The Shift of Educational Focus from Content to Learning Outcomes

Reduced to the barest components, the educative process happens between

the teacher and the student. Education originated from the terms “educare” or
“educere” which meant “to draw out.” Ironically, however, for centuries we succeeded
in perpetuating the belief that education is a “pouring in” process wherein the teacher
was the infallible giver of knowledge and the student was the passive recipient. It
followed that the focus of instruction was content and subject matter. We were used
to regarding education basically in terms of designating a set of subjects to take and
when the course is completed, we pronounce the students “educated” assuming that
the instruction and activities we provided will lead to the desired knowledge, skills
and other attributes that we think the course passers would possess.

Outcomes-Based Education: Matching Intentions with Accomplishment

The change in educational perspective is called Outcomes-Based Education
(OBE) which has three (3) characteristics:
1. It is student-centered; that is, it places the students at the center of the process
by focusing on Student Learning Outcomes (SLO).
2. It is faculty-driven; that is, it encourages faculty responsibility for teaching,
assessing program outcomes and motivating participation from the students.
3. It is meaningful; that is, it provides data to guide the teacher in making valid and
continuing improvement in instruction and assessment activities.

To implement outcomes-based education on the subject or course level, the

following procedure is recommended:
1. Identification of the educational objectives of the subject/ course. Educational
objectives are the broad goals that the subject/course expects to achieve, and
defining in general terms the knowledge, skills and attitude that the teacher will
help the students to attain. The objectives are stated from the point of view of the
teacher such as: “to develop, to provide, to enhance, to inculcate, etc.”
2. Listing of learning outcomes specified for each subject/ course objective. Since
subject/course objectives are broadly stated, they do not provide detailed guide
to be teachable and measureable. Learning outcomes are stated as concrete
active verbs such as: to demonstrate, to explain, to differentiate, to illustrate, etc.
A good source of learning outcomes statements is the taxonomy of educational
objectives by Benjamin Bloom. Bloom’s taxonomy of educational objectives is
grouped into three (3):
a. Cognitive, also called knowledge, refers to mental skills such as remembering,
understanding, applying, analyzing, evaluating, synthesizing/creating.
b. Psychomotor, also referred to as 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.
c. 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 internalizing.
3. Drafting outcomes assessment procedure. This procedure will enable the teacher
to determine the degree to which the students are attaining the desired learning
outcomes. It identifies for every outcome the data that will be gathered which will
guide the selection of the assessment tools to be used and at what point
assessment will be done.

The Outcomes of Education

Outcomes-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 a

subject, a grade level, a segment of the program, or of the program itself.
Examples:
1. Ability to communicate in writing and speaking
2. Mathematical problem-solving skill
3. Skill in identifying objects by using the different senses
4. Ability to produce artistic or literary works
5. Ability to do research and write the results
6. Ability to present an investigative science project
7. Skill in story-telling
8. Promotion to a higher grade level
9. Graduation from a program
10. Passing a required licensure examination
11. Initial job placement

Deferred outcomes refer to the ability to apply cognitive, psychomotor and

affective skills/competencies in various situations many years after completion of a
subject; grade level or degree program.
Examples:
1. Success in professional practice or occupation
2. Promotion in a job
3. Success in career planning, health and wellness
4. Awards and recognition

Sample Educational Objectives and Learning Outcomes in Araling Panlipunan (K to

12)
EDUCATIONAL OBJECTIVES LEARNING OUTCOMES
 Pagbibigay sa mga mag-aaral ng  Nailalarawan ang sariling buhay
kaalaman at pang-unawa tungkol sa simula sa pagsilang hanggang sa
tao, kapaligiran at lipunan (Cognitive kasalukuyang edad.
 objective).  Nasasabi at naipapaliwanag ang
mga alituntunin sa silid-aralan at sa
paaralan.
 Naiisa-isa ang mga tungkulin ng
isang mabuting mamamayan sa
pangangalaga ng kapaligiran.
 Paglinang ng kakayahan na  Nakakasulat ng sanaysay na
magsagawa ng proyektong naglalarawan ng mga taong
pangtahanan at pampamayanan bumubuo ng sariling pamilya.
(Psychomotor objective).  Nakapagsasagawa ng panayam ng
ilang mahahalagang pinuno ng
sariling baranggay at naisusulat ang
mga nakalap na kaalaman.
 Pagganyak sa mga mag-aaral  Nakasusulat ng tula, awit o maikling
upang maipamalas ang malalim na kuwento tungkol sa kahalagahan ng
pagpapahalaga sa kapaligiran kapaligiran.
(Affective objective).  Nakagagawa ng “video presentation”
tungkol sa wastong pag-aalaga ng
kapaligiran.

