SHIFT OF EDUCATIONAL FOCUS

FROM CONTENT TO LEARNING

OUTCOMES
 INTRODUCTION
• The educative process happens between the teacher and the student.
• Education was 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.
• The advent of technology caused a change of perspective in education,
nationally and intentionally. The teacher ceased to be the sole source of
knowledge. With knowledge explosion, students are surrounded with various
sources of facts and information accessible through user-friendly technology.
The teacher has become a facilitator of knowledge who assists in the
organization, interpretation and validation of acquired facts and information.
 O U TCO M E-BAS ED EDU CAT I O N : M ATCHI N G I N T EN T I O N S W I T H ACCO M P L I S H M EN T

• The change in educational perspective called Outcome-based

Education (OBE) has three characteristics:
1. It is a student-centered; it places the students at the center of
the process by focusing on Student Learning Outcomes (SLO).
2. It is a faculty-driven; it encourages faculty responsibility for
teaching, assessing program outcomes and motivating
participation from the students.
3. It is meaningful; it provides data to guide the teacher in
making valid and continuing improvement in instruction and
assessment activities.
 O U TCO M E-BAS ED EDU CAT I O N : M ATCHI N G I N T EN T I O N S W I T H ACCO M P L I S H M EN T

• To implement outcome-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.”
 O U TCO M E-BAS ED EDU CAT I O N : M ATCHI N G I N T EN T I O N S W I T H ACCO M P L I S H M EN T

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):
1. Cognitive, also called knowledge.
2. Psychomotor, also referred to as skills.
3. Affective, also known as attitude.
 O U TCO M E-BAS ED EDU CAT I O N : M ATCHI N G I N T EN T I O N S W I T H ACCO M P L I S H M EN T

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 EDUCATIONS
Outcome-based education focuses classroom instruction on
the skills and competencies that the students must
demonstrate when they exit. There are two types of
outcome:
 Immediate outcomes are competencies/skills acquired
upon completion of an instruction, a subject, a grade level,
a segment of the program, or of the program itself.
 Deferred outcomes refer to the ability to apply cognitive,
psychomotor and affective skills/competencies in various
situations many years after completion of the degree.
 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 OBE come in different level.
1. Institutional outcomes are statements of what the graduates of an
educational institution are supposed to be able to do beyond graduation.
2. Program outcomes are what graduates of particular educational programs
or degrees are able to do at the completion of the degree program.
3. Course outcomes are what students should be able to demonstrate at the
end of a course or a subject.
4. Learning/instructional outcomes are what students should be able to do
after a lesson or instruction.
 ACTIVITY 1
A. Distinguish among institutional, program, course and learning outcomes.
B. The following statements are incorrect. On the blank before each number, write the letter of the section which makes the statement
wrong, and on the blank after each number, re-write the wrong section to make the statement correct.
_______1. OBE is student-centered(a) which places the teachers (b) at the center of the process(c) by focusing on Student Learning
Outcomes (SLO). (d)
__________________________________________________________________________________________________________
_______2. At present(a), the teacher is the giver of knowledge(b) by assisting(c) in the organization of facts and information.(d)
________________________________________________________________________________________________________________
_3. The change of focus(a) in instruction(b) from outcomes to content(c) is known as Outcomes-based Education.(d)
_____________________________________________________________________________________________________
_______4. A good source(a) of subject matter statement statement(b) is Benjamin Bloom’s(c) Taxonomy of Educational Objectives.(d)
_______________________________________________________________________________________________________
_______5. Education comes(a) from the Latin rootword(b) “educare” or “educere”(c) which means to “pour out”.(d)
_______________________________________________________________________________________________________