Seminar Workshop

Outcomes Based
Education (OBE) in the
Curriculum
Ineffable Creator,
You are proclaimed the true fond
of light and wisdom, and the
primal origin raised high beyond
all things.

Pour forth a ray of your

brightness into the darkened
places in our mind; disperse
from our soul the twofold
darkness into which were born:
sin and ignorance..
Refine our speech and pour fourth upon my lips
the goodness of your blessing.
Grant to us keenness of mind, capacity to
remember, skill in learning, subtlety to
interpret and eloquence in speech.
May You guide the beginning of
my work, direct its progress,
and bring it to completion.
You Who are true God and true
Man, who live and reigns,
world without end.
Amen.
Outcomes Based Education
(OBE)
in the Curriculum
 Outcomes-Based Education is an
“educational model in which the
curriculum and pedagogy and
assessment are all focused on student
learning outcomes” (Driscoll & Wood
2007 p.4).
Outcomes-based education as defined
by Spady (1994, p. 12) means “clearly
focusing and organizing everything in
an educational system around what is
essential for all students to be able to
do successfully at the end of their
learning experience.”
 Goals of OBE

To transform students into

graduates with
full competence in their field of
study and who also possesses
Filipino values, industry desired
values and global citizen
values.
OBE Paradigm Shift
INPUTS AND
FEEDBACK
Three Assessment Check Questions In summary, keep
asking the following questions about your assessment
plan: • What outcomes (level of understanding/
performance) are assessed? • How authentic is the
task? • What kind of learning is promoted?
The Assessment
Measurabl
e

Quality
Alignment Improveme
nt
 Bloom’s
Taxonomy
 Structure of Observed
Learning Outcome (SOLO)
Taxonomy

a model that describes levels of

increasing complexity in a learner's
understanding of subjects (Biggs,
Collis, 1982).
Part 1: Intended Learning Outcomes (ILO)
 Intended Learning Outcomes (ILO)

Institutional (University) level

What are the attributes of an ideal graduate of University
of Perpetual Help System Dalta?

Program level
What are the intended learning outcomes for students
enrolled in the degree program?

Course level
What are the intended learning outcomes for students taking a
particular course at a particular level within the program?
Sample ILO 1

Explain the concept of objects

in linear and rotational motion
and the relationship between
motion, force and energy with
reference to Newton's three
laws of motion.
Sample ILO 2

Apply your knowledge of

anatomy and basic
functions to identify
abnormalities in clinical
services
Sample ILO 3

Apply the process of

critical reflection to
your learning and
teaching practice
SPECIFIC and MEASURABLE

…will be able to read and demonstrate good comprehension of text

in areas of the student’s interest or professional field.
…will demonstrate the ability to apply basic research methods in
psychology, including research design, data analysis, and
interpretation.
…will be able to identify environmental problems, evaluate problem-
solving strategies, and develop science-based solutions.
…will demonstrate the ability to evaluate, integrate, and apply
appropriate information from various sources to create cohesive,
persuasive arguments, and to propose design concepts.
 THINKING – WRITING
WORKSHOP #1

Creating an Intended Learning

Outcomes
 Part 2:
Alignment of the Intended Learning Outcomes

PIL
IILO CILO
O
41
 Principles of Teaching 1
Course Intended
Program Intended Learning Learning Outcomes
Institutional
Outcomes (PILO) (CILO)
Intended
Upon successful completion Upon successful
Learning
of Basic Education completion of the
Outcomes
Program, you will be able course, Principles of
(IILO)
to: Teaching 1, you will be
able to:
Demonstrate skills of critical inquiry in Determine critical thinking
demonstration teaching with initiatives skills in processing different
Critical Thinking and self – direction to advance one’s teaching approaches and
and Research knowledge and skills in accessing and methodologies through
inquiry retrieving information from current research – based curriculum
research study in education. inquiry
 Assessment Of Student Learning 1
Course Intended
Program Intended Learning Learning Outcomes
Institutional Outcomes (PILO) (CILO)
Intended Learning Upon successful completion Upon successful
Outcomes (IILO) of Basic Education Program, completion of the course,
you will be able to: Principles of Teaching 1,
you will be able to:
Autonomy and Ethics Exhibit ability to work independently for Demonstrate critical and fair
their own learning, and are committed to evaluation of the information
Show effectiveness in continuous reflection, self-evaluation and gathered from the assessment as
working independently self-improvement guided by well as the ability to make
and sustainability, in a way professionalism and ethical practice decisions on the basis of
that is informed by accurate and independent
openness, curiosity and a thought and communicate the
desire to meet new results, taking into account
challenges guided by the ethical and professional issues
ethical standards.
Too general and VERY HARD to
measure
…will appreciate the benefits of
learning a foreign language.
…will be able to access resources at
the University of Perpetual Help
System Dalta
…will develop problem-solving skills.
…will have more confidence in their
knowledge of the subject matter.
General and Hard to measure

