OUTCOME-BASED EDUCATION

The educative process happens

between the teacher and the
student. Education originated from
the terms
“educare” or “educere” which meant
“to draw out”. For centuries, we
believed that education is a “pouring
in” process wherein the teacher was
OUTCOME-BASED EDUCATION

the infallible giver of knowledge and

the student was the passive recipient.
The advent of technology caused a change
of perspective in education, nationally and
internationally. The teacher ceased to be
the sole source of knowledge. With
knowledge explosion, students are
surrounded with various sources of facts
and information accessible through user-
friendly technology. The teacher has
OUTCOME-BASED EDUCATION

become a facilitator of knowledge who

assists in the organization, interpretation
and validation of acquired facts and
information.
The change in 1.Student-centered
educational perspective
called Outcome-based It places the students at the
Education (OBE) has center of the process by
three characteristics:
focusing on Student Learning
OUTCOME-BASED EDUCATION

Outcomes (SLO)
The change in 2. Faculty-driven
educational perspective
called Outcome-based It encourages faculty
Education (OBE) has responsibility for
teaching,
three characteristics:
assessing program outcomes
and motivating participation
from the students.
OUTCOME-BASED EDUCATION

The change in 3. Meaningful

educational perspective
called Outcome-based It provides data to guide
Education (OBE) hasthe teacher in making valid
three characteristics:
and continuing
improvement in instruction
and assessment activities
OUTCOME-BASED EDUCATION

1. Identification of the educational

Procedure for the implementation of
OBE: objectives of the subject/course

Educational objectives are the broad goals that

the subject/course expects to achieve. They are
formulated from the point of view of the
teacher. They define in general terms the
knowledge, skills and attitudes that the teacher
will help the students to attain. Objectives are
stated from the point of view of the teacher such
OUTCOME-BASED EDUCATION

as “to develop, to provide, to enhance, to

inculcate, etc.”
Procedure for the

implementation of OBE: 2. Listing of learning outcomes

specified for each subject/course

Learning outcomes are what students

are supposed to demonstrate after
instruction. They stated as concrete
OUTCOME-BASED EDUCATION

active verbs such as to demonstrate,

to explain, to differentiate, to
illustrate, etc.”
implementation of OBE:Procedure for the A good source of learning
outcomes
statements is the taxonomy of
educational objectives is grouped
into three:
OUTCOME-BASED EDUCATION

a. Cognitive (knowledge) – mental

skills such as remembering,
understanding, applying, analyzing,
evaluating, synthesizing/ creating

implementation of OBE:Procedure for the A good source of learning

outcomes
OUTCOME-BASED EDUCATION

statements is the taxonomy of

educational objectives is grouped
into three:

b. Psychomotor (skills) – manual or

physical skills such as observing,
imitating, practicing, adapting,
innovating.
OUTCOME-BASED EDUCATION

implementation of OBE:Procedure for the A good source of learning

outcomes
statements is the taxonomy of
educational objectives is grouped
into three:

c. Affective (attitude) – growth in

feelings or emotions such as
OUTCOME-BASED EDUCATION

receiving, responding, valuing,

organizing, internalizing.

Procedure for the 3. Drafting outcomes assessment implementation of

OBE:
procedure

This procedure will enable the teacher to

determine the degree to which the students
OUTCOME-BASED EDUCATION

are attaining the desired learning outcomes.

It identifies for every outcome the data that
will be gathered which will guide the
selection of the assessment tools to be used
and at what point assessment will be done.
Outcome-based exit. There are two (2) types of outcome: immediate and
education focuses deferred outcomes.
classroom instruction on
the skills and competencies 1. Immediate outcomes are
that students
demonstrate when they
must competencies/skills acquired
upon completion of an
OUTCOME-BASED EDUCATION

instruction, a are also referred as

subject, a instructional outcomes.
grade level, a Outcome-based education focuses classroom instruction
on the skills and competencies that students must
segment of demonstrate when they exit. There are two (2) types of
outcome: immediate and deferred outcomes.
the program, Examples:
or of the Ability to communicate by writing
program and speaking
itself. These Mathematical problem-solving skill
OUTCOME-BASED EDUCATION

