BUSINESS PLAN

needs WORKERS
WHO have the
following skills:
LEARNING
INNOVATION SKILLS
1 Creativity
2 Critical Thinking and
Problems Solving Skills
3 Communication Skills
4 Collaboration Skills
LIFE AND
CAREER SKILLS
1 Flexibility and
Adaptability
2 Initiative and Self-
Direction
3 Social and Cross-
Cultural Skills
4 Productivity and
Accountability
5 Leadership and
Responsibility
ACCOUNTABILITY
AND ADAPTABILITY
SKILLS
1

Exercising personal
responsibility and flexibility
 2

Setting and meeting high

standards and goals for
one’s self and others
3 Tolerating ambiguity
 Information,
Communication and
Technology (ICT) Skills
• Analyzing,
transforming, and
creating information
USING TECHNOLOGY
• Collaborating with others to solve
problems and make decisions USING
TECHNOLOGY
• Performing a variety of complex
tasks using sophisticated technology
“There remains…a profound gap
between the knowledge and skills most
students learn at school and the
knowledge and skills they need in
typical 21st century communities and
workplaces.”
--Partnership for 21st Century Skills
(www.21stcenturyskills.org)
The way students learn needs to change….
In a nutshell, OBE implies the best way to learn is to
first determine what needs to be achieved. Once the
DESIRED RESULTS or ‘exit outcomes’ have been
determined, the strategies, processes, techniques and
means are put in place to achieve the predetermined
goals. In essence, it is a working-backwards with
students as the centre of the learning – teaching
process (CMO 26, s. 2012)
 OUTCOMES
• Sets of
competencies,
expressing what the
student will KNOW,
UNDERSTAND or BE
ABLE TO DO after
completion of a
process of learning
 OUTCOMES
• Statements that describe
SIGNIFICANT and
ESSENTIAL LEARNING
that learners have
ACHIEVED, and can
RELIABLY DEMONSTRATE
at the end of a course or
program.
All learners can learn
and succeed; success
breeds success; and
“teaching institutions”
(schools) control the
conditions of success.
OBE is learner-centered

BUT
- It is NOT reporting in class
- It is NOT doing role playing or drama in a
programming class
- It does NOT mean lecture is a “no…no”
inside the class

- IT IS TEACHING THE STUDENTS IN THE

WAY THEY EASILY LEARN
 Content Based Outcomes Based
Learning System Learning System
(CBLS) (OBLS)

Passive Active

1
 CBLS OBLS
Exam and Continuous
Grade Driven Assessment

2
CBLS OBLS
Rote Critical thinking,
reasoning,
reflection & action

3
 CBLS OBLS
Textbook
Focused and Varied Sources
Teacher and Learner
Centered Centered

4
 CBLS OBLS
•Teachers • Learners take
responsible for responsibility for their
learning learning
•Motivated by the • Motivated by
personality of the Feedback/affirmation
teacher of worth

5
 CBLS OBLS
•What the •What learner
teacher becomes,
hopes to understands
achieve and does

6
 CBLS OBLS
•Content placed •Flexible
in rigid time time
frames frames

7
 CBLS OBLS
•Stay in single • Learners can gather
learning institution credits from different
until complete institutions until
qualification is achieved

8
 CBLS OBLS
•Previous knowledge • Recognition of
and experience in prior learning
learning field
ignored

9
 Focus on what learners will be
able to do successfully

1
Begin curriculum design with a
clear definition of the significant
learning that learners are to
achieve by the end of their formal
education

2
 Establish high challenging
performance standards

3
Do not learn the same thing in the
same way at the same time

4
Ensure all learners are successful in that
they are equipped with the knowledge,
skills and qualities (values and
attitudes) required after they exit the
educational system

1
Achieve and maximize selected
outcomes for all students by structuring
and operating education facilities to be
success oriented.

