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FELINA PANAS - ESPIQUE
with the Father of OBE-
WILLIAM SPADY
Rationale
21ST
CENTURY EDUCATION
1
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
1 Creativity
2 Critical Thinking and
Problems Solving Skills
3 Communication Skills
4 Collaboration 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
3 Tolerating ambiguity
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
Isabela state university obe
Isabela state university obe
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
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
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….
Isabela state university obe
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
Isabela state university obe
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
Isabela state university obe
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
Isabela state university obe
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
Isabela state university obe
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.
Remember
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?)
Learning Plan
SALIENT PARTS
• Program Outcomes
• Course Description
• Course Outcomes
• Learning Plan
– Course Learning Outcomes/Instructional
objectives
– Topic
– Strategies
– Product or Performance Indicators /Assessment
– Resources
IMPORTANT
•Alignment
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
Guidelines
LEARNING OUTCOMES
Guidelines
LEARNING OUTCOMES
Writing 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?
EFFECTIVE
TEACHER
CHALLENGE!
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

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Isabela state university obe

  • 1. FELINA PANAS - ESPIQUE
  • 2. with the Father of OBE- WILLIAM SPADY
  • 6. 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
  • 7. • 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
  • 8. • 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)
  • 9. • 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.
  • 10. To be able to compete, our Filipino college graduate should already be equipped with the “21st century skills”
  • 12. needs WORKERS WHO have the following skills:
  • 15. 2 Critical Thinking and Problems Solving Skills
  • 18. LIFE ANDLIFE AND CAREER SKILLSCAREER SKILLS
  • 20. 2 Initiative and Self- Direction
  • 21. 3 Social and Cross- Cultural Skills
  • 26. 2 Setting and meeting high standards and goals for one’s self and others
  • 29. • Analyzing, transforming, and creating information USING TECHNOLOGY
  • 30. • Collaborating with others to solve problems and make decisions USING TECHNOLOGY
  • 31. • Performing a variety of complex tasks using sophisticated technology
  • 32. Higher Education Institutions (HEIs) • Fast-track curriculum • Offer short-term courses • Adherence to ASEAN Qualifications Framework
  • 35. 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
  • 36. 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
  • 37. PQF Domains 1. Knowledge, skills and values 2. Application 3. Degree of Independence
  • 38. 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
  • 39. 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
  • 40. 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
  • 41. 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.
  • 42. “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)
  • 43. The way students learn needs to change….
  • 45. 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)
  • 46. OUTCOMES • Sets of competencies, expressing what the student will KNOW, UNDERSTAND or BE ABLE TO DO after completion of a process of learning
  • 47. OUTCOMES • Statements that describe SIGNIFICANT and ESSENTIAL LEARNING that learners have ACHIEVED, and can RELIABLY DEMONSTRATE at the end of a course or program.
  • 48. All learners can learn and succeed; success breeds success; and “teaching institutions” (schools) control the conditions of success.
  • 49. 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
  • 50. 11 Content Based Learning System (CBLS) Outcomes Based Learning System (OBLS) Passive Active
  • 51. 22 CBLS OBLS Exam and Grade Driven Continuous Assessment
  • 52. 33 CBLS OBLS Rote Critical thinking, reasoning, reflection & action
  • 54. 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
  • 55. 66 CBLS OBLS •What the teacher hopes to achieve •What learner becomes, understands and does
  • 56. 77 CBLS OBLS •Content placed in rigid time frames •Flexible time frames
  • 57. 88 CBLS OBLS •Stay in single learning institution until complete • Learners can gather credits from different institutions until qualification is achieved
  • 58. 99 CBLS OBLS •Previous knowledge and experience in learning field ignored • Recognition of prior learning
  • 60. 11 Focus on what learners will be able to do successfully
  • 61. 22 Begin curriculum design with a clear definition of the significant learning that learners are to achieve by the end of their formal education
  • 63. 44 Do not learn the same thing in the same way at the same time
  • 65. 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
  • 66. 22 Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented.
  • 67. Killen (2000) says to be useful in an OBE system, assessment criteria should conform to the following principles:
  • 68. The assessment procedures should be valid – they should assess what they are intended to assess 11
  • 69. The assessment procedures should be reliable – they should give consistent results 22
  • 70. The assessment procedures should be fair – they should not be influenced by any irrelevant factors such as the learner’s cultural background etc. 33
  • 71. Assessment should reflect the knowledge and skills that are most important for learners to learn 44
  • 72. 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
  • 73. • Assessment should be comprehensive and explicit. Assessment should support every learner’s opportunity to learn things that are important 66
  • 74. Because learners are individuals, assessment should allow this individuality to be demonstrated 77
  • 75. Implementation of OBE in Higher Education Institutions (HEIs)
  • 76. 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.
  • 77. • 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.
  • 78. Source: CHED Handbook on Typology, OBE, and Institutional Sustainability Assessment
  • 79. 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
  • 81. University OBE Framework & CHED Framework
  • 82. 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
  • 83. 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.
  • 84. CHED Handbook on Typology, OBE, and ISA
  • 85. 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”.
  • 86. Program Outcomes Using HEI Type  Graduates of universities participate in the generation of new knowledge or in research and development projects.
  • 87. Step 1: Framing of the Program Outcomes STEP 1
  • 88. 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.
  • 89. 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.
  • 90. 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.
  • 91. Attitudes Attitudes What the students’ opinions will be about the subject matter of the course by the time it is completed.
  • 92. 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
  • 93. Tips in Developing/ Writing Program Outcomes
  • 94. 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
  • 95. Consider the three domains of learning in stating the program outcomes State outcomes as SMART (Simple, measurable, attainable, realistic and time- bound)
  • 96. 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)
  • 97. 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
  • 98. In writing the program outcomes •Remember SMART
  • 99. 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
  • 101. Verbs to AvoidVerbs to Avoid • Appreciate • Acquire • Know • Be aware of • Understand • Realize • Perceive • Enjoy • Learn • Comprehend • Value
  • 102. 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.
  • 103. 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.
  • 104. 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.
  • 106. STEP 2 Before engaging into the process of curriculum mapping, you need to have these ready: •Program outcome statements •Subject descriptions with outcome statements
  • 107. RATIONALE •Ensure that the COURSES in the CURRICULUM will all be in function to the achievement of the PROGRAM OUTCOMES
  • 108. • 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.
  • 109. A LEGEND is useful in correlating the outcomes and the courses
  • 110. 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.
  • 111. Another Legend • I – Introduce • P – Practice skills with supervision • D – Demonstrate skills without supervision
  • 112.  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
  • 113. Step 3: Developing an Outcomes- Based Syllabus and Learning Plan STEP 3
  • 114. 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?)
  • 115. 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?)
  • 117. SALIENT PARTS • Program Outcomes • Course Description • Course Outcomes • Learning Plan – Course Learning Outcomes/Instructional objectives – Topic – Strategies – Product or Performance Indicators /Assessment – Resources
  • 120. COLUMN 1: Framing of CLOs - all the Course Learning Outcomes (CLOs) MUST fully contribute to the achievement of the Course Outcomes (COs)
  • 121. What • Outcomes that are expected from a certain course and these are assessed and evaluated through various measurement tools. LEARNING OUTCOMES
  • 122. 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
  • 123. What • Statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course. LEARNING OUTCOMES
  • 124. 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
  • 125. 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
  • 126. 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
  • 130. • 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?
  • 132. 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

