A.

Outcomes-Based Education: Matching Intentions with

Accomplishment
Outcomes-Based Education is a model education that puts students in the
center of the
learning process. It is a change in educational perspective that puts out the
idea of traditional
changing. It has three (3) characteristics:
1. Student-centered. OBE focuses on students and their outcomes.
2. Faculty driven. Teachers are encouraged to take responsibility for their
students’
learning.
3. Meaningful. OBE provides accurate data of students’ performance for
improvement of
instruction and assessment.

B. Procedures for the Implementation of OBE

1. Identification of the educational objectives of the subject/course.
The objectives are the aims you expect to achieve by the end of the period.
The teachers will assist you in achieving these goals. Furthermore, the
educational objectives are broad aims articulated from the teachers'
perspectives and utilize a verb preceding to such as develop, provide,
enhance, instill, and so on.
2. Listing of learning outcomes specified for each subject/course
objective.
The subject/course objectives are expressed generically and do not provide a
thorough guide to be teachable and measureable. As a result, we have
learning outcomes. Learning outcomes are expressed as concrete active
verbs such as exhibit, explain, differentiate, and so on. Benjamin Bloom's
Taxonomy of Educational Objectives is a good source of learning outcomes.
This taxonomy is classified into three categories: cognitive, affective, and
psychomotor.
Cognitive (knowledge) refers to mental skills such as remembering,
understanding,
applying, analyzing, evaluating, synthesizing/creating.
Affective (attitude) refers to growth in feelings or emotions from the simplest
behavior to the most complex such as receiving, responding, valuing,
organizing, and internalizing.
Psychomotor (skills) includes manual or physical skills, which proceed from
mental
activities and range from the simplest to the complex such as observing,
imitating, practicing, adapting and innovating (*Navarro and Santos, 2012).
3. Drafting outcomes assessment procedure.
Teachers will be able to determine the extent to which students are achieving
the required learning outcomes.

C. The Outcomes of Education

OBE focuses on education that focuses on the abilities and competences that
students should be able to exhibit at the conclusion of a certain period. The
two outcomes on which OBE focuses are immediate and deferred results.

Immediate outcomes are competencies/skills acquired after completing a

subject, a grade level, a section of the program, or the entire program. Such
as capacity to communicate in writing and speech, mathematical problem
solving ability, ability to recognize objects using different senses, ability to
generate artistic or literary works, storytelling ability, advancement to a higher
grade level, and so on.

Deferred outcomes are the ability to utilize cognitive, psychomotor, and

affective competencies/skills in various contexts after finishing school. For
instance, success in a professional practice or occupation, promotion at work,
success in career planning, health and wellness, or having awards and
recognitions (*Navarro and Santos, 2012).
D. Sample Educational Objectives and Learning Outcomes

Educational Objectives Learning Outcomes

1. Understand the difference between 1.1 Differentiate learning outcomes

learning outcomes and learning and
objectives learning objectives.
(Cognitive) 1.2 Explain in one’s own words the
distinction of learning outcomes and
learning objectives.

2. Allow students to engage in 2.1 Write examples of learning

meaningful objectives
learning through critical thinking and learning outcomes for a specific
regarding field.
learning objectives (Psychomotor) 2.2 Assess successfully learning
outcomes
at the end of the period.

3. Recognize the benefits of learning 3.1 Relate the importance of learning

objectives and learning outcomes objectives and learning outcomes in
(Affective) teaching.
3.2 Describe the impact of the
absence of
learning objectives and outcomes in
the
educational system.

The Three Types Of Learning

The three types of domain was identified by Benjamin Bloom and with some
other researchers. These domains are cognitive domain, affective domain and
psychomotor domain. This is also a tool for thinking. Its structure can give us
ideas for creating core-aligned courses, assignments, and projects that will
help students progress to increasingly complicated levels of thinking over
time.

