1.1 Outcome-Based Education (Obe) : Two Outcomes of Education

1.
1 OUTCOME-BASED EDUCATION (OBE)
OBE – achieve the goal.
THREE CHARACTERISTICS OF OBE:
1. It is student centered – center of the process. A wide variety of education.

2. It is faculty driven – encourages faculty responsibility, assessing program outcomes, and motivating
participation.
3. It is meaningful – it provides data to guide the teacher in making valid and continuing improvement in
instruction and assessment activities.
PROCIDURES TO IMPLEMENT OBE:
1. Identification of the educational objectives of the subject/course – these are broad goals that the
subject expects to achieve.
2. Listing of learning outcomes specified for each subject/course objective – they do not provide guide to
be teachable and measurable. Learning outcomes per topic.
BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVES:

 Cognitive (knowledge)
 Psychomotor (skills)
 Affective (attitude)
3. Drafting outcome assessment procedure – this procedure will enable the teacher to determine the
degree to which the students are attaining the desired learning outcomes.
Teacher and student – two important elements of the educational process.
Educere or educare – Greek word of education. It means to draw out.
SLO – Student Learning Outcomes.
1.2 TWO OUTCOMES OF EDUCATION
1. Immediate outcomes – competencies/skills acquired upon completion of the subject.

 Ability to communicate in writing and speaking
 Mathematical problem solving skill
 Promotion to a higher grade level
 Passing a required licensure examination
 Graduation from a program
2. Deferred outcomes – success for work. It is a self-satisfaction.
- Refer to ability to apply cognitive, psychomotor and affective skill/many years after completion of a
subject.
 success in professional practice or occupation
 promotion in a job
 awards and recognition
 success in career planning, health, and wellness
1.3 INSTITUTIONAL, PROGRAM, COURSE, and LEARNING OUTCOMES
 Institutional Outcomes – supposed to be able to do beyond graduation. It refers to the objective of the
college. A whole institution.
 Program Outcomes – are what graduates of what particular educational programs or degrees are able to
do at the completion of the degree. An education.
 Course or subject outcomes – students should be able to demonstrate at the end of the course subject.
Goals and objectives
 Learning or institutional outcomes – students should be able to do after a lesson or instruction. Every
topics.
Educational objectives – broad goal or target.
Learning Outcomes – results or product of discussion. Specific and measurable.
2.1 MEASUREMENT
Measurement – refers to the process by which the attributes or dimension of some physical objects are
determined.
Standard measurement – refers to the physical devices.
 Testing (objective) – measuring student knowledge of the subject matter.
Ex. Quizzes or midterm tests
 Perception (subjective) – student knowledge of the subject matter is measured by asking group of
experts to rate them in a scale.
Ex. Essay writing or rubrics (judge)
 Objective (testing) – repeated measurements of the same quantity or quality of interest.

 Subjective (perception) – quantity or quality of measurement are being measured.
Two components of measurement of quantity or quality:

 A true value of quantity or quality component – a true knowledge of the subject matter.
 A random error component
INDICATORS, VARIABLES, FACTORS:
Variables – set of values. Denoted by an English alphabet (X)
Indicators – building blocks of educational measurements upon which all other forms of measurement are built.
Factors – a group of variables form a construct or a factor
2.2 ASSESSMENT
Assessment – Latin “assidere” which means “to sit beside” by Wiggins, 1993.
- It is the process of gathering evidences.

- Ex. Of evidences dialogue record, journal, written work, portfolios, research paper, etc.
- Improve student learning.
- Clearer picture of the student’s ability.
2.3 EVALUATION
Evaluation – originates from the root word “value”
- To make a judgment about a particular situation.

- Involves data collection, analysisand quantitative or qualitative methods.
End results of evaluation are: adopt, reject or revise.
TWO (2) BROAD CATEGORIES OF EVALUATION:
1. Formative evaluation – is a method of judging the worth of a program at the end of the program
activities are in progress. (pre-test/post-test)
2. Summative evaluation – is a method of judging the worth of a program at the end of the program
activities.
 The focus of this type of evaluation is on the result. (final summary)
ASSESSMENT OF, FOR and AS LEARNING

Formative Assessment – assessment that is given while the teacher is in the process of student’s formation
learning.
Example:
1. Pretest – to find out where the students are determine their entry knowledge or skills so teacher knows
how to adjust instruction.
2. Posttest – to find out if the intended learning outcome has been attained after the teaching-learning
process.
Assessment OF Learning – is usually given at the end of a unit, grading period or semester.
Assessment AS Learning – associated with self-assessment . assessment by itself.
- Students set their target activity monitor and evaluate their own learning in relation to their target.
- Director or independent learners
3.2 PROGRAM OUTCOMES AND LEARNING OUTCOMES

