Isabela state university obe

with the Father of OBE-
WILLIAM SPADY

GLOBALIZATION and
ASEAN INTEGRATION2

ASEAN FRAMEWORK
Human Resources in the ASEAN Charter
One of the purposes of ASEAN as enshrined in the
ASEAN Charter provides the basic principles for
the cooperation, i.e.:
“…to develop human resources through closer
cooperation in education and life-long learning,
and in science and technology, for the
empowerment of the peoples of ASEAN and for
the strengthening of the ASEAN Community”
6

• Enhance cooperation among
ASEAN University Network
(AUN) members to increase
mobility for both students and
staff within the region.
“Free Flow of Skilled Labor” is one of
the five core elements under “Single
Market and Production Based” in the
AEC Blueprint

• Develop core competencies
and qualifications for
job/occupational and trainers
skills required in the priority
services sectors (by 2009);
and in other services sectors
(from 2010 to 2015)

• Strengthen the research
capabilities of each
ASEAN Member Country in
terms of promoting skills,
job placements, and
developing labour market
information networks
among ASEAN Member
Countries.

To be able to compete,
our Filipino college
graduate should already
be equipped with the “21st
century skills”

ASEAN 2015 21ST
CENTURY
WORKPLACE REQUIREMENTS

needs WORKERS
WHO have the
following skills:

LEARNINGLEARNING
INNOVATION SKILLSINNOVATION SKILLS

2 Critical Thinking and
Problems Solving Skills

LIFE ANDLIFE AND
CAREER SKILLSCAREER SKILLS

1 Flexibility and
Adaptability

2 Initiative and Self-
Direction

3 Social and Cross-
Cultural Skills

4 Productivity and
Accountability

5 Leadership and
Responsibility

ACCOUNTABILITYACCOUNTABILITY
AND ADAPTABILITYAND ADAPTABILITY
SKILLSSKILLS

1
Exercising personal
responsibility and flexibility

2
Setting and meeting high
standards and goals for
one’s self and others

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

Higher Education Institutions
(HEIs)
• Fast-track curriculum
• Offer short-term courses
• Adherence to ASEAN Qualifications
Framework

Six (6) Years
Four (4) Years Junior HS +
Two (2) Years Senior HS +
TESD Specialization (NC I
and NC II) + Arts & Sports
Technical
Education
and Skills
Development
Baccalaureate, Post-
Baccalaureate, Post-
Doctoral/
Specialization
One (1)
Year

THE PHILIPPINE QUALIFICATIONS FRAMEWORKTHE PHILIPPINE QUALIFICATIONS FRAMEWORK
LEVELLEVEL
GRADE 10
GRADE 12
TECHNICALTECHNICAL
EDUCATION ANDEDUCATION AND
SKILLS DEVELOPMENTSKILLS DEVELOPMENT
HIGHER EDUCATIONHIGHER EDUCATION
DOCTORAL AND
POST DOCTORAL
BACCALAUREATE
BASICBASIC
EDUCATIONEDUCATION
L1
L2
L3
L4
L5
L6
L7
L8
NC I
NC II
NC IV
NC III
NC IV
DIPLOMA
BACCALAUREATE
POST BACCALAUREATE

PQF Domains
1. Knowledge, skills and values
2. Application
3. Degree of Independence

LEVEL 6
KNOWLEDGE, SKILLS
AND VALUES
Demonstrated broad and
coherent knowledge and skills in their
field of study for professional work and
lifelong learning
APPLICATION Application in professional work in a broad
range of discipline and/or for further study
DEGREE OF
INDEPENDENCE
Substantial degree of independence
and/or in teams of related fields with
minimal supervision
QUALIFICATION TYPE Baccalaureate Degree