https://www.elcomblus.com/the-shift-of-educational-focus-from-content-to-learning-
outcomes/
(Deramas, Princess N.)

Institutional, Program, Course and Learning Outcomes

These are the attributes that a graduate of an institution is expected to
demonstrate 3 or more than 3 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 the graduates of an educational

institution are supposed to be able to do beyond graduation. Program outcomes are
what graduates of particular educational programs or degrees are able to do at the
completion of the degree or program. Course or subject 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 should be able to do after a lesson or
instruction.

Institutional outcomes are broad. These institutional outcomes become more

specific in the level of program or degree outcomes much more specific in the level
of course or subject outcomes and most specific in the level of learning or
instructional outcomes.
 Program outcomes and learning outcomes are discussed in detail in Chapter
3.

Educational objectives as given in 1.4 are formulated from the point of view of
the teacher. Learning outcomes are what students are supposed to demonstrate
after instruction.
https://www.studocu.com/ph/document/bukidnon-state-university/general-education/
shift-of-educational-focus-from-content-to-learning-outcomes/40854758
(Deramas, Princess N.)

What are Outcomes-based Assessments?

Outcomes-based assessments are a type of evaluation or measurement
approach used in various educational and professional settings to assess a person’s
knowledge, skills, or competencies based on specific predefined outcomes or
objectives. The emphasis is placed on what learners or individuals can do or
demonstrate, rather than simply measuring their performance in isolated tasks or
activities.

In outcome-based assessments, the assessment criteria are aligned with

clear and measurable learning outcomes or competencies, which are usually defined
beforehand. These outcomes can be related to specific knowledge, skills, attitudes,
or behaviors that a person is expected to possess or exhibit as a result of their
learning or training experience.
Key characteristics of outcome-based assessments include:
1. Clear and measurable outcomes: The learning objectives or competencies are
well-defined and quantifiable, making it easier to evaluate the extent to which the
learners have achieved them.
2. Authentic assessment tasks: Assessment tasks are designed to reflect real-world
situations or scenarios where the learners are required to apply their knowledge
and skills in context.
3. Direct observation: Often, outcome-based assessments involve direct
observation of the learners’ performance, providing a more accurate
representation of their abilities.
4. Formative and summative assessments: Outcome-based assessments can be
used for both formative purposes (providing feedback to learners to improve their
skills during the learning process) and summative purposes (determining the
learners’ overall achievement or competence).
5. Emphasis on application and transfer of learning: The focus is not only on
acquiring knowledge but also on applying that knowledge effectively in various
contexts.
6. Learning-centered: Outcome-based assessments are learner-centered, as they
concentrate on what the learners can do rather than just what is taught to them.
Example of an outcome-based assessment in education:
 In a public speaking class, the instructor might define the following learning
outcomes:
1. Students will deliver a persuasive speech with a clear thesis statement,
supporting evidence, and effective organization.
2. Students will demonstrate effective verbal and nonverbal communication skills
during their speech presentations.
3. Students will respond to impromptu questions from the audience, displaying
critical thinking and adaptability.

Why are Outcomes-based Assessments Important?

Outcomes-based assessments are important for student learning because
they allow students to learn at their own pace and focus on skills rather than earning
a grade. This can increase motivation and engagement, and allow students of
different abilities to enter where they are able.