Cognitive domain seeks to improve an individual's mental abilities and

knowledge acquisition. It also has six categories the remember; understand;
apply; analyze; evaluate; and create.
Remember- Recall facts and basic Define, describe, identify,
concepts label, match, list, name,
outline, recall, recognize,
reproduce, select, state

Understand- Explain ideas or concepts Distinguish, estimate,

explain, give example,
interpret, paraphrase,
summarize

Apply- Use information in new Apply, change, compute,

situations construct, demonstrate,
discover, modify, prepare,
produce, show, solve, use

Analyze- Draw connections among Analyze, compare, contrast,

ideas diagram, differentiate,
distinguish, illustrate,
outline, select

Evaluate- Justify a stand or decision Compare, conclude,

criticize, critique, defend,
evaluate, relate, support,
justify

Create- Produce new or original work Categorize, combine,

compile, compose, devise,
design, plan, organize,
rearrange, generate, modify

Affective domain comprises the individual's feelings, emotions, and attitudes.

It also has five categories the receiving; responding; valuing; organization;
and characterization.
Receiving- Being aware or Select, point to, sit, choose,
sensitive to something and describe, follow, hold,
being willing to listen or pay identify, name, reply
attention

Responding- Showing Answer, assist, comply,

commitment to respond in conform, discuss, greet,
some measure to the idea or help, perform, practice,
phenomenon read, recite, report, tell,
write

Valuing- Showing Complete, demonstrate,

willingness to be perceived differentiate, explain,
as valuing or favoring follow, invite, join, justify,
certain ideas propose, report, share,
 study, perform

Organization- Arranging Arrange, combine,

values into priorities,
creating a unique value
system by comparing,
relating and synthesizing
values
complete, adhere, alter,
defend, explain, formulate,
integrate, organize, relate,
synthesize

Characterization- Practicing Act, display, influence,

value system that controls a listen, discriminate, listen,
person’s behavior; modify, perform, revise,
exhibiting behavior that is solve, verify
consisted pervasive,
predictable and
characteristics of the person

Psychomotor domain considers the use of motor skills as well as the ability to
coordinate them. In the 1970’s, E. Simpson and A. S. Harrow presented
categories for this domain that includes physical coordination, movement and
use of the motor skills body parts. In order to develop these skills, a person
needs to constantly practice and train with accuracy and speed. Seven
categories were contributed by Simpson while Harrow contributed six. These
11 categories were simplified to 4 levels. Refer to the following table.

Observing- Active mental Watch, detect, distinguish,

attention to a physical differentiate, describe,
activity relate, select

Imitating- Attempt to copy Begin, explain, move,

a physical behavior display, proceed, react,
show, state, volunteer

Practicing- Performing a Bend, calibrate, construct,

specific activity repeatedly differentiate, dismantle,
display, fasten, fix, grasp,
grind, handle, measure, mix,
operate, manipulate, mend

Adapting- Fine tuning the Organize, relax, shorten,

skill and making minor sketch, write, re-arrange,
adjustments to attain compose, create, design,
perfection originate

Table Of Specifications
Level Objective Item Number Percentage
Numbers
Knowledge
Comprehension
Application
Analysis
Synthesis/Evaluatio
n
Total

Using TOS can assist teachers in mapping the quantity of class time
consumed on each objective to the cognitive level at which each objective
was taught, allowing them to choose the types of items they should include on
their assessments. The table of specifications is a method for ensuring that a
test can assess the material and thinking skills that the assessment is
designed to assess. As a result, when applied correctly, it can provide proof of
response content and construct validity.

Performance-based Assessment
Listening, observing, and talking with students while they execute these tasks
constitutes performance-based assessment. It is a continuous process that
assists teachers in discovering a student's capacity to reason and
comprehend. Instructors are able to adjust their teaching methods in response
to student performance. With the different kinds of performance-based
assessment students can gain knowledge and improve self-evaluation
abilities as a result of the assessment process. Assessment and performance-
based learning encourage a lifelong learning and improvement process.