LEVEL 7
KNOWLEDGE, SKILLS
AND VALUES
Demonstrated advanced knowledge
and skills in a specialized or multi-
disciplinary field of study for professional
practice, self-directed research and/or
lifelong learning
APPLICATION Applied in professional work that
requires leadership and management in a
specialized or multi-disciplinary professional
work and/or research and/or for further
study
DEGREE OF
INDEPENDENCE
Highly substantial degree of
independence that involves exercise of
leadership and initiative individual work or
in teams of multidisciplinary field

LEVEL 8
KNOWLEDGE,
SKILLS & VALUES
Demonstrated highly advanced
systematic knowledge and skills in highly
specialized and/or complex multi-disciplinary field of
learning for complex research and/or professional
practice and/or for the advancement of learning
APPLICATION Applied in highly specialized or complex
multi-disciplinary field of professional work that
requires innovation, and/or leadership and
management and/or research in a specialized or multi-
disciplinary field
DEGREE OF
INDEPENDENCE
Full independence in individual work and/or in teams
of multi-disciplinary and more complex setting that
demands leadership for research and creativity
for strategic value added. Significant level of
expertise-based autonomy and accountability.

“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

11
Content Based
Learning System
(CBLS)
Outcomes Based
Learning System
(OBLS)
Passive Active

22
CBLS OBLS
Exam and
Grade Driven
Continuous
Assessment

33
CBLS OBLS
Rote Critical thinking,
reasoning,
reflection & action

44
CBLS OBLS
Textbook
Focused and
Teacher
Centered
Varied Sources
and Learner
Centered

55
CBLS OBLS
•Teachers
responsible for
learning
•Motivated by the
personality of the
teacher
• Learners take
responsibility for their
learning
• Motivated by
Feedback/affirmation
of worth

66
CBLS OBLS
•What the
teacher
hopes to
achieve
•What learner
becomes,
understands
and does

77
CBLS OBLS
•Content placed
in rigid time
frames
•Flexible
time
frames

88
CBLS OBLS
•Stay in single
learning institution
until complete
• Learners can gather
credits from different
institutions until
qualification is achieved

99
CBLS OBLS
•Previous knowledge
and experience in
learning field
ignored
• Recognition of
prior learning

11
Focus on what learners will be
able to do successfully

22
Begin curriculum design with a clear
definition of the significant learning that
learners are to achieve by the end of their
formal education

33
Establish high challenging
performance standards

44
Do not learn the same thing in the
same way at the same time

11
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

22
Achieve and maximize selected
outcomes for all students by structuring
and operating education facilities to be
success oriented.

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
11

The assessment procedures should
be reliable – they should give
consistent results
22

The assessment procedures should be
fair – they should not be influenced
by any irrelevant factors such as the
learner’s cultural background etc.
33

Assessment should reflect the
knowledge and skills that are most
important for learners to learn
44

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
55

• Assessment should be comprehensive and
explicit.
Assessment should support every learner’s
opportunity to learn things that are
important
66

Because learners are individuals,
assessment should allow this
individuality to be demonstrated
77

Implementation of OBE in
Higher Education Institutions
(HEIs)

CHED MEMO NO. 46, SERIES 2012
• OBE is 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.

• For HEIs, this means describing the attributes
of their ideal graduates based on their VMOs
and using these as bases for developing
specific program outcomes.

Source: CHED Handbook on Typology, OBE, and Institutional Sustainability Assessment

THE SLU OBE PROCESS
Development of SLU’s Institutional OBE Framework
Identification of Institutional Outcomes and Graduate
Attribute
Development of Program Outcomes
Curriculum and Course Mapping
Development of PO-PI-KC-AM-EM-ST –
(Program Outcomes - Performance Indicators - Assessment Evaluation Methods-
Standards Matrix)
Development of Course Syllabi
1
2
3
4
5
7
Development of Program Educational Objectives
6

University OBE Framework & CHED Framework

Graduate outcome
Institutional Intended
Learning Outcomes (IILO)
Institutional Learning Outcomes (ILO)
Graduate Attributes
Generic Intended Learning Outcomes
Program Intended
Learning Outcomes (PILO)
Program Learning Outcome (PLO)
Student Outcome
Student Learning Outcome
Subject Intended
Learning Outcomes (SILO)
Course Intended Learning
Outcomes Outcome(CILO)
Subject Outcomes
Course Learning Outcome (CLO)
Also known as……
Instructional Objective/Outcome
Module Outcome
ILO

Program Outcomes
Program outcomes are the
sets of competencies (related
knowledge, skills, and
attitudes) that all learners are
expected to demonstrate.
Institutional or program
outcomes may also
emphasize lifelong learning.