These assessments are also important for teachers because they help to give
a clear picture of where students need to go next in their learning. It also gives
teachers an indicator that students have met learning objectives and are meeting the
standards.

What are the Benefits for Student Learning?

There are many benefits to student learning with outcome-based assessment.
The top 5 benefits included:
1. Personalized learning – Outcomes-based assessments facilitate personalized
learning experiences. Since learners’ progress is measured against specific
outcomes, educators can identify individual strengths and areas that need
improvement, tailoring instruction and support accordingly to meet each learner’s
unique needs.
2. Clear steps for improvement – With outcome-based assessments, learners
receive timely and constructive feedback on their performance. This feedback
helps them understand their strengths and areas for improvement, promoting a
growth mindset and encouraging continuous learning and development.
3. Grading based on standards – outcomes-based assessment ensures that
students are assessed on standards and that their grade reflects their endpoint,
not their starting point. This is different from traditional assessments where
grades are cumulative and reflect an average.
4. Improved student growth – When students know the exact step that they need to
take to reach a standard and they understand the outcomes that need to happen
to reach the standard they stay engaged and grow more.
5. Student ownership of learning – Students have a road map of what success looks
like in the end. Regardless of where they start, all students can make progress on
that road map and they can do it without a teacher having to guide through step-
by-step.
Examples of Outcomes-Based Assessment
Outcomes-based assessments can be used in all classes including, for
example, science, culinary arts, and English classes. In science, an outcomes-based
assessment may have a teacher write an objective such as, “Students will
understand the scientific method and its application.” To assess this, the teacher may
have students design and conduct their own experiments following the scientific
method, including formulating hypotheses, collecting data, analyzing results, and
making conclusions.
https://www.taotesting.com/blog/what-are-outcomes-based-assessments-and-how-
can-you-implement-them/
(Deramas, Princess N.)

Using Bloom’s Taxonomy to Write Effective Learning Outcomes

Bloom’s Taxonomy is a classification of the different outcomes and skills that
educators set for their students (learning outcomes). The taxonomy was proposed in
1956 by Benjamin Bloom, an educational psychologist at the University of Chicago.
The terminology has been recently updated to include the following six levels of
learning. These 6 levels can be used to structure the learning outcomes, lessons,
and assessments of your course.
1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from
long‐term memory.
2. Understanding: Constructing meaning from oral, written, and graphic messages
through interpreting, exemplifying, classifying, summarizing, inferring, comparing,
and explaining.
3. Applying: Carrying out or using a procedure for executing, or implementing.
4. Analyzing: Breaking material into constituent parts, determining how the parts
relate to one another and to an overall structure or purpose through
differentiating, organizing, and attributing.
5. Evaluating: Making judgments based on criteria and standards through checking
and critiquing.
6. Creating: Putting elements together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure through generating,
planning, or producing.

Like other taxonomies, Bloom’s is hierarchical, meaning that learning at the

higher levels is dependent on having attained prerequisite knowledge and skills at
lower levels. You will see Bloom’s Taxonomy often displayed as a pyramid graphic to
help demonstrate this hierarchy. We have updated this pyramid into a “cake-style”
hierarchy to emphasize that each level is built on a foundation of the previous levels.
https://tips.uark.edu/using-blooms-taxonomy/
(Deramas, Princess N.)

Revised Bloom's Taxonomy

Bloom's taxonomy was revised in 2000 by Lorin Anderson, one of Bloom's
former students, and one of Bloom's original collaborators, David Krathwohl. The
revised taxonomy is, generally speaking, what most educators refer to when
referencing Bloom's taxonomy. One of the more significant changes was their
placement of "creating" at the top of the pyramid3. In Bloom's original taxonomy,
"evaluation" was considered the highest level of cognition, with "synthesis"
immediately below it. To reflect changes in teaching and learning scholarship and
practice, Anderson and Krathwohl renamed synthesis to "creating" and moved it to
the top of the cognitive hierarchy.