Skill in Outcome-based education focuses classroom instruction

on the skills and competencies that students must
identifying objects demonstrate when they exit. There are two (2) types of
by using the outcome: immediate and deferred outcomes.
different senses 2. Deferred outcomes refer to
Ability to
produce artistic the ability to apply cognitive,
or literary works psychomotor and affective
Ability to do
research and
skills/competencies in various
write the results situations many years after
OUTCOME-BASED EDUCATION

completion of Outcome-based education focuses classroom instruction

on the skills and competencies that students must
a degree demonstrate when they exit. There are two (2) types of
outcome: immediate and deferred outcomes.
program. Examples:
These are Success in professional practice or
also referred occupation
as Promotion in a job
institutional Success in career planning,
outcomes. health and wellness
OUTCOME-BASED EDUCATION

Awards and Ability to do research and write

recognition the results
Institutional, Program,

Course and Learning These are attributes that a

Outcomes

graduate of an institution is
expected to demonstrate 3 or
OUTCOME-BASED EDUCATION

more than 3 years after

graduation.
Outcomes in Outcome-based
Education (OBE) come in
different levels:

1. Institutional outcome
Institutional outcomes are
statements of what the
graduates of an educational
OUTCOME-BASED EDUCATION

institution are supposed to be

able to do beyond graduation.
Outcomes in Outcome-based
Education (OBE) come in
different levels:

2. Program outcome Program

outcomes are what graduates
of particular educational
programs or degrees are able to
OUTCOME-BASED EDUCATION

do at the completion of the

degree or program.
Outcomes in Outcome-based
Education (OBE) come in
different levels:

3. Course outcome Course or

subject outcomes are what
students should be able to
OUTCOME-BASED EDUCATION

demonstrate at the end of a

course or a subject.
Outcomes in Outcome-based
Education (OBE) come in
different levels:

4. Learning/instructional/
lesson outcome
OUTCOME-BASED EDUCATION

Learning or instructional outcomes

are what students should be able
to do after a lesson or instruction.
Institutional Outcomes DMMMSU aims to produce highly competent,
EXAMPLE specialized and globally competitive professionals. This is
operationalized into graduate attributes that should be
attained by the time students will graduate from the
university.
OUTCOME-BASED EDUCATION
1. Professionally competent. Exemplify the
competencies and values required of their
profession.
2. Committed and responsible leader.
Demonstrate professional, social and ethical
responsibility consistent with their roles as
local and global citizens.
Institutional Outcomes
3. Effective communicator and collaborator EXAMPLE
• Communicate effectively and work in multi-disciplinary teams.
OUTCOME-BASED EDUCATION
4. Critical thinker and innovator
• Use relevant information and research drawn facts in rendering
sound decisions and developing insights for new knowledge.
5. Reflective lifelong learner
• Engage in lifelong learning for continuous professional growth
and development.
6. Responsible environment steward
• Manage a sustainable environment and promote peace and prosperity
for mankind
Program Outcomes A. Graduates of BSEd MAJOR IN ENGLISH have the
EXAMPLE ability to:
OUTCOME-BASED EDUCATION

•
a. Possess broad knowledge of language and literature for
effective learning
b. Use English as a glocal language in a multilingual
context as it applies to the teaching of language and
literature
c. Acquire extensive reading background in language,
literature, and allied fields
d. Demonstrate proficiencyin oral andwritten
communication
OUTCOME-BASED EDUCATION
Program Outcomes literature teaching approaches, methodologies, and
EXAMPLE strategies
BSEd Major in English
e. Show f. Use technology in facilitating language learning and
competence in teaching
employing g. Inspire students and colleagues to lead relevant and
innovative transformative changes to improve learning and teaching
language and language and literature
h. Display skills and abilities to be a reflective and
research-oriented language and literature teacher
Course Outcomes After undergoing this course in mathematics, the learner should
EXAMPLE have developed the following competencies: Express Mathematical
OUTCOME-BASED EDUCATION
Linear Algebra ideas orally and in writing:
1) Demonstrate knowledge in linear algebra as well as in
axiomatic mathematics;