CHED Handbook on Typology, OBE, and ISA

The program outcomes common to all disciplines
and types of schools may very well reflect some of
the attributes of the HEI’s ideal graduate, namely, the
ability to:
a)articulate and discuss the latest developments in
the specific field of practice.
b)effectively communicate orally and in writing
using both English and Filipino.
c) work effectively and independently in multi-
disciplinary and multi-cultural teams.
d) act in recognition of professional, social, and
ethical responsibility.
e) preserve and promote “Filipino historical and
cultural heritage”.

Program Outcomes
Using HEI Type
 Graduates of universities participate in the
generation of new knowledge or in research
and development projects.

Step 1: Framing of the Program
Outcomes
STEP
1

Determining Program Outcomes
• The vision and mission of an HEI should
determine its institutional outcomes, i.e., the
kind of graduates it produces and the impact
it has on society.

Knowledge
Knowledge is an intellectual
understanding or familiarity with
INFORMATION AND FACTS, principles
or processes
Knowledge
What students should know and
understand by the time the
PROGRAM is completed.

What one actually capable of doing
What one is physically capable of doing
What one can mentally be able to
manage
Skills
What students should be able to
do by the time the course is
completed.

Attitudes
Attitudes
What the students’ opinions will
be about the subject matter of
the course by the time it is
completed.

Values
The beliefs we develop
concerning issues,
concepts, people and
things as a result of all
the cultural and religious
influences are referred
to as our values.
Values
Values are belief systems that
guide our behavior

Tips in Developing/ Writing
Program Outcomes

Keep program outcomes aligned with the national
and global program standards, vision/ mission and
goals of the institution and the institutional
horizontal typology.
State outcomes in terms of learner’s performance,
not the teacher’s
Keep statements short and simple. State the
outcome in 25 words or less

Consider the three domains of learning in
stating the program outcomes
State outcomes as SMART (Simple,
measurable, attainable, realistic and time-
bound)

State outcomes as results, not processes
(activities or strategies). Outcomes are ends
while activities are means.
Begin with an observable verb/behavior in the
statement of outcomes. Choose the behavior
that is of higher dimension of complexity
(HOTS)

Sequence outcomes logically, e.g. according to
Complexity – from lowest to highest level of
the taxonomy or by
Domain – cognitive, affective, psychomotor
Do not join elements in one outcome statement that
cannot be assessed by a single method
Program outcomes statements should be framed in
terms of the program and not individual courses

In writing the program outcomes
•Remember
SMART

BEHAVIORAL VERBS TO AVOID
because they are vague and difficult to measure and
there is no product involved
appreciate, cover, realize, be aware of, familiarize,
study, become acquainted with, gain knowledge of,
understand, comprehend, know, learn

Verbs to AvoidVerbs to Avoid
• Appreciate
• Acquire
• Know
• Be aware of
• Understand
• Realize
• Perceive
• Enjoy
• Learn
• Comprehend
• Value

Sample Program Outcomes
A. Fine Arts
Poor:
Demonstrate knowledge of the history,
literature and function of the theatre, including
works from various periods and cultures.
Better:
Explain the theoretical bases of various
dramatic genres and illustrate them with
examples from plays of different eras.

B. Philosophy
Poor: Discuss philosophical questions.
Better: Articulate relevant examples of philosophical
questions.
C. General Education
Poor: Think in an interdisciplinary manner.
Better: Integrate understanding of theories,
principles,
and/or knowledge from other disciplines to
help solve the problem.