In adding the knowledge dimension, Anderson et al. establish four different

kinds of knowledge:
 Factual knowledge, which are basic elements to a discipline students need to
know or solve problems in;
 Conceptual knowledge, which refer to the connections between the basic
elements within a larger whole that allow them to function together;
 Procedural knowledge, which relates to the steps in knowing how to perform a
task or pursuing a method of inquiry; and
 Metacognitive knowledge, which consists of knowledge about cognition generally
in addition to one's own cognitive processes.
https://resources.depaul.edu/teaching-commons/teaching-guides/course-design/
Pages/teaching-learning-frameworks.aspx
(Deramas, Princess N.)

What is outcomes-based education (OBE)?

 First and foremost, OBE is an organizational structure. It’s a way to structure
content around activities that lead to demonstrable proficiency of a specific skill,
knowledge, or behavior. As a learning model, OBE is non-prescriptive. Instead, it
offers a handful of principles that are worth considering in more detail.

Principles of outcomes-based education

Student-centered: As a learning model, outcomes-based education starts by
asking: what does a learner need to do to demonstrate mastery of a particular skill,
knowledge, or behavior? Such an approach puts student needs front and center of
the learning design process.

Clarity: Given that all learning objectives in an outcomes-based education

model are clearly spelled out ahead of time, learners know what’s expected of them,
and can adjust their focus and questions more appropriately.

Flexibility: An outcomes-based education model must be flexible enough to

adjust to a learner’s strengths and weaknesses. Flexibility is also important for
providing learners enough time to attain fluency or proficiency.
https://www.d2l.com/blog/what-is-obe/
(Deramas, Princess N.)

Transformation of Traditional Mode of Education to Outcome-Based Education. Is

Gen Z and Gen Alpha ready to adapt it?

The evolution from conventional score-based education to outcome-based

education (OBE) is a response to the changing demands of the modern world and
the recognition that traditional assessments may not fully capture the skills and
competencies needed for success in the real world. Outcome-based education
focuses on the learning outcomes achieved by students rather than solely on their
performance in standardized tests or exams.

Key characteristics of outcome-based education include:

1. Learning outcomes: OBE sets clear, measurable, and achievable learning
outcomes that students should be able to demonstrate at the end of a course or
program.
2. Competency-based approach: It emphasizes the development of specific skills
and competencies that are relevant to the field of study or professional
requirements.
3. Student-centered learning: OBE encourages personalized learning paths,
allowing students to take ownership of their education and progress at their own
pace.
4. Authentic assessments: Assessments in OBE are designed to measure students'
ability to apply knowledge and skills in real-life scenarios, going beyond
traditional memorization and regurgitation of information.
https://www.linkedin.com/pulse/transformation-traditional-mode-education-gen-z-
alpha-verma
(Deramas, Princess N.)

Benefits of outcomes-based education

Many Universities and colleges across Canada agree that “learning outcomes
provide a powerful framework upon which to structure curricula”

Learning outcomes:
1. Provide a strategic way to enhance the quality of teaching and learning;
2. Prepare students for the “rest‐of‐life” context in which they will need to apply what
they have learned in their course/program;
3. Provide a framework to align teaching, learning and assessment methods;
4. Promote a collaborative, collegial approach to curriculum planning;
5. Help to ensure the approval and accreditation of new and existing programs;
6. Provide a mechanism for ensuring accountability and quality assurance;
7. Promote a self‐directed and autonomous approach to learning;
8. Provide a means for students to articulate the knowledge, skills, attitudes and
experience acquired during their program;
9. Provide a tool for monitoring, evaluating and improving the curriculum; and
10. Help to encourage continuity and mobility between varying post‐secondary
programs and institutions.
https://obecurriculumsessions.wordpress.com/what-is-obe/
(Deramas, Princess N.)

Benefits Of Outcome-Based Education (OBE) For Students

1. Brings clarity among the teachers and students.
2. Every student has the flexibility and freedom of learning in their ways.
3. There is more than one method of learning.
4. Reduces comparison among the students as everyone has a different target.
5. Completely involves students taking responsibility for their goals.
https://www.iitms.co.in/blog/outcome-based-education-system.html
(Deramas, Princess N.)

