (explain;
reflect; create), not on how well did the
student do in the project, the exam.
The students transcript might then
present a profile in terms of learning
outcomes, which would probably be of

Sample Rubric for Direct

Grading of ILOs
ILO1: Record accounting transactions related to cash,
receivables, inventories, fixed assets, payables, shareholders
equity, revenues, costs of merchandise sold and other expenses.
Complete annual accounting cycle.

ILO

Excellent A+ A A

Good B+ B B

ILO1 Able to journalize Able to

accounting
transactions in
all
areas covered
with
appropriate
account
titles and
amounts;
able to project
the

Adequate C+ C
C

Able to
journalize
journalize
accounting
some
transactions in accounting
most areas
transactions;
covered;
able to carry
able to project some journal
the impacts of entries to
some journal
financial
entries to
statements
financial
statements

Marginal D

Able to
journalize
some
accounting
transactio
ns

THE OBTL PHILOSOPHY OF

EDUCATION
Five Guiding Principles of the OBTL Approach to Course Design
(John Powers, 2008)

Learning Outcomes -what students

will be able to DO
Teaching Methods alignment with
expressed learning outcomes.
Assessments alignment with actual
teaching methods and expressed
learning outcomes.
Subjects Taught promotion of
progression of cognitive abilities
Curriculum Structure- relevance for

CONSTRUCTING OUTCOME
STATEMENT

appropriate verb-key to
preparing useful outcome
The first step-think.
-what should the
students be able to do as
a result of taking the
class?

Classic example:
The student will
understand the
concepts related to the
major theories of
persuasion

Based on the example given:

Can a student/teacher identify
the learning tasks required to
promote understanding of the
concepts asked?
Does it provide any direction
on how learning activities could
be selected?
Does it guide the selection of

ALIGNING OUTCOME STATEMENTS,

TEACHING TASKS & ASSESSMENT
METHODS

The second step?

-identify one or more
teaching methods that
would accomplish the
learning outcomes
expressed;

ILO Explain the concepts of

major
theories of persuasion.

TLA1-Interactive Lecture/Group
Activity: Discussion of the
theories of persuasion;
TLA2- Debate/Position Paper:
The significance of the theories
of persuasion;
TLA3- Role Playing: Create a
situation where a theory of

ALIGNING OUTCOME STATEMENTS,

TEACHING TASKS & ASSESSMENT
METHODS

Last step? - identification of the

assessment tasks and procedures;
a parallel set of assessment
methods that focus on
evaluating the degree to which
the work achieved the desired
learning objective;
Specify the criteria used to
evaluate student work.

ILO Explain the concepts of major

theories of persuasion.

TLA1Interactive
Lecture/Group
Activity
TLA2Debate/Position
Paper
TLA3- Role
Playing

AT1-Recitation Grading Criteria for

IL/Rubric for GA

AT2-Rubric for Debate/Essay Writingcontent, mechanics, etc.

AT3-Rubric for RP/Likert Scale

TLAs
ATs

ILOs

CONSTRUCTIVE
ALIGNMENT

(Biggs

&Tang)

-the process of matching

the teaching methods and
evaluative procedures to
the learning outcomes

ALIGNING OUTCOME STATEMENTS,

TEACHING METHODS, AND
ASSESSMENT METHODS
CONSTRUCTIVE ALIGNMENT (Biggs & Tang)
Learning Outcome
Desired

Most Appropriate
Teaching Method to
Use

Best Assessment
Method to be Used

Three Dimensions of the Constructive Alignment Process

(John H. Powers, 2008)

VERY IMPORTANT NOTE:

Ensuring that ones OBTL efforts do
not overemphasize lower levels
of knowing and doing at the
expense of higher ones;
Ensure that ones teaching and
assessment methods do not
inadvertently undermine the
goal of promoting higher levels
of student achievement.

HIERARCHY OF LEARNING OBJECTIVES

Recognize that educational

objectives can be
arranged in a meaningful
hierarchy based on which
types of knowledge are
being called for.

Principle underlying the

hierarchy..

Some types are more basic

(but also simpler to master,

demonstrate, and test);

They provide the

prerequisite foundation for
the higher level intellectual
accomplishments.

How do we arranged
educational objectives?
Be logical.
Be creative.
Be resourceful.

There has been

a lot of revision
to Blooms

Blooms Taxonomy
of Educational Objectives

Six hierarchically arranged levels of

educational objectives (from lowest to
highest):
1. Remembering,
2. Understanding,
3. Applying,
4. Analyzing,
5. Evaluating, and
6. Synthesizing or Creating.

Who among you

sends text messages?
uses emails?
keeps a blog?
could hacks sites?
skypes?
ends comments or reviews at
the net?
does video conferences?

Learning is creating
meaning and
knowledge forms

Constructing OBE Learning Objectives

Using the Bloom Taxonomy

Aligning Teaching Methods with

Outcome Statements Using the
Bloom Taxonomy

Most subjects will have multiple

learning objectives spread over
some or all of the six levels.
It is possible for even
introductory subjects to aspire
to promote some degree of all
six levels of learning outcomes
under the right conditions.

After stating the learning outcome,

do not assume that methods

aimed at fostering the lower
level learning outcomes (typically
lectures and objective
examinations) will produce the
higher level outcomes as some
sort of spontaneous, magical
consequence.

Recognize that an over

reliance on lower level
teaching methods (and
their corresponding means
of evaluation) are actually
likely to undermine
progress toward

Students see
what we covertly
value by the way
we actually teach
and not by what
we say we value.

Point of discussion of the

Hierarchy

The approaches to
assessment of student
learning should be
congruent with the learning
objectives we espouse and
the teaching methods we
employ.

Aligning Assessment Methods with

Ones Outcome Statements Using the
Bloom Taxonomy

CONVERTING CURRENT SYLLABI

TO THE OBE APPROACH
1.

Prepare the Outcome-Based Learning

Objectives
a. Identify 5 to 6 specific Learning
Objectives you have for your course.
b. Word them so that they emphasize
what students will be able to do as a
result.
c. Arrange them so that they reflect a
progression in the level of cognitive
skills required.

CONVERTING CURRENT SYLLABI TO THE

OBE APPROACH
3.

4.

Determine the kinds of assessment

methods (including performance
criteria) to evaluate student progress
in achieving the learning outcomes.
Explain the manner in which the
assessment methods will be used to
produce a final grade, including the
percentages that each assessed
piece of work will count toward
determining the final grade.

SAMPLE SYLLABUS