Notas do Editor

  1. The Philippines has a unique trifocalized education system: basic education, technical-vocational education and higher education.   Three key agencies are involved in the policy making, administration and management of formal education: The Department of Education (DepEd) for basic education; the Technical Education and Skills Development Authority (TESDA) for technical-vocational education and training and the Commission on Higher Education (CHED) for tertiary and higher education.   With the implementation of the K to 12 program, basic education is composed of six (6) grades in addition to the mandatory Kindergarten program in the elementary. The secondary level is composed of four (4) years Junior high school and two (2) years Senior high school. The third level is the tertiary education consisting of higher education and post secondary schooling. Higher Education is divided into baccalaureate, masters and doctorate levels in various programs or disciplines.   Though compartmentalization exists in the Philippine education system, quality is assured through a standards and accreditation system for basic and higher education institutions and through a unified registration and accreditation system for technical-vocational institutions.
  2. Levels of outcomes as ADAPTED !
  3. Knowledge can include information and facts that are acquired through your studies and your experiences, and thus it can refer to the explicit theoretical bases or the implicit practical understanding of a subject.
  4. The responses we give to people, objects, events, and actions are collectively referred to as our attitudes. RESPONSES our likes and dislikes towards things, people and objects responses are a result of our values
  5. Values decide what we think as right, wrong, good, or unjust
  6. 6. An outcome statements should not impose restrictions on the type or number of assessment methods that have to be used to evaluate the outcome.