Seminar Workshop

Outcomes Based Education

(OBE) in the Curriculum

Julie Ann Cory D. Jimenez, Ed.M

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.”
 Clarity of High
Focus Expectations

Expanded Design
Opportunities Backwards
 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

Teacher-
Centered to Being Content
Learner- Outcomes- Based to
Centered Minded Ability Based
Approach
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

Measurable

Quality
Alignment Improvement
Bloom’s Taxonomy

move

match measure
 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)
Statements of what students are expected to be
able to do after studying a course/programme.

Expressed from the students' perspective.

in the form of action verbs leading to observable

and assessable behaviour.

Related to criteria for assessing student

performance.
 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

IILO PILO CILO

 It is a clear and Forms a holistic The knowledge,

Institutional Intended
Learning Outcome

Learning Outcome

Learning Outcome
Program Intended
measurable vision of the goals skills, abilities
Course Intended

statements that of the program that and attitudes

define what a describe the that students are
students is able expected expected to
to DO at the accomplishments develop as a
completion of of graduates . result of their
the program overall
experiences
with any aspect
of the university.
41
 Principles of Teaching 1
Course Intended Learning
Program Intended Learning
Institutional Outcomes (CILO)
Outcomes (PILO)
Intended Upon successful
Upon successful completion of
Learning completion of the course,
Basic Education Program, you
Outcomes (IILO) Principles of Teaching 1,
will be able to:
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 Learning
Program Intended Learning
Outcomes (CILO)
Institutional Intended Outcomes (PILO)
Upon successful completion
Learning Outcomes Upon successful completion of
of the course, Principles of
(IILO) Basic Education Program, you will
Teaching 1, you will be able
be able to:
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 gathered from the assessment
working independently and self-improvement guided by as 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 Learning

Program Intended Learning
Institutional Outcomes (CILO)
Outcomes (PILO)
Intended Learning Upon successful completion
Upon successful completion of Basic
Outcomes (IILO) of the course, Principles of
Education Program, you will be able
UST GS GA Teaching 1, you will be able
to:
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 (ILO) Outcomes Strategies Based Allotted
Outcome UST GS GA Assessment
Reflect global Design research- Collective action Lecture-discussion Create their own 2 meetings
trends in all based action planning for Research about the curriculum learning (6 hours)
rationale plans for effective and following areas: program
decisions effective and creative utilization a. Curriculum
regarding creative of existing documents
curriculum utilization of curriculum utilization
documents existing documents and b. Current global
inquiry and curriculum materials practices
development documents and c. Ethics of
materials. Curriculum
(UST GS GA 3 documents
and 5) utilization
Group – sharing
Grading Rubrics
For Analytical
Thinking ILO
Excellence is the gradual result of
always striving to do better
-Pat Riley-