D. Business
Poor: Understand how to use technology effectively.
Better: Use word processing, spreadsheets, databases,
and presentation graphics in preparing their
final research project and report
E. Humanities
Poor: know the historically important systems of
psychology.
Better: Articulate the foundational assumptions,
central ideas, and dominant criticisms of the
psychoanalytic, Gestalt, behaviorist,
humanistic, and cognitive approaches to
psychology.

STEP
2
Before engaging into the process of curriculum
mapping, you need to have these ready:
•Program outcome statements
•Subject descriptions with outcome statements

RATIONALE
•Ensure that the COURSES
in the CURRICULUM will
all be in function to the
achievement of the
PROGRAM OUTCOMES

• The map must be developed to validate
if there is a match between desired
outcomes and the content of the
programs. This will give the stakeholders
a holistic perspective to see how the
desired outcomes will be developed in
the academic program.

A LEGEND is useful in
correlating the outcomes
and the courses

For example
I –INTRODUCED – This subject offers learning
opportunities for this particular intended outcome at an
introductory level. On completion, students should have
the foundational knowledge/skills/attributes to pursue
this outcome further.
R- REINFORCED – This subject will build upon student’s
existing knowledge, skills, attributes in this particular
intended outcome to provide learning opportunities
through w/c students can reinforce and/or further
develop the knowledge/skills/attributes described in the
outcome statement
A – ASSESSED – the attainment of this outcome will be
assessed in this subject.

Another Legend
• I – Introduce
• P – Practice skills with supervision
• D – Demonstrate skills without
supervision

I - Introductory – an Introductory
Course to an outcome
E - Enabling – an Enabling Course or
a course that strengthens the
outcome
D - Demonstrated – a Demonstrative
Course or a course demonstrating
an outcome

Step 3: Developing an Outcomes-
Based Syllabus and Learning Plan
STEP
3

Goals of a
SYLLABUSIt provides a clear statement of intended learning
goals and student learning outcomes.
It answers questions such as:
 What do you want your students to learn?
(what are the learning outcomes which you
expect from the course?)

What assignments, classroom activities, and
pedagogical approaches will help your students
master the identified knowledge, skills, or attitude
changes?
 How will you determine that students have
accomplished what you set out to teach them?
(How will you evaluate their achievements?)

SALIENT PARTS
• Program Outcomes
• Course Description
• Course Outcomes
• Learning Plan
– Course Learning Outcomes/Instructional
objectives
– Topic
– Strategies
– Product or Performance Indicators /Assessment
– Resources

The Relationships among Outcomes

COLUMN 1: Framing of CLOs - all the Course
Learning Outcomes (CLOs) MUST fully
contribute to the achievement of the Course
Outcomes (COs)

What
• Outcomes that are
expected from a certain
course and these are
assessed and evaluated
through various
measurement tools.
LEARNING OUTCOMES

What
• Sets of competencies,
expressing what the
student will know,
understand or be
able to do after
completion of a
process of learning.
LEARNING OUTCOMES

What
• Statements that describe
significant and
essential learning that
learners have achieved,
and can reliably
demonstrate at the end
of a course.
LEARNING OUTCOMES

How
• Specify both an observable
behavior and the object
of that behavior.
E.g. “Students will be able to
write a research
paper.”
1
LEARNING OUTCOMES

How
• Criterion could also be
specified.
E.g. “Students will be able
to write a research
paper in the appropriate
scientific style.”
2
LEARNING OUTCOMES

How
• Specify the condition
under which the behavior
occurs (optional)
E.g. “At the end of their field
research, students will be able to
write a research paper in the
appropriate scientific style.”
3
LEARNING OUTCOMES

• How will they be able
to demonstrate these
capacities?
• What assessments
can we use to
demonstrate growth
in students’
knowledge, skills,
abilities, and
dispositions as they
progress through the
course?

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
The Law of the Teacher

Isabela state university obe

In this document