SSE 203: ASSESSMENT AND EVALUATION IN SOCIAL SCIENCES

II. OUTCOME-BASED EDUCATION (OBE)

WHAT IS OUTCOME-BASED EDUCATION (OBE)?

Outcome-based education (OBE) became the fundamental philosophy of higher

education in the Philippines lately. All curricula including that of teacher education will

be anchored on the concept of OBE in terms of course designing, instructional planning,

teaching and assessing students learning. Among the many advocates of OBE is W.

Spady in which he defined it as:

• According to William Spady (1994), OBE clearly focusing and organizing

everything in the educational system around the essential for all the students to

do successfully at the end of their learning experiences.

To define and clarify further, answers to the following questions should be

addressed by the teachers:

1. What do we want these students to learn?

2. Why do we want students to learn this thing?

3. How can we best help students to learn these things?

4. How will you know when the students have learned?

 • CHED defines outcomes-based education (OBE) as an approach that focuses

and organizes the educational system around what is essential for all learners to

know, value, and be able to do to achieve a desired level of competence at the

time of graduation.

• The outcome- based education model is implemented in traditional educational

settings all around the world.

HOW OUTCOME-BASED EDUCATION FORMULATED IN THE PHILIPPINES?

• The Enhanced Basic Education Act of 2013

• Philippine Qualifications Framework

• Commission on Higher Education ( CHED ) Memorandum Order No. 46, Series

of 2012 “Policy Standard to Enhance Quality Assurance ( QA ) in Philippine

Higher Education Through an Outcomes-Based and Typology-Based QA.”

• Global call for transformative education

CHARACTERISTICS OF OUTCOME-BASED EDUCATION (OBE)

1. It is student- centered. It places the students at the center of the process by

focusing on Student Learning Outcomes (SLO).

2. It is a faculty driven. It encourages faculty responsibility for teaching, assessing

program outcomes and motivating participation from the students.

 3. It is meaningful. Provides data to guide the teacher in making valid and

continuing improvement in instruction and assessment activities.

FOUR ESSENTIAL PRINCIPLES OF OBE

Principle 1: Clarity of Focus

 A clear focus on what teachers want students to learn is the primary principle in

OBE. Teachers should bear in mind, that the outcome of teaching is learning. To

achieve this, teachers and students should have a clear picture in mind of what

knowledge, skills, values must be achieved at end of the teaching-learning

process. This is like looking straight ahead so that the target will be reached.

Principle 2: Designing Backwards

 This principle is related to the first. At the beginning of a curriculum design the

learning outcomes has to be clearly determined as the beginning. Decisions are

always traced back to desired results. This means that planning, implementing

(teaching) and assessing should be connected to the outcomes.

Principle 3: High Expectations

 Establishing high expectations, challenging standards of performance will

encourage students to learn better. This is linked to the premise that successful

learning, promotes more successful learning as mentioned by Spady in 1994.

This is parallel to Thorndike's law of effect, which says that success reinforces

learning, motivates, builds confidence and encourages learners to do better.

Principle 4: Expanded Opportunities

 In OBE all students are expected to excel, hence equal expanded opportunities

should be provided. As advocates of multiple intelligences say, "every child has a

genius in him herself, hence is capable of doing the best." Learners develop

inborn potentials if corresponding opportunities and support are given to nurture.

PROCEDURES TO IMPLEMENT OUTCOME-BASED EDUCATION (OBE)

To implement outcome-based education on the subject/course level, the following

procedures are recommended:

1. Identification of the educational objectives of the subject/course.

Educational objectives are the broad goals that the subject/course expects

to achieve. In general, it defines the terms knowledge, skills and attitudes that

the teacher will help the students to attain.

2. Listing of learning outcomes specified for each subject/course objective.

After identifying the educational objectives, it is essential to list the

objectives that can provide detailed guide to be teachable and measurable.

Herewith, learning outcomes are stated as concrete active verb such as: to

demonstrate, to explain, to differentiate, to illustrate, etc. Basically, a good source

of learning outcomes statements is the Bloom’s Taxonomy by Benjamin Bloom

which is grouped into three: cognitive, psychomotor, and affective domain.

 a. Cognitive – also called as knowledge, referring to mental skills

Figure 1. Bloom’s and Anderson’s Compared Levels of Learning in

Cognitive Domain

Figure 2. Revised Levels of Learning in Cognitive Domain

b. Psychomotor – also called as skills, referring to manual or physical

skills which proceed from mental activities and range from the simplest

to the complex.
PSYCHOMOTOR DESCRIPTION VERBS COMMONLY
USED
LEVEL

OBSERVING Pay active attention to a Select, describe, detect,

physical event differentiate

IMITATING Copy a physical behaviour Answer, reproduce,

copy, trace, grasp

PRACTISING Practice a particular Fasten, measure,

physical activity repeatedly assemble, dismantle,
stretch

ADAPTING Make adjustments to a Vary, reorganize,

physical activity in an change, adjust,
attempt to achieve rearrange
perfection

Table 1. Levels of Learning in Psychomotor Domain

c. Affective – also known as attitude, referring to growth in feelings or

emotions from the simplest behavior to the most complex.