2
Assessment involves one or more
processes that identify, collect, analyze,
and report data that can be used to
evaluate achievement of learning
outcomes. Effective assessment uses
relevant direct, indirect, quantitative
and qualitative measures appropriate to
the learning outcome.
Categories of Assessment:
1. Assessment for learning provides feedback to
both the teacher and the student of the
latter's progress towards achieving the
learning outcomes.
2. Assessment as learning focuses on the role of
the student as the critical connector between
assessment and learning
3. Assessment of learning is used in making
summative decisions
Elements of Program Assessment and Evaluation
1. It should consider the performance indicators that
were set at the start while planning for the program
2. It should consider the assessment methods which
should be appropriately selected to measure the
performance
3. It should consider the standards since these
indicate the quality of the product, i.e., level of
student performance
4. The efficiency with which the program operates
should be considered
Killen (2000) says to be useful in an
OBE system, assessment criteria should
conform to the following principles:
 The assessment procedures should
be valid – they should assess what
they are intended to assess

1
 The assessment procedures should
be reliable – they should give
consistent results

2
 The assessment procedures should be
fair – they should not be influenced
by any irrelevant factors such as the
learner’s cultural background etc.

3
 Assessment should reflect the
knowledge and skills that are most
important for learners to learn
4
 Assessment should tell educators and
individual learners something they do not
already know, stretching learners to the limits
of their understanding and ability to apply
their knowledge

5
 • Assessment should be comprehensive and
explicit.
Assessment should support every learner’s
opportunity to learn things that are
important
6
 Because learners are individuals,
assessment should allow this
individuality to be demonstrated

7
 Assessment Design Steps
Step #1
Define results
to be
measured

Step #5 Step #2
Implement Identify data
and required &
evaluate Continuous sources
Improvement

Step #4 Step #3
Define additional Review existing
methods and assessment
measures methods
Fall 2003
 Development Process
• Identify broad goals
Goals desired for your specific
course/program
Objective
s • State objectives for
Outcomes each goal
• Define measurable
Tools
outcomes for each
Improveme objective.
nt
• Review tools & their
use for continuous
improvement
Fall 2003
 Identify Broad Goals

Goals

Question: Describe what broad objectives you

want to achieve through your course or
program.

Example: The program will provide a quality

undergraduate education.

Fall 2003
 State Objectives
Objectives

Question: Identify what you need to do to achieve

your goals.

Examples: To provide an integrated experience to

develop skills for responsible teamwork,
effective communication and life-long learning
needed to prepare the graduates for
successful careers.

To improve students’ communication skills

through term project
Fall 2003
 Define Outcomes

Outcomes

Question: Identify what expected changes you

expect to occur if a specific outcome is
achieved.
Examples: The students will communicate
effectively in oral and written form.

Students will prepare and present a

final report for the term project

Fall 2003
 Objectives Summary
• Each addresses one or more needs of one or
more constituencies
• Understandable by constituency addressed
• Number of statements should be limited
• Should not be simply restatement of
outcomes

Outcome-Based Program and Course

Fall 2003
Assessment
 Outcomes Summary
• Each describes an area of knowledge and/or
skill that a person can possess
• Should be stated such that a student can
demonstrate before graduation/end of term
• Should be supportive of one or more
Educational Objectives
• Do not have to include measures or
performance expectations

Outcome-Based Program and Course

Fall 2003
Assessment
 Review Tools
Tools

In considering the goals, objectives, and

outcomes previously discussed, what
assessment tools exist to support
measurement needs?
Questions:
Are there any other tools that you would
like to see implemented in order to
effectively assess the learning outcomes
previously defined?

Fall 2003
 Strategies/Practices
Practice

Curriculum
–Courses
–Instruction (Teaching methods)
–Assessment
Policies
–Admission and transfer policies
–Reward systems
Extra-curricular activities
Fall 2003
 Using Results for
Improvement
Improvement

