By: JADE ROSVIR T.

GO, RN
 LEARNING OUTCOMES:
• Define the terms Curriculum and Outcome-
Based Education
• Discuss the different elements of Outcome-
Based Education
• Compare the different types of Assessment
• Differentiate the different learning resources.
 What is Curriculum?

“formal and informal content and process by

which learners gain knowledge and
understanding, develop skills and alter attitudes,
appreciations and values auspices of that
school.” – Ronald C. Doll (1996)
• Outcome-based education is a process on what is to be
learned – the outcomes (Kudlas, 1994). It emphasize to
set clears standards for observable, measurable
outcomes.

• The basic belief of OBE is shifting the focus of educational

activity from teaching to learning; skills to thinking;
content to process; and teacher instruction to student
demonstration (Williams, Cited in Tavner, 2005).
 Four basic principles suggested by Spady (1994).

• CLARITY OF FOCUS - This means that everything teachers do

must be clearly focused on what they want students to know,
understand and be able to do.

• DESIGNING DOWN - It means that the curriculum design must

start with a clear definition of the intended outcomes that
students are to achieve by the end of the program.

• HIGH EXPECTATIONS - It means that teachers should establish

high, challenging standards of performance in order to
encourage students to engage deeply in what they are learning.

• EXPANDED OPPORTUNITIES - Teachers must strive to provide

expanded opportunities for all students.
 ELEMENTS OF THE CURRICULUM

1. AIMS AND LEARNING OUTCOMES

2. CONTENT
3. TEACHING AND LEARNING METHODS
4. ASSESSMENT
5. LEARNING RESOURCES
 AIMS and LEARNING OUTCOMES
• Aims – describe what the teacher is trying to achieve
whereas goals usually describe what the course or
organization is trying to achieve.

• Learning outcomes/Objectives – guide teachers/trainers on

what is expected (results) of the learners on completion of
the education/training programme.

• Learning outcomes also guide students on what they are

expected to be able to do in terms of knowledge, skills, and
attitudes toward completing the program or its parts.
 LEARNING OUTCOMES/OBJECTIVES

3 Big Domains of Objectives: (Bloom’s Taxonomy)

»Cognitive
»Affective
»Psychomotor
Cognitive Domain
• Domain of
thought
process
Affective Domain
• Domain of
valuing, attitude
and
appreciation.
Psychomotor Domain
• Domain of the use
of psychomotor
attributes
 The Objectives should be:
• Written in the future tense
• Identify important learning requirements
• Be achievable and assessable
• Use language which students can
understand
• Relate to the explicit statements of
achievements
 LEARNING TEACHING AND LEARNING ASSESSMENT
OBJECTIVES/OUTCOMES ACTIVITIES

On completion of the
session the student will be
able to:
1. Describe the
mechanism of
controlling blood
pressure
Students to find relevant articles Short answer
on the Internet relating to questions as
control of blood pressure as
preparatory work.
part of
Mini lecture on mechanism examination
controlling blood pressure
Q&A discussion

1. Take an accurate Practical demonstration of the

blood pressure teacher followed by students
reading using a range practicing in pairs in the clinical
of equipment skills lab with feedback from the
teacher
 CONTENT
• The content parts of the curriculum have to be
studied in relation to other parts so that the
curriculum forms a coherent learning
programme.
• The content is usually derived from the objectives
which form the basis of the programme
development and can be simply defined as the
knowledges, skills, and attitudes and values to be
learned.
 Criteria used in selection of subject
matter for the curriculum:
• SIGNIFICANCE: contribute to basic ideas to
achieve overall aim of curriculum, develop
learning skills.

• VALIDITY: meaningful to the learner based on

maturity, prior experience, educational and
social value.
• UTILITY: usefulness of the content either for
the present or the future

• LEARNABILITY: within the range of the

experience of the learners

• FEASIBILITY – can be learned within the time

allowed, resources available, expertise of the
teacher, nature of learner
TEACHING METHODS

• Teaching method is planned according to

content. The term teaching method refers to the
general principles, pedagogy and management
strategies used for classroom instruction.

• Your choice of teaching method depends on

what fits you — your educational philosophy,
classroom demographic, subject area(s) and
school mission statement.
• When adopting the OBL approach, we need to
adjust the assessment tasks to ensure that all the
learning outcomes have been addressed by the
assessment tasks to some extent.

• The teaching and learning methods or learning

experiences should be derived from the content
and learning outcomes in a meaningful way and
the methods or the organization of experiences
should facilitate the attainment of respective
objectives in the cognitive, affective, and
psychomotor domain.
 Points to keep in mind are:
• How relevant are the teaching and learning methods to the
content and learning outcomes?

• How are students supported in independent learning and study

(self-directed learning)?

• What resources are required and available to ensure effective

teaching and learning?

• Does the teaching promote critical and logical thinking at the

level of the learner?

• Are the teaching and learning methods appropriate for the

selected assessment methods?
 ASSESSEMENT
• Assessment is therefore a key part of outcome-
based education and used to determine whether
or not a qualification has been achieved.
Assessment methods that measure students’
performance.

• Teaching and learning methods must support the

assessment strategy.
 Aspects need to be checked relating
to assessments:
• Are the assessment methods to which relate to the
assessment of knowledge, skills, and attitudes
appropriate?

• Do the teaching and learning methods support the

assessment strategy?

• Are the assessment methods reliable and valid?

• Are the students/learners being assessed sufficiently or

are they being over-assessed?
 TYPES OF ASSESSMENTS
• Diagnostic Assessment – Assesses a student’s
strengths, weaknesses, knowledge, and skills prior
to instruction.

• Formative Assessment – Assesses a student’s

performance during instruction, and usually occurs
regularly throughout the instruction process.

• Summative Assessment – Measures a student’s

achievement at the end of instruction.
• Norm-Referenced Assessment – Compare’s a
student’s performance against a national or other
“norm” group.
•
• Criterion-Referenced Assessment – Measures a
student’s performance against a goal, specific
objective, or standard. A score that compares a
student's performance to specific standards.

• Interim/Benchmark – evaluates student

performance at periodic intervals, frequently at the
end of a grading period.
 LEARNING RESOURCES
• Learning resources are the teachers, support
staff, funding, books/journals, and teaching
rooms.

• Curriculum planners who are developing whole

programmes need to think strategic level about
the resources required and how these can be
used effectively and efficiently.
 Learning resources to deliver the
curriculum:
• Teachers, Technical, and Administrative Staff –
there should be sufficient staff to deliver and
support the delivery and assessment of the course.

• Equipment - including IT and AV equipment,

models, and stimulators, laboratory and clinical
equipment, whiteboards, flip charts.

• Finances – the course will require adequate funding

to sustain its activities.
• Books, journals, and multimedia resources - lists of
the core textbooks for each part of the course and
other resources including reference texts should be
identified by teachers and purchased for use by
learners.

• Teaching rooms, office space, social and study

space – there should be adequate provision to
accommodate learners at all stages of the course

• Requirements for provision and delivery of clinical

teaching/placements – in course for health
professionals, these areas of the course usually
comprise a large part if the curriculum.
 Referrences
• https://www.ied.edu.hk/flanobl/view.php?secid=784
• http://www.k12academics.com/education-reform/outcome-
based-education/what-obe#.WVXH5ITyvIU
• http://www.educationalpolicy.admin.cam.ac.uk/curricula-
and-assessment/learning-aims-and-outcomes