OVERVIEW:

This course focuses on the development and

utilization of assessment tools to improve the
teaching-learning process. Emphasis is given
on the use of OBJECTIVE TESTING for
measuring the knowledge and thinking skills
of students in Basic Education.
LEARNING OBJECTIVES:
After this learning episode, you are expected to:
• explain the three characteristics of outcome-based
education (OBE);
• distinguish among institutional outcomes, program
outcomes, course outcomes, and learning outcomes; and
• formulate learning outcomes based on given educational
objectives.
 A process that involves the restructuring of
curriculum, assessment, and reporting practices
in education to reflect the achievement of high-
order learning and mastery rather than the
accumulation of course credits (Tucker, 2004).
✓ Student-Centered ✓ Faculty Driven

✓ Meaningful
1. Identification of the educational objectives of the
subject/course.

2. Listing of learning outcomes specified for each

subject/course objective.

3. Drafting outcomes assessment procedure.

 Outcomes are clear learning results
that learners have to demonstrate at the
end of significant learning experiences:
what learners can actually do with what
they know and have learned.
OBE focuses classroom instruction
on the skills and competencies that
students must demonstrate when they
exist.
 Immediate Outcome
competencies/skills acquired upon
completion of a subject, a grade level, a
segment of the program, or the
program itself.
Deferred Outcome
ability to apply cognitive,
psychomotor, and affective learning
skills in various situations many years
after completion of a subject, grade
level, or degree program.
Four Basic Principles or Tyler’s Rationale:
• The curriculum development model emphasizes
the planning phase. He posited four fundamental
principles which are illustrated as answers to the
following questions:
1. What educational purposes should the school seek to
attain?
2. What educational experiences can be provided that are
likely to attain these purposes?
3. How can these educational experiences be actively
organized?
4. How can we determine whether these purposes are
being attained or not?
• Tyler’s model shows that in curriculum
development, the following considerations
should be made:
1. Purpose of the school
2. Educational experiences related to the purpose
3. Organization of the experience
4. Evaluation of the experience
• This theory was based on the premise that with
sufficient opportunities and support from an
appropriate learning environment most learners
are successful in their learning tasks.
• This notion is reflected in OBE.
• Other characteristics of mastery learning include:
✓ Ascertaining prerequisite knowledge or skills to
attain goals (outcomes)
✓ A flexible time frame to attain goals (outcomes)
✓ Using different media and materials to create
enriched teaching/learning contexts
✓ Formative evaluation to provide feedback on both
teaching and learning improvement
Pre-Assessment Instruction Formative Assessment

Correction or Summative Assessment

Enrichment Instruction
• “No Proficiency – “Perfect Performance”
• Criterion-reference instruction and assessment is
based on attaining specific outcomes and on
testing for competence in terms of the stated
criterion.
• Criterion-referenced assessment is the
preferred mode of assessment in OBE.
• Define OBE as clearly focusing and organizing
everything in the educational system around the
essentials for all the students to do successfully at
the end of their learning experiences.
• This definition clearly points to the desired results
of education which are the learning outcomes.
• This are made up of knowledge, understanding,
skills, and attitudes that students should acquire
to make them reach their full potential and lead
fulfilling lives as individual in the community
and at work.
• Four Essential Principles in OBE:

Clarity of Focus

Designing Backwards

High Expectations

Expanded Opportunities
1. Teachers must prepare students
adequately.
2. Teachers must create a positive
learning environment.
3. Teachers must help students
understand what they have learned,
why they should learn it, and how will
they know that they have learned.
4. Teachers must use a variety of
teaching methods.
 In OBE, students are responsible for their own learning and progress.
Nobody can learn for the learner it is only the learner himself/herself who
can drive himself/herself to learn, this learning is a personal matter.
Teachers can only facilitate that learning, define the learning outcomes
to be achieved, and assist the students to achieve those outcomes. Students
have a bigger responsibility to achieve those outcomes. In this way, they will
be able to know whether they are learning.
 Institutional, Program, Course,
and Learning Outcomes

1. Institutional Outcomes – these are statements of what the

graduates of an educational institution are supposed to be able
to do beyond graduation.

2. Program Outcomes – what graduates of particular

educational programs or degrees are able to do at the
completion of the degree or program.
 Institutional, Program, Course,
and Learning Outcomes

3. Course or Subject Outcomes – what students should be

able to demonstrate at the end of a course or a subject.

4. Learning/Instructional/Lesson Outcomes– what students

should be able to do after a lesson or instruction.