OUTCOMES-BASED

EDUCATION (OBE) AND

ASSESSMENT
CHED MEMPRANDUM
ORDER NO. 46, S. 2012

Policy Standard to
Enhance Quality
Assurance through
Outcomes-Based and
Technology-Based
Education
Outcomes-Based Education – education based on outcomes
and may refer to immediate outcome or deferred outcome.
Immediate Outcomes – are competencies/ skills upon
completion of a lesson, subject, grade or year, course (subject),
or a program.
Ex.: ability to communicate in writing, reading, speaking, and
solve mathematical problems
Deferred Outcomes – refer to the ability to apply cognitive,
psychomotor, and affective skills/competencies in various
aspects of the professional and workplace practice (Navarro,
2019).
Ex.: success in professional practice or occupation as evidence
of skill in career planning, health and wellness and continuing
education
Transformational OBE (Spady, 2007)
• Concerned with long-term, cross-curricular outcomes that
are related directly to students’ future life roles
(productive worker, responsible citizen or parent)
• Learning is not significant unless the outcomes reflect the
complexities of real life
• Give prominence to the life roles that learners will face
after formal education
• Learning outcomes comprise the knowledge,
understanding, skills, and attitudes that learners should
acquire
 Outcomes-Based Teaching
and Learning (OBTL) – Biggs &
Tang, 2007
• OBE applied to teaching-
learning process
Outcomes in Different
Levels
Institutional Outcomes –
Graduate Attributes

• Outcomes are learning

outcomes which are more Program Outcomes
specific than institutional
outcomes, program outcomes Course Outcomes
and course outcomes
• Outcomes are statements of
what we expect students to Learning Outcomes

demonstrate after they have

been taught
Principles of OBE (Spady, 1996)
1. Clarity of focus – outcomes which students are expected to
demonstrate at the end of program are clear
2. Designing down – means basing the details of your
instructional design on the outcomes, the focus of instruction.
3. High expectations – believing that all learners can learn and
succeed, but not all at the same time or in the same way. Not
all learners can learn the same thing in the same way and in
the same amount of time, but all are capable of mastery and
meaningful learning
4. Expanded opportunities – most learners can achieve high
standards if they are given appropriate opportunities.
Constructive Alignment (Designing Down-Biggs)
• Process of creating a learning environment that supports
the learning activities that lead to the achievement of the
desired learning outcomes.
• It also means that the assessment tasks and the specific
criteria as bases of judgment of students’ performance
are aligned to the intended learning outcomes.
• Supportive Learning Environment- is a learning
environment where the intended learning outcomes, the
teaching-learning activities and the assessment tasks are
aligned.
The Intended Learning
Outcomes of the
The Aligned Curriculum Model
Curriculum
The Assessment Regime
The outcomes are
formulated first. From Once an appropriate Teaching & Learning Activities
these the assessment assessment regime has
criteria are developed. been designed, What the teacher does and
activities are organized what the students do are
that will teach the aimed at achieving the
student how to meet outcomes by meeting the
the assessment criteria assessment criteria. This takes
(and hence, the advantage of the known
outcomes). tendency of students to learn
what they think will be
assessed – and is called
backwash.
Understanding by Design (Wiggins & McTighe, 1998)

Stages of UbD or Backward Design

1. Identify
desired results.

2. Determine
acceptable
evidence.
3. Plan learning
experiences and
instruction.
The Instructional Cycle

Learning Outcomes

Teaching-learning which begins

with pre-instruction assessment,
teaching process which includes
teaching-learning activities,
Summative Assessment formative assessment and
reteaching, if necessary.
KEY TAKEAWAYS:
1. Outcome-based Education (OBE) and Outcome-based
Teaching and Learning (OBTL) are education or teaching-
learning based on outcome, not on content.
2. Outcomes are in different levels – from broad institutional
outcomes to program outcomes to course outcomes and
specific learning or instructional outcomes.
3. These specific learning or instructional outcomes are most
specific and are also referred to as intended learning
outcomes or student learning outcomes.
4. Spady’s OBE is concerned with exit, broad outcomes which are
demonstrated in the place of work while Biggs’ OBTL is directed to
more specific learning or instructional outcomes.

5. 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
tasks are all based on the outcome. This is constructive alignment.

6. 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.
7. 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.

8. The cycle of instruction includes the following basic elements:

a. Clarifying learning outcome/s for learners
b. The teaching-learning process itself which begins with pre-
instruction assessment and mainly includes the use of teaching
activities including educational technology to teach, formative
assessment and remedial teaching, if needed. The cycle of
instruction ends with summative assessment based on the
learning outcomes.