“Assessment per se guarantees nothing

by way of improvement, no more than a
thermometer cures a fever. Only when
used in combination with good
instruction (that evokes involvement in
coherent curricula, etc) in a program of
improvement can the device strengthen
education.”
Theodore Marchese (1987)
Fall 2003
TYPES OF ASSESSMENT
• Selected Response
– Binary Choices
– Multiple Choice
– Matching Type
• Constructed Response “Supply Test”
– Short Form answers - identification
– Completion – fill in the blanks, close test
– Essay
• Alternative Forms
– Performance-based
– Authentic-based
– Portfolio Assessment
 FEATURES OF PERFORMANCE
ASSESSMENT
• Intended to assess what it is that students know and can do
with the emphasis on doing.
• Have a high degree of realism about them (authentic).
• Involve:
– (a) activities for which there is no single correct answer,
– (b) assessing groups rather than individuals,
– (c) testing that would continue over an extended period
of time,
– (d) self-evaluation of performances.
• Likely use open-ended tasks aimed at assessing higher level
cognitive skills.
 FEATURES OF PERFORMANCE
ASSESSMENT
• Bring testing methods more in
line with instruction.
• Assessment should
approximate closely what it is
students should know and be
able to do.
 CHARACTERISTCS OF
PERFORMANCE ASSESSMENT
• Students perform, create, construct, produce, or
do something.
• Deep understanding and/or reasoning skills are
needed and assessed.
• Involves sustained work, [often days and weeks].
• Calls on students to explain, justify, and defend.
• Performance is directly observable.
 LEARNING TARGETS
• Skills
– Communication and presentation skills
Ex: Speaking
1. Speaking clearly, expressively, and audibly
a. Using voice expressively
b. Speaking articulately and pronouncing words correctly
c. Using appropriate vocal volume
2. Presenting ideas with appropriate introduction,
development, and conclusion
1. Presenting ideas in an effective order
2. Providing a clear focus on the central idea
3. Providing signal words, internal summaries, and transitions
 LEARNING TARGETS
3. Developing ideas using appropriate support
materials
a) Being clear and using reasoning processes
b) Clarifying, illustrating, exemplifying, and documenting ideas
4. Using nonverbal cues
a. Using eye contact
b. Using appropriate facial expressions, gestures, and body
movement
5. Selecting language to a special purpose
a. Using language and conventions appropriate for the audience
 LEARNING TARGETS
• Psychomotor skills
 Fine motor: cutting papers with scissors, drawing a line
tracing, penmanship, coloring drawing, connecting
dots
 Gross motor: Walking, jumping, balancing, throwing,
skipping, kicking
 Complex: Perform a swing golf, operate a computer,
drive a car, operate a microscope
 Visual: Copying, finding letters, finding embedded
figures, identifying shapes, discrimination
 Verbal and auditory: identify and discriminate sounds,
imitate sounds, pronounce carefully, blend vowels
 LEARNING TARGETS
• Products
 Write promotional materials
 Report on a foreign country
 Playing a new song
 VARIATIONS OF AUTHENCITY
Relatively authentic Somewhat authentic Authentic
Identify the Give the steps in Dresses the
materials used in dressing a wound wound of a
dressing a wound patient
Tell the use of a Records temperature Uses the
thermometer in a chart thermometer on a
patient and
records it.
Explain the steps on Show how to take the Get the blood
taking blood blood pressure using a pressure of a
pressure sphygmomanometer patient.
 COMPLEXITY OF TASK
• Restricted-type task
– Narrowly defined and require brief responses
– Task is structured and specific
Ex:
– Construct a bar graph from data provided
– Demonstrate a shorter conversation in French about what is on
a menu
– Read an article from the newspaper and answer questions
– Flip a coin ten times. Predict what the next ten flips of the coin
will be, and explain why.
– Listen to the evening news on television and explain if you
believe the stories are biased.
– Construct a circle, square, and triangle from provided materials
that have the same circumference.
 IDENTIFYING PERFORMANCE TASK
DESCRIPTION
• Prepare a task description
• Listing of specifications to ensure that essential if
criteria are met
• Includes the ff.:
 Content and skill targets to be assessed
 Description of student activities
– Group or individual
– Help allowed
 Resources needed
 Teacher role
 Administrative process
 Scoring procedures
PERFORMANCE TASK PROMPT
 IDENTIFYING PERFORMANCE TASK
DESCRIPTION
1. Prepare a task description
2. Listing of specifications to ensure that essential if
criteria are met
– Includes the ff.:
 Content and skill targets to be assessed
 Description of student activities
– Group or individual
– Help allowed
 Resources needed
 Teacher role
 Administrative process
 Scoring procedures
 CHARACTERISTICS OF TASK
3. Structure the task to assess multiple learning targets
4. Structure the task so that you can help students
succeed.
5. Think through what students will do to be sure that
the task is feasible
6. The task should allow for multiple solutions
7. The task should be clear
8. The task should be challenging and stimulating to
students
9. Include explicitly stated scoring criteria as part of the
task
10.Include constraints in completing the task
 PERFORMANCE CRITERIA
• What you look for in student responses to
evaluate their progress toward meeting the
learning target.
• Dimensions of traits in performance that are used
to illustrate understanding, reasoning, and
proficiency.
• Start with identifying the most important
dimensions of the performance
• What distinguishes an adequate to an inadequate
demonstration of the target?
 QUESTIONS TO ASK
• What are the attributes of good writing, or good
scientific thinking, or good collaborative group
process, of effective oral presentation? More
generally, by what qualities or features will I know
whether students have produced an excellent
response to my assessment task?
• What do I expect to see if this task is done
excellently, acceptably, or poorly?
QUESTIONS TO ASK
 What are the attributes of good writing, or good scientific
thinking, or good collaborative group process, of effective oral
presentation? More generally, by what qualities or features will I
know whether students have produced an excellent response to
my assessment task?
 What do I expect to see if this task is done excellently, acceptably,
or poorly?
 Do I have samples or models of student work, from my class or
other sources, that exemplify some of the criteria I might use in
judging this task?
 What criteria for this or similar task exist in my national
curriculum framework, my state assessment program, my district
curriculum guides, my school assessment program?
 What dimensions might I adapt from work done by natural
curriculum councils, by other teachers?
EXAMPLE OF CRITERIA
• Learning target:
– Students will be able to write a persuasive paper to
encourage the reader to accept a specific course of
action or point of view.
• Criteria:
– Appropriateness of language for the audience
– Plausibility and relevance of supporting arguments.
– Level of detail presented
– Evidence of creative, innovative thinking
– Clarity of expression
– Organization of ideas
 RATING SCALE