What is An Example of Outcome Based Education?

 In outcome-based teaching and learning system, learners soon approach
exercises and projects that align with these outcomes. Instead of just memorizing the
theory, they spend time actively engaging with the subject matter.

Skills courses are excellent outcome-based education examples. For

instance, a digital marketing skills course might have outcomes such as “Creating
and optimizing online advertisements,” Analyzing web traffic data,” or “Developing a
social media strategy.”

Outcome based assessment is often performance-based. Instead of relying

solely on traditional exams, learners are evaluated based on their ability to apply the
skills and knowledge they’ve learned. This could involve completing tasks, solving
problems, or creating tangible outputs that demonstrate mastery.
https://ahaslides.com/blog/outcome-based-education/
(Deramas, Princess N.)

ADVANTAGES OF OBE
The advantage is that outcome-based education imparts thinking skills and
engages students more actively. When the student creates a product is much more
meaningful than answers on a test or paper pencil evaluation. Outcome-based
education (when done right) provides learning more similar to real-world applications
and real-world problem salving.
1. Clarity in Concept- The emphasis on outcomes creates a clear anticipation of
what needs to be inculcated and proficient by the end of the course or Program.
Students will get to know what is expected of them and teachers will understand
what they need to teach during the course and Program. Clarity is essential
besides years of schooling and when teaching is accomplished as a team.
2. Flexibility in Choice of Contents -Any method can be chosen to teach a student
according to the learning style and ability to learn. OBE does not limit the
teachers to teach using a specific method and gives to freedom to adopt
customized strategies. OBE is a holistic and modern student-centered learning
model and strategies. Teachers are meant to guide, mentor, facilitate and help
the students master the material using either approach.
3. Students Voluntary Involvement learning - Student involvement in the classroom
is a key part and it is inevitable of OBE. Students are expected to do self-
motivated and self-engaged in learning so that they attain a full understanding of
the material and core concept. It increases student involvement and allows
students to feel responsible for their own learning. On the other hand, the parents
and societies are indirect and moral helper for students learning outcomes.
https://www.granthaalayahpublication.org/journals/index.php/granthaalayah/article/
view/3882/3891
(Deramas, Princess N.)
Benefits of Outcome-Based Education

Difference Between Outcome base education vs Traditional base education:

Feature base Outcome-based Learning

https://etutor.co/blog/outcome-based-learning/
(Deramas, Princess N.)

Institutional Learning Outcomes

The Institutional Learning Outcomes (ILOs) describe the knowledge, skills,
abilities and attitudes that students should develop through any sustained
experience with the college – whether courses, degree or certificate programs, pre-
transfer general education pattern, or academic and support services.
1. Independent Learning and Development - The ability of students to develop,
evaluate, and pursue personal, academic, and/or career goals. Students will be
able to: Demonstrate effective study strategies; Articulate realistic and achievable
academic and/or career goals; Identify and make use of college and community
resources (academic and student support services).
2. Effective Communication - The ability of students to write, read, speak, and listen
in order to communicate effectively. Students will be able to: Comprehend,
interpret, and analyze written and oral information; Express ideas and provide
supporting evidence effectively in writing and in speaking; Express ideas
creatively through verbal and non-verbal media (e.g., music, art, dance, etc.)
Communicate effectively in a group or team situation.
3. Quantitative Reasoning - The ability of students to perform quantitative analysis,
using appropriate resources. Students will be able to: Solve a variety of problems
that require quantitative reasoning; Interpret graphical representations of
quantitative information.
4. Critical Thinking - The ability of students to think creatively, analytically, and
logically, in order to assess ideas, formulate arguments, develop multiple
perspectives, and solve problems. Students will be able to: Develop and evaluate
arguments; Analyze, synthesize and evaluate ideas as part of the creative
process; Assess the validity of both qualitative and quantitative evidence; Apply
diverse disciplinary approaches and perspectives; Employ the scientific method.
5. Social Awareness and Diversity - The ability of students to recognize cultural
traditions and to understand and appreciate the diversity of the human
experience, past and present. Students will be able to: Identify the benefits of
diversity and respect the range of diversity; Work effectively with others of diverse
backgrounds; Recognize the importance and analyze the interconnectedness of
global and local concerns, both past and present Identify and analyze a diversity
of artistic and cultural traditions.
6. Ethical Responsibility/Effective Citizenship - The ability of students to make
judgments with respect to individual conduct, based on systems of values.
Students will be able to: Recognize ethical principles; Identify possible courses of
action in response to ethical dilemmas and evaluate their consequences; Behave
ethically and respectfully when working with students, instructors, and the
campus community.
https://collegeofsanmateo.edu/sloac/slos_ge.asp
(Deramas, Princess N.)
HOW ARE ILOs DIFFERENT FROM SLOs?

