Shift of Educational Focus

from Content to Learning

Outcomes
ROGIE E. PADERNAL
  Explain 3 outstanding
characteristics of outcomes-
based education;
 Distinguish among
institutional outcomes,
Learning Outcomes program outcomes, course
outcomes and learning
outcomes;
 Distinguish between
immediate outcomes and
deferred outcomes;
 Differentiate educational
objectives from learning
outcomes; and
 Formulate learning outcomes
based on given educational
Assessment of Learning Shift of educational Focus from Content to Learning Outcomes
objectives. 2
Outcome-Based Education: Matching
Intentions with Accomplishment
The change in educational perspective called Outcome-Based Education (OBE) has
three 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). 3. It is meaningful, i.e, it provides
data to guide the teacher in making
valid and continuing improvement in
instruction and assessment activities
2. It is faculty-driven i.e, it
encourages faculty responsibility
for teaching, assessing program
outcomes and motivating
participation from students.
 Recommended Procedure
1. IDENTIFICATION OF EDUCATIONAL OBJECTIVES OF THE SUBJECT/COURSE

Educational objectives are the broad goals that subject/course expects to achieve. They define in general
terms knowledge, skills and attitudes that the teacher will help the students to attain. 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
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):
Cognitive Psychomotor Affective
3. DRAFTING OUTCOMES ASSESSMENT

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.
Assessment of Learning Shift of Educational Focus from Content to Learning Outcomes 4
 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 outcome: immediate and deferred outcomes.

IMMEDIATE OUTCOMES
These are the competencies/skills acquired upon completion of an
instruction, a subject, a grade level, a segment of the program, or of the
program itself.
Examples:
• Ability to communicate by writing and speaking passing a required licensure examination
• Mathematical problem-solving skills initial job placement
• Skills in identifying objects by using different sense skill in story-telling
• Ability to produce artistic or literary works promotion to a higher grade level
• Ability to do research and write the results

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
• Success in career planning, health and wellness
• Awards and recognitional outcomes

Assessment of Learning Shift of Educational Focus from Content to Learning Outcomes 5

Institutional, Program, Course and Learning Outcomes

Are statements of what the graduates of an educational institution are

supposed to be able to do beyond graduation.

Are what graduates of a particular educational programs or degrees are

able to do at the completion of the degree or program.

Are what students should be able to demonstrate at the end of the

course or a subject.

Are what students should be able to do after a lesson or instruction.

Assessment of Learning Shift of Educational Focus from Content to Learning Outcomes 6

 EXERCISES
The following statements are INCORRECT. Choose the letter of the section which makes
the statement wrong, and re-write the wrong section to make the statement correct.

1. Because of knowledge explanation/brought about by the use/of computers in education/the teacher

ceased to be the sole source of knowledge.
2. At present,/the teacher is the giver of knowledge/by assisting/in the organization of facts and information.
3. The change of focus/in instruction/from outcomes to content/is known as Outcome-based Education.
4. A good source/of subject matter statements/is Benjamin Bloom’s/Taxonomy of Educational Objectives.
5. Education comes/from the Latin rootword/”educare or educere”/which means “to pour in”.
6. In the past,/the focus/of instruction/was learning outcomes.
7. “Pagbibigay sa mag-aaralng kaalaman at pang-unawa/tungkol sa tao, kapaligiran”/is an example/of
learning outcomes.
8. Ability to commjunicate./in writing and speaking/is an example /of deferred outcome.
9. Content and Outcome/are the two/main elements/of the educative process.
10. “Nailalarawan and sariling buhay/simula sa pagsilang hanggang sa kasalukuyang edad”/is an example/of
educational objective.