OUTCOME-BASED EDUCATION

Assessment in the Context of Teaching-

Learning
(OBE) AND ASSESSMENT
What is Diagnostic assessment?
“Content without purpose is only trivia.”
Diagnostic Assessment – is a
- Steve Revington

form of pre-assessment that

allows a teacher to determine Prepared by:
URANUS E. CANTORIA

student’s prior knowledge

including misconceptions before
instruction.
Learning Outcomes
At the end of the Chapter, the student
should be able to:
• Explain the essence of OBE and OBTL;
• Compare Understanding by Design ,
OBE and OBTL and
• Explain the meaning of constructive
alignment in the context of the
instructional cycle.
Introduction
Outcome-based Education has become the talk among
those involved in teaching. For Quality assurance, the
Commission on Higher Education issued CHED
Memorandum Order 46, series of 2012, Policy Standard to
Enhance Quality Assurance through outcome-Based and
Typology –Based Quality Assurance.
OBE is not new. It is importantly new. The instructional
cycle of mastery learning which has been applied in the
classroom since the 60’s is in essence the same OBE and
OBTL in principle.
The Meaning of OBE
OBE The
meansMeaning of OBE
Outcome-Based Education. It
is education based on outcome.
This outcome may refer to immediate
outcome or referred outcome.
Immediate outcomes – are
competencies/skills upon completion of a
lesson, a subject, a grade/year, a course
(subject) or a program itself. Examples:
ability to communicate in writing,
reading, speaking, and solve
Deferred outcomes refer to the
ability to apply cognitive, psychomotor
and affective skills/competencies of the
professional and workplace practice
(Navarro, 2019). Examples are success in
professional practice or occupation as
evidence of skill in career planning,
health and wellness and continuing
education. Navarro’s explanation of
outcomes is synonymous with Spady’s.
OBE, Spady’s Version
Transformational OBE is
concerned with long-term. cross-
curricular outcomes that are
related directly to students’
future life roles such as being a
productive worker or a
responsible citizen or a parent.
o In Transformational OBE, learning is not significant
unless the outcomes reflect
the complexities of real life and give prominence to the
life roles that learners will face after formal education.
o In Transformational OBE, learning outcomes comprise
the knowledge, understanding, skills and attitudes that
learners should acquire to enable them to reach their
full potential and lead successful and fulfilling lives as
individuals, as a member of a community and at work.
o Spady describes outcomes as clear learning results
that we want students to demonstrate at the end of
learning experiences; what learners can actually do
with what they know and have learned and tangible
application of what have been learned.”(Spady,2007)”
• Spady adds:
Years ago, we had outcomes that were really
just little skills. Now we’ve got complex role
performances as culminating outcomes. From
an OBE perspective, it’s not a matter of what
students had or what courses they have
taken. It’s a matter of what they can do when
they exit the system.
Outcome-Based Teaching and Learning (OBTL), Biggs
Version
Biggs and Tang (2007) make use of the term
outcome-based teaching-learning
(OBTL) which in essence is OBE applied in the
teaching-learning process. They define
outcomes as learning outcomes which are more
specific than institutional outcomes, program
outcomes and course outcomes.
In Bigg’s and Tang’s OBTL, outcomes are
statements of what we expect students to
demonstrate after they have been taught.
Outcomes in Different Levels
Bigg’s and Tang’s made mention of different
levels of outcomes- Institutional outcomes,
Program outcomes and Course outcomes. The
most broad are institutional outcomes and
the most specific are learning outcomes.
From the institutional outcomes are drawn
the graduate attributes that graduates of the
institution are expected to demonstrate after
graduation.
The program outcomes are outcomes that graduates of the program are
expected to demonstrate at the end of the program.
Course outcomes are the particular subject outcomes while learning
outcomes are the most specific outcomes that the teacher is concerned
with his/her specific lessons.
Institutional Outcomes-Graduate
Attributes

