CITY UNIVERSITY OF PASAY

College of Education
Assessment of Learning 1

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Chapter 1 B – Outcome Based Education and Learning Outcomes

I. Objectives:

1. Explain what Outcome Based Education is.

2. Differentiate between the three domains or levels of learning outcomes
3. Describe the domain of a given behavioural objective
4. Formulate appropriate behavioural objectives for the learning outcome of
students

II. Introduction/Overview

This module deals with learning outcomes that define and clarify the terms used to
determine the progress of students towards the attainment of the desired learning outcomes.
It reflects the view that the teacher does not pour in knowledge and the student is never the
passive recipient.

III. Lesson Proper

 What is Outcome-Based Education: Matching Intentions with

Accomplishment
The change that happened in the last ten to fifteen years in educational
perspective or outlook is called the Outcome-based Education (OBE). An
OBE curriculum means starting with a clear picture of what is important for
students to be able to do, then organizing the curriculum, instruction and
assessment to make sure this learning ultimately happens

 Characteristics of OBE

OBE has three distinct characteristics:

It is student –centered; that is, it places the students at the center of the
process by focusing on Student Learning Outcomes (SLO).
It is faculty-driven. It puts the faculty as the one responsible for the
learning of the Student, assessing outcomes of educational process and
for motivating participation from the students.
It is meaningful. It guides the teacher in making valid and continuing
improvement in instruction and assessment activities

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 CITY UNIVERSITY OF PASAY
College of Education
Assessment of Learning 1

 The four basic principles of the OBE

An OBE curriculum means starting with a clear picture of what is important for
students to be able to do, then organizing the curriculum, instruction and
assessment to make sure this learning ultimately happens. The four basic
principles are (Spady, 1994):

 Clarity of focus

This means that everything teachers do must be clearly focused on what

they want students to know, understand and be able to do. In other words,
teachers should focus on helping students to develop the knowledge,
skills and personalities that will enable them to achieve the intended
outcomes that have been clearly articulated.

 Designing down

It means that the curriculum design must start with a clear definition of the
intended outcomes that students are to achieve by the end of the
program. Once this has been done, all instructional decisions are then
made to ensure achieve this desired end result.

 High expectations

It means that teachers should establish high, challenging standards of

performance in order to encourage students to engage deeply in what
they are learning. Helping students to achieve high standards is linked
very closely with the idea that successful learning promotes more
successful learning.

 Expanded opportunities

Teachers must strive to provide expanded opportunities for all students. This
principle is based on the idea that not all learners can learn the same thing

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 CITY UNIVERSITY OF PASAY
College of Education
Assessment of Learning 1

in the same way and in the same time. However, most students can achieve
high standards if they are given appropriate opportunities.

 The Assessment Process: Steps for Assessment Design

 A learning outcome or what is termed here as result, is what a student

CAN DO as a result of a learning experience. It describes a specific task
that he/she is able to perform at a given level of competence under a certain
situation.

 The Three types of Learning outcomes or Results. The three domains or

groups of Learning outcomes is termed as the Bloom’s taxonomy of
knowledge. These are the cognitive domain, the affective domain and the
psychomotor domain.

 In 2001, the revised Taxonomy of Objectives was published to make the

previous list relevant to the 21st century. While the old version is one-
dimensional , i.e, only the process is emphasized, the newer version is two-
dimensional consisting of the knowledge dimension and the cognitive
process dimension

 The Cognitive Process consists of six levels: Remembering, Understanding,

Applying, Analyzing, Evaluating, and Creating.

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 CITY UNIVERSITY OF PASAY
College of Education
Assessment of Learning 1

Verbs(Process) Products (Output)

 Remembering  Remembering

List, Name, recall, tell, List, worksheets, diagrams,

underline, find, label, match, models, records, definition
reproduce, duplicate

 Understanding
 Understanding
Calculate, discuss, expand,
explain, locate, outline, report, Drawing, story, problem,

restate, trace, represent, paraphrase,

describe
 Applying

 Applying
Diary, model, scrapbook,

Convert, classify, demonstrate, presentation

illustrate, solve, practice,

examine, prepare, experiment,
produce  Analyzing

 Analyzing Questionnaire, chart,

Compare, infer, outline,
sequence, test, examine,
contrast, differentiate, appraise,
distinguish
 Evaluating
spreadsheet, summary,
survey, pla
 Evaluating
Opinion, report, judgment,
critique, recommendation

Defend, dispute, judge, justify,  Creating

prioritize, rate, select, support,
verify, argue, test, appraise Skit, news article, game,
cartoon, show, song, poem,
 Creating recipe, magazine,

Combine, change, rearrange,

compose,create, rewrite,

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 CITY UNIVERSITY OF PASAY
College of Education
Assessment of Learning 1

design, formulate, invent,

blend , devise

 The objectives in the affective domain reflect feelings, emotion and values.
The hierarchical levels in this domain are as follows: a) Receiving b)
Responding c)Valuing d) Organization e) Characterization by a value or
value complex

 In the psychomotor domain , six levels are recognized: a) Reflex movements

b) Fundamental movements c) Perceptual abilities d ) Physical abilities
d)Skilled movements e) Nondiscursive communication or non-verbal
communication

Please visit this website to get the complete list of words to use when
crafting an objective: https://tips.uark.edu/using-blooms-taxonomy/

Remember:

1. An instructional objective consists of behavior that is displayed by the learner (not

the teacher) that is observable and measurable
2. The taxonomy consists of three domains: cognitive, affective and psychomotor.
3. The Revised Taxonomy of Educational Objectives in the cognitive domain
consists of two dimensions: The knowledge dimension and the cognitive process
dimension

IV . Evaluation:

Using the indicated topics or subject matter below, write at least three learning outcomes
for each.

A. Cognitive Domain: Investigative Project in Biological Science- Life Cycle of a

Frog
B. Psychomotor Domain: Home Economics: Table Setting
C. Affective Domain: Developing and Nurturing Honesty.

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 CITY UNIVERSITY OF PASAY
College of Education
Assessment of Learning 1

Learning Outcomes

A. Cognitive Domain: Investigative Project in Biological Science- Life

Cycle of a Frog
 Students can describe the characteristics of a frog
 Students can recall the different stages in the life cycle of
a frog
 Students can compare the series of changes that
happens to the frog in its life cycle
B. Psychomotor Domain: Home Economics: Table Setting
 Students can demonstrate proper table setting etiquette
 Students can follow the different steps in table setting
 Student can practice setting a table during a meal
C. Affective Domain: Developing and Nurturing Honesty.

 Students can