Figure 3. Levels of Learning in Affective Domain

 3. Drafting outcomes assessment procedure.

This procedure will enable the teacher to determine the degree to which

the students are attaining the desired learning outcomes. It identifies the data

that will guide the selection of assessment tools to be used, and at what point

assessment will be done.

TYPES OF OUTCOME

1. IMMEDIATE OUTCOMES

- The competencies/skills acquired upon completion of an instruction, a

subject, a grade level, a segment of the program, or of the program itself.

- Referred to as instructional outcomes

Examples:

 Ability to communicate by writing and speaking.

 Ability to produce literary works.

 Ability to do research and write the results.

 Ability to present an investigative social science project.

 Promotion to a higher grade level.

 Graduation from a program.

 Passing a required licensure examination.

 Initial job placement

 2. DEFERRED OUTCOMES

- The ability to apply cognitive, psychomotor, and affective skills/competencies

in various situations many years after completion of a degree program.

- Referred to as institutional outcomes

Examples:

 Success in professional practice or occupation.

 Promotion in a job

 Success in career planning, health and wellness.

 Awards and recognition

LEVELS OF OUTCOMES IN OUTCOME-BASED EDUCATION (OBE)

1. INSTITUTIONAL OUTCOMES

- The statements of what the graduates of an educational institution are

supposed to be able to do beyond graduation.

Example:

INSTITUTIONAL OUTCOMES: GRADUATES OF MARINDUQUE STATE

COLLEGE

• Demonstrate responsible citizenship, cultural pride, ecological preservation,

and ethical decision-making.

 • Practice skills, abilities and competencies with precision and mastery at par

with global standards.

• Contribute to the improvement of quality of life by engaging in ingenious and

productive activities.

• Think critically, generate new knowledge, create and reengineer techniques

and methodologies, and systematize progressive processes toward economic

growth and sustainability.

• Contemplate, communicate and exchange ideas and insights meaningfully

and with care and proficiency.

• Cultivate and foster justness, camaraderie, peace and unit amidst diversity.

2. PROGRAM OUTCOMES

- are what graduates of particular educational programs or degrees are able to

do at the completion of the degree or program.

Example:

Sec. 6.3.5. CMO No. 75 s., 2017 – Policies, Standards and Guidelines for

Bachelor of Secondary Education (BSEd)

• Utilize appropriate various sociocultural and historical material explaining

current issues.

• Organize communities towards self – reliance and self – sufficiency.

 • Demonstrate leadership skills that will help in teaching or training students

who will empower their communities.

• Integrate local and global perspectives in teaching the principle of the

common good.

• Employ principles of sustainable development in teaching and learning.

• Show scholarship in research and further learning.

• Display qualities of an innovative teacher who has the mastery of the subject

matter.

3. COURSE/SUBJECT OUTCOMES

- are what students should be able to demonstrate at the end of a course or a

subject

Example:

Course: SSE 203 - Assessment and Evaluation in Social Sciences

Course Intended Learning Outcomes (CILOs)

At the end of the course, the learners can:

CILO 1. Demonstrate an in depth understanding of the principles, theories and

different methods of assessment procedures in Social Science education.

CILO 2. Capacitate with knowledge, skills, and competencies in developing and

utilizing appropriate and effective traditional and authentic assessment tools for
 formative and summative assessment or evaluation of learner’s performance

applied in Social Science discipline.

CILO 3. Devise assessment tools in different fields of Social Science anchored in

K to 12 program.

CILO 4. Update with current and global trends in assessment and evaluation.

4. LEARNING/INSTRUCTIONAL OUTCOMES

- are what students should be able to do after a lesson or instruction

Example:

Topic: Outcome-Based Education (OBE)

Learning Outcomes

At the end of the lesson, students can:

1. Describe the precursors that lead to the implementation of OBE in the

Philippines.

2. Distinguish among institutional outcomes, program outcomes, course

outcomes and learning outcomes.

3. Formulate learning outcomes based on the given educational objectives.