2) Communicate processes of reasoning, analysis, proving

theorems and solving problems;

3) Internalize the different strategies in solving mathematical

problems; and

4) Formulate their own methodologies in solving linear

systems, matrices, determinants, vector spaces and linear
transformations.
OUTCOME-BASED EDUCATION
Learning/instructional/lesson outcome At the end of the lesson, the students
are expected EXAMPLE to:
Lesson in Algebra

1. Find the solutions of the systems of linear

equation in two variables;

2. Draw the graph of the systems of linear

equations; and
OUTCOME-BASED EDUCATION

3. Solve real-life problems involving two

equations with two unknowns.
OUTPUT 1
Scenario: You are a curriculum developer in
the Department of Education. The Department
wishes to separate the curriculum of grade 7
and 8 to be named as First Junior High School
Curriculum, from the curriculum of Grade 9
and 10 which is the Second Junior High School
OUTCOME-BASED EDUCATION

Curriculum. Your task is under the First Junior

High School Curriculum. Your director asked
you to work on the Outcomes of the
curriculum:
OUTPUT 1
1. Construct three Institutional Outcome of the First
Junior High School Curriculum.
2. Construct three Program Outcomes in Grade 7.
3. Identify 1 subject (1) to be offered in the new
Grade 7 curriculum and construct a course
OUTCOME-BASED EDUCATION
outcome.
4. Identify 1 topic in the subject (1) and construct
three learning outcomes.
• The director wanted you to present your output in a
powerpoint presentation.
OUTPUT 1
Group Presenter
• Content Output 20
• Ability to present 10
OUTCOME-BASED EDUCATION

