18 PrEd146: Assessment in Learning I

Lesson 2.2: Outcome-Based Education

Lesson Summary
This lesson consists of the definition of outcome-based education,
recommended procedure in implementing OBE, and the difference between
the two types of outcome: immediate and deferred. In this lesson, the teacher
ceased to be the sole source of knowledge. The teacher has become a
professional facilitator who assists in the organization, interpretation, and
validation of the learned information and data.

Learning Outcomes
1. explain the three characteristics of OBE
2. differentiate immediate and deferred outcomes
3. distinguish among institutional, program, course and learning
outcome

Motivation Question

What can you say about these pictures? What do you think of their
differences?

Discussion

Outcome-Based Education: Matching Intentions with Accomplishment

The change in educational perspective called Outcome-based
Education (OBE) has three (3) characteristics:
1. It is student-centered, i.e. it places the students at the center of the
process by focusing on Student Learning Outcomes (SLO).
2. It is faculty-driven, i.e. it encourages faculty responsibility for
teaching, assessing program outcomes, and motivating participation
from the students.
3. It is meaningful, i.e. it provides data to guide the teacher in making
valid and continuing improvement in instruction and assessment
activities.
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Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
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 For instructional purposes only • 1st Semester SY 2020-2021 19

The following procedure is being recommended to implement

outcome-based education on the subject or course level:
1. Identification of the educational objectives of the subject or course.
Educational objectives are the broad goals that the subject/course
aims to accomplish. They define, in general terms the knowledge,
skills, and attitudes that the teacher will help the students to attain.
Objectives are being mentioned from the teacher, such as “to create,
to provide, to enhance, to inculcate, etc.”

2. Listing of learning outcomes listed for each target subject/course.

Since subject/course objectives are being broadly stated, they do not
provide a detailed guidance to be teachable and measurable. Learning
outcomes are being stated as concrete active verbs such as: to
demonstrate, to explain, to differentiate, to illustrate, etc. Benjamin
Bloom’s Taxonomy of Educational Objectives is a good source of
learning outcomes statements. Bloom’s Taxonomy of Objectives is
grouped into three (3):

Cognitive, also called knowledge, refers to mental skills such

as Remembering, Understanding, Applying, Analyzing, Evaluating, and
Creating.
Psychomotor, also referred to as skills, involves manual or
physical abilities, ranging from intellectual activities to complex, such
as observing, imitating, practicing, and adapting.
Affective, also known as attitude, refers to growth in feelings
or emotions from the simplest behavior to the most complex such as
receiving, responding, valuing, organizing and characterizing.

3. Drafting outcomes assessment procedure. This procedure will allow

the teacher to decide the degree to which the students achieve their
desired learning outcomes. It identifies for every outcome the data
being gathered, which will guide the selection of the assessment tools
to be used and at what point assessment to be done.

The Outcomes of Education

Outcome-based education focuses classroom instruction on the skills

and competencies that students must demonstrate when they exit. There are
two (2) types of outcomes: immediate and deferred outcomes.
Immediate Outcomes are competencies/skills acquired upon
completion of an instruction, a subject, a grade level, a segment of the
program, or the program itself. These are being referred to as
instructional outcomes.
Examples:
 Ability to communicate both in writing and speaking
 Mathematical problem-solving skill
 Skill in identifying objects using the different senses

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Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
V0 07-15-2020
and innovative technologies for sustainable communities and environment.
No.
 20 PrEd146: Assessment in Learning I

Deferred Outcomes refer to the ability to apply cognitive, psychomotor

and affective skills/competencies in various situations many years
after completion of a degree program.
Examples:
 Success in professional practice or occupation
 Promotion in a job
 Awards and recognition

Institutional, Program, Course and Learning Outcomes

These are the attributes that a graduate of an institution expects to

demonstrate three or more than three years after graduation.
Outcomes in Outcome-based Education (OBE) come in different
levels:
1) Institutional
2) Program
3) Course
4) Learning/instructional/lesson outcomes

Institutional outcomes are statements of what an educational

institution’s students are expected to be in a position to do beyond
graduation.

Program outcomes are what graduates of particular educational

programs or degrees or able to do after the degree or program.

Course outcomes are what students should be able to demonstrate at

the end of a course or a subject.

Learning or instructional outcomes are what students will be able to

do following a lesson or instruction.

Page 20 of 68
Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
V0 07-15-2020
and innovative technologies for sustainable communities and environment.
No. DTE-056-IM