…will value knowing a second language as a

communication tool.
…will develop and apply effective problem-solving skills
that will enable one to adequately navigate through the
proper resources within the University of Rhode Island.
…will demonstrate the ability to resolve problems that
occur in the field.
…will demonstrate critical thinking skills, such as problem
solving as it relates to social issues.
 THINKING – WRITING
WORKSHOP #2
Creating and Aligning the
Intended Learning Outcomes
(ILOs)
 Part 3:
Alignment of the Teaching – Learning Activities and
Assessment Tasks with the ILOs
49
 Assessment Task: Multimedia
Programming Project

Description: Multimedia Programming Project

Working in pairs, make a 5-minute interactive
instructional video demonstrating one business
application of Radio Frequency ID (RFID)
technology. Your video must include at least an
opening splash page, a menu page, and a credit
information page. It must employ the following
multimedia functions – transitions and fades,
animation, sound control, hand-coded rollovers,
and custom handlers. Submit the project as a
streaming video website.
What Outcomes are Assessed?

The programming project promotes the application of

theoretical IT knowledge, problem solving, synthesis
of aesthetics (web design), technical skills (web
deployment) with business knowledge, and so on.

How Authentic is the Task?

It demonstrates the creation of a very useful and assessable piece of
learning object. The instructional videos created by the class will be
useful for learning about the different application possibilities of
RFID technology. These videos can also be used by subsequent
classes as learning tools.
What Kind of Learning is Promoted?

In the Multimedia project, students contextualize what

might be just book knowledge, and make it into
something useful and functional. The artifact
constructed (the video) becomes a tool for lifelong
learning. • Group projects develop teamwork and
leadership abilities. The projects not only give students
opportunity to learn to work as a team; but, given the
ubiquitous reach of the Internet, such knowledge can
be shared widely beyond the walls of the classroom.
53
 THINKING – WRITING
WORKSHOP #3
Creating and Aligning the ILO
with the TLAs and ATs
 Curriculum Documents and Materials Development

Course Intended
Program Intended Learning Learning Outcomes
Institutional
Outcomes (PILO) (CILO)
Intended
Upon successful completion of Upon successful
Learning
Basic Education Program, you completion of the course,
Outcomes (IILO)
will be able to: Principles of Teaching 1,
you will be able to:
Global Demonstrate global awareness Reflect global trends in
Engagement of curriculum diversity and all rationale decisions
instructional practices regarding curriculum
documents inquiry and
development
 Curriculum Documents and Materials Development
Course Intended Teaching Written/
Intended Learning Content -Learning Performance Time
Learning Outcome Outcomes Strategies Based Allotted
Outcome (ILO)   Assessment
Reflect global Design research- Collective action Lecture-discussion Create their own 2 meetings
trends in all based action planning for Research about curriculum learning (6 hours)
rationale plans for effective and the following program
decisions effective and creative utilization areas:
regarding creative of existing a. Curriculum
curriculum utilization of curriculum documents
documents existing documents and utilization
inquiry and curriculum materials b. Current global
development documents and practices
materials. c. Ethics of
Curriculum
documents
utilization
Group – sharing

57
Grading Rubrics
For Analytical
Thinking ILO
 Excellence is the gradual
result of always striving to
do better
-Pat Riley-