• Ability to answer questions 10

Total 40
Group Commenter

Quality and correctness of comments 10

MEASUREMENT, ASSESSMENT,
AND EVALUATION
Measurement
Measurement is the process of determining or
describing the attributes or characteristics of
physical objects generally in terms of quantity.
When we measure, we use some standard
instrument to find out how long, heavy, hot,
voluminous, cold, fast or straight some things
are. When we measure, we are actually collecting
quantitative information relative to some
MEASUREMENT, ASSESSMENT,
AND EVALUATION
established standards. To measure is to compare
an object being measured to a standard.
Measurement
In the field of education, however, the
quantities and qualities of interest
are abstract, unseen and cannot be
touched and so the measurement
process becomes difficult; hence the
MEASUREMENT, ASSESSMENT,
AND EVALUATION
need to specify the learning
outcomes to be measured.
Measurement
For instance, knowledge of the subject matter
is often measured through standardized test
results. In this case, measurement is testing.
We can ask a group of experts to rate a
student’s (or a teacher’s) knowledge of the
MEASUREMENT, ASSESSMENT,
AND EVALUATION
subject matter in a scale of 1 to 5 with 1
being the lowest and 5 the highest. In this
procedure, knowledge of the subject matter
is measured through perceptions.
Types of Measurement
Measurements can 1. Objective measurements
therefore be objective (as
in testing) or subjective
(as in perceptions).
MEASUREMENT, ASSESSMENT,
AND EVALUATION
They are more repeated measurements of the
stable than same quantity or quality of
subjective interest will produce more or
measurements less the same outcome.
in the sense Types of Measurement
Measurements can therefore be objective (as in
that testing) or subjective (as in perceptions).
MEASUREMENT, ASSESSMENT,
AND EVALUATION
They are measurements. Regardless of
measurements who is taking the
that do not measurement, the same
depend on the measurement values should be
person or obtained when using an
individual objective assessment
taking the procedure.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Types of Measurement
Measurements can 2. Subjective measurements
therefore be objective (as
in testing) or subjective
(as in perceptions).
They often differ from one
assessor to the next even if the
same quantity or quality is being
measured. They are used to
measure the aesthetic appeal of
MEASUREMENT, ASSESSMENT,
AND EVALUATION
a product or student and student’s
project of a performance.
Assessment
The term assessment is derived from
the Latin assidere which means “to sit
beside” (Wiggins, 1993).
Assessment is the process of
gathering evidence of student’s
MEASUREMENT, ASSESSMENT,
AND EVALUATION
performance over a period of time to
determine learning and mastery of
skills. Such evidence of learning can
take the forms of dialogue record,
journals, written work, portfolios,
tests and other learning tasks.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Assessment
The overall goal of assessment
is to improve student learning
and provide students, parents
and teachers with reliable
information regarding student
MEASUREMENT, ASSESSMENT,
AND EVALUATION
progress and extent of
attainment of the expected
learning outcomes.
Assessment
Assessment of skill attainment is
relatively easier than assessment of
understanding and other mental
MEASUREMENT, ASSESSMENT,
AND EVALUATION
ability. Skills can be practiced and are
readily demonstrable. Either the skill
exists at a certain level or it doesn’t.
Assessment of understanding is much
more complex. We can assess a
person’s knowledge in a number of
ways but we need to infer from
MEASUREMENT, ASSESSMENT,
AND EVALUATION
certain indicators of understanding
through written descriptions.
Assessment
The most common form of assessment is
giving a test. Test is a formal and systematic
instrument, usually paper and pencil
procedure designed to assess the quality,
ability, skill or knowledge of the students by
giving a set of question in uniform manner.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Testing is one of the different methods used
to measure the level of performance or
achievement of the learners. It also refers to
the administration, scoring, and
interpretation of the procedures designed to
get information about the extent of the
performance of the students.
Evaluation
Evaluation originates from the root
word “value” and so when we
MEASUREMENT, ASSESSMENT,
AND EVALUATION
evaluate, we expect our process to
give information regarding the
worth, appropriateness, goodness,
validity or legality of something for
which a reliable measurement has
been made.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Evaluation
Evaluation is a process designed
to provide information that will
help us to make a judgment
about a particular situation. The
end result of evaluation is to
MEASUREMENT, ASSESSMENT,
AND EVALUATION
adopt, reject or revise what
was been evaluated.
Evaluation
Objects of evaluation include
instructional programs, school
projects, teachers, students, and
educational goals. Evaluation can
help educators determine the
MEASUREMENT, ASSESSMENT,
AND EVALUATION
success of their academic
programs and signal efforts to
improve student achievement. It
can also help identify the success
factors of programs and projects.
Categories of Evaluation
MEASUREMENT, ASSESSMENT,
AND EVALUATION
1. Formative evaluation

It is a method of judging the worth of a

program while the program activities are in
progress. It focuses on the process. The
results of formative evaluation give
information to the proponents, learners
and teachers on how well the objectives of
MEASUREMENT, ASSESSMENT,
AND EVALUATION
the program are being attained while the
program is in progress. Its main objective is
to determine deficiencies so that
appropriate interventions can be done.
Categories of Evaluation
MEASUREMENT, ASSESSMENT,
AND EVALUATION
2. Summative evaluation

It is a method of judging the worth of

program at the end of the program of
activities. The focus is on the result. The
instruments used for summative
evaluation are questionnaire, survey
forms, interview/observation guide and
MEASUREMENT, ASSESSMENT,
AND EVALUATION
tests. It is designed to determine the
effectiveness of a program or activity
based on its avowed purposes.
Summary
To summarize, we measure height, distance,
weight, knowledge of subject matter
through testing; we assess learning
outcome; we evaluate results in terms of
some criteria or objectives.
MEASUREMENT, ASSESSMENT,
AND EVALUATION
Measurement refers to the process by which
the attributes or dimension of some objects or
subjects of study are determined.
Assessment is a process of selecting,
receiving, and using data for the purpose of
improvement in the current performance.
Evaluation is an act of passing judgment on the
basis of a set of standards.