OUTCOME-BASED EDUCATION(OBE)
AND ASSESSMENT
JAYSON KITTS C. POQUITA
What is Outcome-Based
Education (OBE)?
OUTCOME-BASED EDUCATION
(OBE)
Education based on outcome
It focuses on the results rather
than the actual process
IS IT NECESSARY TO USE OBE?
OUTCOMES
Immediate Outcome
Deferred Outcome
OUTCOMES
Immediate Outcome
are competencies/skills upon completion of a
lesson, a subject, a grade/year, a course(subject)
or a program itself.
(Ex: ability to communicate in writing, reading, speaking,
and solve mathematical problems)
OUTCOMES
Deferred Outcome
refers to the ability to apply cognitive,
psychomotor and affective skills/competencies in
the various aspect of the professional and
workplace practice.
(Ex: success in professional practice or occupation
as evidence of skill in career planning, health and
wellness, continues education)
SPADY'S OBE
Transformational OBE
concerned with long-term, cross-curricular outcomes
that are related directly to students' future life roles
such as being a productive worker or a responsible
citizen or a parent.
learning is not significant unless the outcomes reflect
the complexities of real life and give prominence to the
life roles that learners will face after formal education.
learning outcomes comprise the knowledge, Father of OUTCOME-BASED
EDUCATION
understanding, skills, and values
OUTCOME BASED
TEACHING AND
LEARNING (OBTL)
Biggs and Tang (2007) the term OBTL which is in essence is OBE
applied in teaching-learning process.
define outcomes as a statements of what we expect
students to demonstrate after they have been taught
Institutional Outcomes -
Graduate Outcomes
Program Outcomes
Course Outcomes
Learning Outcomes
OUTCOMES
FOUR PRINCIPLES OF OBE
Spady (1996)
1. Clarity of focus
2. Designing down
3. High Expectations
4. Expanded Opportunities
FOUR PRINCIPLES OF OBE
Spady (1996)
1. Clarity of focus
what students are expected to demonstrate at the end of
the program are clear
FOUR PRINCIPLES OF OBE
Spady (1996)
2. Designing down
basing the instructional design on the outcomes, the
focus of instruction.
FOUR PRINCIPLES OF OBE
Spady (1996)
3. High Expectations
is believing that all learners can learn and succeed, but
not all at the same time or in the same way.
FOUR PRINCIPLES OF OBE
Spady (1996)
4. Expanded Opportunities
most learners can achieve high standards if given
appropriate opportunities.
CONSTRUCTIVE ALIGNMENT
Biggs term for designing down
is a process of creating a learning environment that supports
the learning activities that lead to the achievement of the
desired learning outcome.
supportive learning environment
is a learning environment where the intended learning
outcomes, teaching-learning activities, and the
assessment tasks are aligned.
Biggs' Alligned Curriculum Model
UNDERSTANDING BY DESIGN (UBD)
Wiggins and McTighe (1998)
it is OBE and OBTL in principle and in practice
UNDERSTANDING BY DESIGN (UBD)
Wiggins and McTighe (1998)
3 Stages
1. identify desired results
2. determine acceptable evidence
3. plan learning experiences and instruction
Learning Outcomes
Teaching-Learning which begins with
Summative Assessment preinstruction assessment, teaching
process which includes Teaching-
Learning Activities, Formative
Assessment and Reteaching, if necessary