CATEGORIES/LEVELS OUTCOME VERBS LEARNING OUTCOMES STATEMENTS
1. OBSERVING – active mental attention Watch, detect, distinguish, differentiate, Detect non-verbal communication cues.
to a physical activity. describe, relate, select
2. IMITATING – attempt to copy a Begin, explain, move, display, proceed, react, Show understanding.
physical behavior. show, state, volunteer.
3. PRACTISING – Performing a specific Blend, calibrate, construct. Operate quickly and accurately.
activity repeatedly.
4. ADAPTING – Fine tuning the skill and Organize, relax, sketch, re-arrange. Perform automatically.
making minor adjustments to attain
perfection.
DOMAIN II: PSYCHOMOTOR (skills) 4. Mechanism – intermediate stage in learning a complex

skill.
`1. Perception (awareness) – the ability to use sensory
cues to guide motor activity. 5. Complex overt response (expert) – involve complex
movement patterns.
2. Set – readiness to act. It includes mental, physical, and
emotional sets. These three sets are called mindset. 6. Adaptation – skills are well developed.
3. Guided response – the early stages in learning. 7. Origination – creating new movement patterns.
DOMAIN III: AFFECTIVE DOMAIN
Affective domain – involves our feelings, values and appreciation.
5 SUB-DOMAINS :
1. Receiving 4. Organization
2. Responding 5. Characterization
3. Valuing
4 CATEGORIES OF DANE, SIMPSON, AND HARROW
1. Observing 3. Practicing
2. Imitating
4. Adapting
Internalization – forms a hierarchical structure and is arranged from simpler feelings to those that are more
complex.
AFFECTIVE DOMAIN CATEGORIES:
1. Receiving – involves passively paying attention and being aware of the existence of certain ideas,
material, or phenomena.
2. Responding – actively participating; reacting.
3. Valuing – ability to see the value or worth.
4. Organizing – putting together different values, information and ideas.
5. Characterizing – acting consistently in accordance with the values you have internalized.
PSYCHOMOTOR DOMAIN TAXONOMIES (DAVE 1975)
 Imitation – observing and patterning behavior after someone else.

 Manipulation – being able to perform certain actions by memory or following instruction.
 Precision – refining becoming more extract.
 Articulation – coordinating and adapting a series of actions to achieve harmony and internal
consistency.
 Naturalization – mastering a high level performance until it become second nature.
HARROW (1972)
 Reflex Movements – reactions that are not learned, such as a involuntary reaction.
 Fundamental movements- basic movements.
 Perceptual abilities – response to stimuli; kinesthetic, discrimination and auditory.
 Physical abilities – stamina that must be developed. Strength and agility.
 Skilled movements – advanced learned movements as one would find in sports or acting.
 Non-discursive communication – use effective body language; gestures and facial expressions.
5.1 TYPES OF OBJECTIVE TESTS
Objective tests – scoring rules are so specific that they do not allow scorers to make subjective inferences or
judgments.
1. True or false items – correct or incorrect.

2. Multiple choice type tests
 Stem – consist a problem.
 Alternatives – list suggested solutions. Consists of one correct alternative, which is the correct answer.
 Distractors – incorrect or inferior alternatives.
3. Matching type tests – connect words.
4. Enumeration – an objective type test in which there are two or more responses to an item.
5. Completion type test – blanks in the paragraph.
6. Essays- compose responses usually lengthy up to several paragraph.
- Freedom response, free to select, relate and present ideas in their own words.

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What are the three characteristics of Outcome-Based Education?

What are the three characteristics of Outcome-Based Education?

What are the two categories of evaluation discussed in the document?

What are the two categories of evaluation discussed in the document?

1.

1 OUTCOME-BASED EDUCATION (OBE)

OBE – achieve the goal.

THREE CHARACTERISTICS OF OBE:

1. It is student centered – center of the process. A wide variety of education.

PROCIDURES TO IMPLEMENT OBE:

BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVES:

Teacher and student – two important elements of the educational process.

Educere or educare – Greek word of education. It means to draw out.

SLO – Student Learning Outcomes.

1.2 TWO OUTCOMES OF EDUCATION

1. Immediate outcomes – competencies/skills acquired upon completion of the subject.

Educational objectives – broad goal or target.

Learning Outcomes – results or product of discussion. Specific and measurable.

Standard measurement – refers to the physical devices.

 Testing (objective) – measuring student knowledge of the subject matter.

Ex. Quizzes or midterm tests

Ex. Essay writing or rubrics (judge)

 Objective (testing) – repeated measurements of the same quantity or quality of interest.

Two components of measurement of quantity or quality:

INDICATORS, VARIABLES, FACTORS:

Variables – set of values. Denoted by an English alphabet (X)

Factors – a group of variables form a construct or a factor

- It is the process of gathering evidences.

Evaluation – originates from the root word “value”

- To make a judgment about a particular situation.

End results of evaluation are: adopt, reject or revise.

TWO (2) BROAD CATEGORIES OF EVALUATION:

ASSESSMENT OF, FOR and AS LEARNING

Assessment AS Learning – associated with self-assessment . assessment by itself.

3.2 PROGRAM OUTCOMES AND LEARNING OUTCOMES

DOMAIN II: PSYCHOMOTOR (skills) 4. Mechanism – intermediate stage in learning a complex

Affective domain – involves our feelings, values and appreciation.

4 CATEGORIES OF DANE, SIMPSON, AND HARROW

AFFECTIVE DOMAIN CATEGORIES:

PSYCHOMOTOR DOMAIN TAXONOMIES (DAVE 1975)

 Imitation – observing and patterning behavior after someone else.

1. True or false items – correct or incorrect.

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