REVIEWER

Learning Outcomes

 describe the measurable skills, abilities, knowledge or values that students should be able to
demonstrate as a result of a completing a course.
 Could be deferred or immediate outcome
 Deferred Outcome - Ability to apply cognitive, affective, and psychomotor
skills/competencies in the various aspects of the professional and workplace practice
(Navarro, 2019)
 Immediate Outcome - Competencies or skills acquired upon completion of a lesson, a
subject, a grade/year, a course, or a program.

OUTCOMES
 Learning outcomes should be specific and well defined
 Learning outcomes should be realistic
 Learning outcomes should rely on active verbs in the future tense
 Learning outcomes should be framed in terms of the program instead of specific
classes that the program offers.
 There should be a sufficient number of learning outcomes
 Learning outcomes should align with the program’s curriculum
 Learning outcomes should focus on learning products and not the learning process.

OBE – Outcomes Based Education

 Education based on outcomes.

 Emphasis is placed on a clearly articulated idea of what students are expected to
know and be able to do, that is, what skills and knowledge they need to have, when
they leave the school system
 sometimes also called performance-based education
 promote students' acquisition of higher-order thinking skills

Transformational OBE

 Concerned with long term, cross curricular outcomes that are directly related to students’ future
life roles
 Learning is not significant unless the outcomes reflect the complexities of real life
 Acquired Knowledge, Understanding, Skills, and Attitudes to enable students reach students’ full
potential.

Outcomes Based Teaching and Learning (OBTL)

 Applying the essence of OBE to Teaching and Learning
 What do I intend my students to be able to do after my teaching that they couldn’t do before,
and to what standard?
 How do I supply learning activities that will help them achieve those outcomes?
 How do I assess them to see how well they have achieved them?
 emphasis is on what is the outcome from the learner of that teaching is intended to be. The
basic premise of OBTL is that the teaching and learning activities (TLAs) and assessment
methods (AMs) are constructively aligned.

Outcomes in Different Levels

Principles of OBE (SPADY, 1994)

1. Clarity of Focus
2. Designing Down
3. High Expectations
4. Expand Opportunities

Constructive Alignment

 A process if creating a learning environment that supports the learning activities that lead to the
achievement of the desired learning outcomes.
 Alignment of the of the intended learning outcomes, the teaching – learning activities, and the
assessment tasks.
 Assessment tasks and specific criteria as bases of judgement of student performance.
 Aligned Curriculum Model
(Bigg, 2003)

Understanding by Design
Wiggins & McTighe (1998)

 OBE and OBTL in principle and in practice

 Identifying desired result (outcomes)

Three Stages
 Identify desired results
 Determine acceptable evidence
 Plan learning experiences and instruction

The Instructional Cycle