Program Outcomes

Course Outcomes

Learning Outcomes

Learning Outcomes in
Different Levels
 PRINCIPLES OF OBE
4 Principles of OBE cited by Spady:
a. Clarity of focus- simply means that outcomes
which students are expected to demonstrate
at the end of the program are clear.
b. Designing down- means basing the details of
your instructional design on the outcomes,
the focus of instructions.
c. High Expectations- is believeing that all
learners can learn and succeed, but not all in
the same time or in the same way.
d. Some learners may need more time than others.
Teachers, therefore, must provide expanded opportunities-
for all learners. Most learners can achieve high standards if
they are given appropriate opportunities. OBE is anchored
on the premises that all learners are teachable.
The Parable of the Talents is a frequent reminder that
not all learners received five talents. Others received three
and still others one. Take note, however, that everyone
received a talent or more. Other than more time and more
opportunity for learners with just one or three talents,
more scaffoldings form the teacher is necessary.
Constructive Alignment
- Is Bigg’s term of “designing down” as given by
Spady.
- Is a process of creating a learning environment
that supports the learning activities that lead to
the achievement of the desired learning
outcomes.
- In the context of assessment, CA also means
that the assessment tasks and the specific
criteria as bases of judgment of students’
performance are aligned to the intended
learning outcome.( assessment tasks are
aligned to the learning outcomes)
- ..
The supportive learning environment is a learning
environment where the intended learning
outcomes, the teaching-learning activities and
the assessment tasks are aligned. It is a learning
environment that is highly focused on the
attainment of learning outcomes.
 The Intended
Learning Outcomes
of the Curriculum

The outcomes are

formulated first. From The assessment
these the assessment
criteria are developed.
Regime

Once an appropriate assessment

regime has been designed, Teaching and Learning
activities are organised that will
teach the student how to meet the Activities
assessment criteria (and, hence,
the outcomes).
What the teacher does and what the
students do are aimed at achieving the
outcomes by meeting the assessment
criteria. This takes advantage of the
known tendency of students to learn
what they think will be assessed-and is
called backwash.

Aligned Curriculum Model

(Source: Biggs. J.B. (2003). Teaching for quality Learning at University. Buckingham: Open University Press
 Understanding by Design
Wiggins and McTighe (1998), advocates of Understanding by
Design (UbD), give these 3 stages: 1. identify desired results; 2.
determine acceptable evidence; and 3. plan learning
experiences and instruction.

1. Identify
desired results.

2. Determine
acceptable
evidence.

3. Plan learning
experiences and
instruction.

Stages of Backward Design

This UbD is OBE and OBTL in principle and in
practice.
Identifying desired results is identifying outcomes,
the first step in OBE and OBTL.
Determining acceptable evidence of the realization
of outcomes is assessment.
In UbD, it is only when desired results (outcomes)
and evidence of the realization of the proof of the
attainment of that outcome that the teacher starts
to plan for instruction. This is to ensure alignment
of assessment task and criteria and instructional
plan with learning outcome, the desired result.
The Instructional Cycle

Learning Outcomes

Teaching-Learning which begins

with preinstruction assessment,
teaching process which includes
Summative Assessment Teaching-Learning Activities ,
Formative Assessment and
Reteaching, if necessary

The Instructional Cycle

The instructional cycle given shows that the
cycle of instruction begins with setting clear
learning outcomes. Based on the learning
outcome and applying all principles of
teaching and educational technology the
teacher has learned, the teacher first finds
out how well the learners have attained
prerequisite knowledge and skills, remedies
the situation, if necessary, then proceeds to
teach for the attainment of the intended
learning outcome.
It is clear that which determine/s the content,
the teaching-learning activities, the
instructional materials in the instructional
process and assessment is/are the intended
learning outcome/s. Then and only then can
we call it Outcome-Based Teaching and
Learning.
Thank you!!!!
 Key Takeaways

• Outcome-Based Education (OBE) and Outcome-Based Teaching and

Learning (OBTL) are education or teaching-learning based on
outcome not on content.
• Outcomes are in different levels-from broad institutional outcomes
to program outcomes to course outcomes and specific learning or
instructional outcomes.
• These specific learning or instructional outcomes are most specific
and are also referred to as intended learning outcomes or student
learning outcomes.
• Spady’s OBE is concerned with exit, broad outcomes which are
demonstrated in the place of work while Bigg’s OBTL is directed to
more specific learning or instructional outcomes.
• In OBE and OBTL, the process of instruction begins with the
clarification of learning outcomes. The content, the method of
instruction, the teaching-learning activities and the assessment task
are all based on the outcome. This is constructive alignment.
• . Understanding by Design (UbD) and OBE and OBTL agree that the
first step in the instructional process is identifying and clarifying
learning outcomes. The Learning outcomes are the bases of
assessment tasks, the content and the teaching-learning activities.
• Constructive alignment simply means that the assessment tasks,
criteria of assessment, teaching-learning activities are aligned to
learning outcomes. The learning outcomes determine the content
and the teaching-learning activities and the assessment tasks. This is
how the instructional cycle goes when constructive alignment is
observed.
• The cycle of instruction includes the following basic elements;
1. Clarifying learning outcome/s for learners
2. The teaching-learning process itself which begins with pre-instruction
assessment and mainly includes the use of teaching-learning
activities including educational technology to teach, formative
assessment and remedial teaching, if needed. The cycle of instruction
ends with summative assessment assessment based on learning
outcomes.