HOW ARE ILOs DIFFERENT FROM GEOs?

https://www.craftonhills.edu/~/media/Files/SBCCD/CHC/About%20CHC/Research
%20and%20Planning/ILO%20Final.pdf
(Deramas, Princess N.)

Program Learning Outcomes

By the completion of a degree program, students should be able to
demonstrate these learning outcomes—either as integrated into the capstone as a
demonstrable task—or as documented by key tasks across a program.
Example: Sociology Major Learning Outcomes

The first three LO’s are related to research, involving asking research questions,
and collecting and analyzing data.
1. Students will be able to formulate sociological research questions.
2. Students will be able to utilize sociological research methods to collect data.
3. Students will be able to analyze data with appropriate sociological data analysis
methods.
Course-level Learning Outcomes
Course-level outcomes reflect what students will learn by the end of the
course. Certainly, each course will reflect either an introduction to a concept, practice
at gaining competence in this outcome, or demonstration that a student knows
and/or owns the knowledge/concept/skill/ability. Instructors should include a range of
course outcomes that demonstrate process and context.
Example: Course-level learning outcomes for each “level” of course that relate to the
above major LO’s. (Note: These outcomes are currently under construction.)

Students will be able to:

1. 100-level courses: identify research methods basics.
2. 200-level courses: begin to develop their ability to collect and analyze data on
sociological topics.
3. 300-level courses: continue to develop their ability to collect and analyze data on
sociological topics.
4. 400-level courses: demonstrate integration of analytical, methodological, and
conceptual skills in addressing a sociological question.
https://www.plu.edu/assessment/assessment-resources/resources-for-programs/
program-vs-course-learning-outcomes/
(Deramas, Princess N.)

Hierarchy of Outcomes
A hierarchy of learning outcomes is often used in higher education. This
framework is most effective when there is alignment between all tiers.

https://open.baypath.edu/coursedevelopment/chapter/program-level-objectives/
(Deramas, Princess N.)

Examples of program learning outcomes

On successful completion of this program, graduates will be able to:
1. Knowledge: describe the fundamental concepts, principles, theories and
terminology used in the main branches of science.
2. Skills: collaborate effectively as part of professional teams and in interdisciplinary
contexts.
3. Application of knowledge and skills: contribute to contemporary artistic and
cultural discourses by incorporating ethically aware and globally diverse
perspectives in their writing and presentations.

Examples of course learning outcomes

On successful completion of this course, students will be able to:
1. Knowledge: outline significant curriculum and assessment theories, models and
research in the higher-education sector.
2. Skills: plan and develop an independent research project that uses research
methodologies that are appropriate to the discipline.
3. Application of knowledge and skills: analyze electrical engineering problems in
industrial settings.
https://www.teaching.unsw.edu.au/examples-learning-outcomes
(Deramas, Princess N.)

What Is the Focus of Student Learning Outcome?

The main focus of student learning outcomes is to make students
academically sound, skillful, and prepare them for life-long learning.
S-Specific M-Measurable A-Achievable R-Realistic T-Timely

In short, the learning outcomes must be “SMART" & clearly defined in terms
of attainability! It will empower students to achieve the outcomes smoothly.

https://www.iitms.co.in/blog/learning-outcomes-types-benefits-examples.html
(Deramas, Princess N.)