SHIFT OF EDUCATIONAL FOCUS FROM

CONTENT TO LEARNING OUTCOMES

INTENDED LEARNING OUTCOME:

At the end of the lesson, students

should be able to:
Explain at least three characteristics of
outcomes- based education.
originated from
the terms “educare”
or “educere” which
meant “to draw
out.”
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.
The advent of
technology caused a
change of
perspective in
education, nationally
and internationally.
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.
OUTCOMES-BASED EDUCATION

The change in educational

perspective is called Outcomes-
Based Education (OBE) which
has three (3) characteristics:
1. It is student-
centered; that is,
it places the
students at the
center of the
process by
focusing on
Student Learning
Outcomes (SLO).
2. It is faculty-
driven; that is, it
encourages faculty
responsibility for
teaching, assessing
program outcomes
and motivating
participation from the
students.
3. It is meaningful;
that is, it provides
data to guide the
teacher in making
valid and
continuing
improvement in
instruction and
assessment
activities.
TO IMPLEMENT OUTCOMES-BASED
EDUCATION ON THE SUBJECT OR
COURSE LEVEL, THE FOLLOWING
PROCEDURE IS RECOMMENDED:
1. IDENTIFICATION OF THE EDUCATIONAL OBJECTIVES OF
THE SUBJECT/ COURSE.

The 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.

Bloom’s taxonomy of educational

objectives is grouped into three (3):
1. Cognitive , also called
knowledge, refers to mental skills
such as remembering, understanding,
applying, analyzing, evaluating, and
synthesizing/creating.
2. Psychomotor, also
referred to as skills,
includes manual or
physical skills, which
proceed from mental
activities and range
from the simplest to
the complex such as
observing, imitating,
practicing, adapting
and innovating.
3. Affective , also known as attitude,
refers to growth in feelings or emotions
from the simplest behavior to the
most complex such as receiving,
responding, valuing, organizing, and
internalizing.
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.
OUTCOMES-BASED EDUCATION FOCUSES CLASSROOM
INSTRUCTION ON THE SKILLS AND COMPETENCIES
THAT STUDENTS MUST DEMONSTRATE WHEN THEY EXIT.
THERE ARE TWO (2) TYPES OF OUTCOMES:
IMMEDIATE AND DEFERRED OUTCOMES.

Immediate outcomes are competencies/skills

acquired upon completion of a subject, a grade level,
a segment of the program, or of the program itself.
1. Ability to communicate in writing and speaking.
2. Mathematical problem-solving skill
3. Skill in identifying objects by using the different
senses
Deferred outcomes refer to the ability to apply
cognitive, psychomotor and affective
skills/competencies in various situations many
years after completion of a subject; grade level or
degree program.
1. Success in professional practice or occupation
2. Promotion in a job
3. Success in career planning, health and wellness
4. Awards and recognition
OUTCOMES IN OUTCOMES-BASED EDUCATION (OBE)
COME IN DIFFERENT LEVELS:

1. Institutional
2. Program
3. Course
4. Learning/instructional/lesson
outcomes
INSTITUTIONAL OUTCOMES ARE
STATEMENTS OF WHAT THE
GRADUATES OF AN EDUCATIONAL
INSTITUTION ARE SUPPOSED TO BE
ABLE TO DO BEYOND GRADUATION.
ATTRIBUTES OF UA GRADUATES:
U - Universally
A - Achieving

P - Professionals imbued with high personal integrity and commitment

R - Research – oriented innovators and lifelong learners;
I - Intellectuals with strong nationalistic, environmental, cultural, and artistic sense;
D - Development – driven leaders and socially responsible change agents; and
E - Excellent workers with high technological and technical expertise.
PROGRAMS OUTCOMES ARE WHAT
GRADUATES OF PARTICULAR
EDUCATIONAL PROGRAMS OR DEGREES
ARE ABLE TO DO AT THE COMPLETION
OF THE DEGREE OR PROGRAM.
A. Demonstrate the competencies required on the Philippine TVET Trainers-Assessors
Qualifications Framework (PTTQF)
B. Demonstrate broad, meaningful, and coherent knowledge and skills in any of the specific fields
in technical and vocational education.
C. Apply with minimal supervision specialized knowledge and skills in any of the specific fields in
technical teacher education.
D. Demonstrate higher level literacy, communication, numeracy, critical thinking, and learning
skills needed for higher learning.
E. Manifest a deep and principled understanding of the learning processes and the role of the
teacher in facilitating these processes in their students.
F. Show a deep and principled understanding of how educational processes relate to larger
historical, social, cultural, and political processes.
G. Apply a wide range of teaching process skills (including curriculum development, lesson
planning, materials development, educational assessment, and teaching approaches).
H. Reflect on the relationships among the teaching process skills, the learning processing in the
students, the nature of the content/subject matter, and other factors affecting educational processes
in order to constantly improve their teaching knowledge, skills, and practices.
 COURSE OR SUBJECT OUTCOMES ARE WHAT
STUDENTS SHOULD BE ABLE TO DEMONSTRATE
AT THE END OF A COURSE OR A SUBJECT.

This is a 3- unit course that focuses on the principles,

development and utilization of conventional assessment
tools to improve the teaching- learning process. It
emphasizes on the use of testing for measuring
knowledge, comprehension and other thinking skills. It
allows students to go through the standard steps in test
construction for quality assessment.
Learning or instructional outcomes are
what students should be able to do
after a lesson or instruction.