• Indicate the degree to which a particular

dimension is present.
• Three kinds:
 Numerical,
 Qualitative,
 Combined qualitative/quantitative
 NUMERICAL SCALE
• Numerical Scale
– Numbers of a continuum to indicate different level
of proficiency in terms of frequency or quality
Example:
Complete Understanding 5 4 3 2 1 No understanding
Clear organization 5 4 3 2 1 No organization
Fluent reader 5 4 3 2 1 Emerging reader
 QUALITATIVE SCALE
• Qualitative scale
– Uses verbal descriptions to indicate student
performance.
– Provides a way to check the whether each
dimension was evidenced.
• Type A: Indicate different gradations of the dimension
• Type B: Checklist
EXAMPLE OF TYPE A
– Minimal, partial, complete
– Never, seldom, occasionally, frequently, always
– Consistent, sporadically, rarely
– None, some, complete
– Novice, intermediate, advance, superior
– Inadequate, needs improvement, good excellent
– Excellent, proficient, needs improvement
– Absent, developing, adequate, fully developed
– Limited, partial, thorough
– Emerging, developing, achieving
– Not there yet, shows growth, proficient
– Excellent, good, fair, poor
EXAMPLE OF TYPE A: CHECKLIST
 HOLISTIC SCALE
• Holistic scale
– The category of the scale contains several criteria,
yielding a single score that gives an overall impression or
rating
Example
level 4: Sophisticated understanding of text indicated
with constructed meaning
level 3: Solid understanding of text indicated with some
constructed meaning
level 2: Partial understanding of text indicated with
tenuous constructed meaning
level 1: Superficial understanding of text with little or
no constructed meaning
EXAMPLE OF HOLISTIC SCALE
 ANALYTIC SCALE
• Analytic Scale
– One in which each criterion receives a separate
score
Example:
Outstanding Competent Marginal
Criteria
5 4 3 2 1
Creative ideas
Logical organization
Relevance of detail
Variety in words and
sentences
Vivid images
 RUBRICS
• When scoring criteria are combined with a
rating scale, a complete scoring guideline is
produced or rubric.
• A scoring guide that uses criteria to
differentiate between levels of student
proficiency.
Example of a Rubric
 RUBRICS
• Rubrics should answer the following questions:
– By what criteria should performance be judged?
– Where should we look and what should we look for
to judge performance success?
– What does the range in the performance quality
look like?
– How do we determine validity, reliability, and fairly
what scores should be given and what that score
means?
– How should the different levels of quality be
described and distinguished from one another?
• What assessments • How will they be able
can we use to to demonstrate these
demonstrate growth capacities?
in students’
knowledge, skills,
abilities, and
dispositions as they
progress through the
course?
CHALLENGE!
 The Law of the Teacher

IF YOU STOP GROWING TODAY, YOU

STOP TEACHING TOMORROW.

Neither personality nor methodology can

substitute for this principle. You cannot
communicate out of a vacuum. You cannot
impart what you don’t posses.
TEACHERS ARE PRIMARILY LEARNERS