Scribd
Upload
61 views2 pages

Outcome-Based Assessment-2

Uploaded by

Ryan Neil Cajucom
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
61 views2 pages

Outcome-Based Assessment-2

Uploaded by

Ryan Neil Cajucom
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Outcome-based Education

Knowing what is expected from the learners by their teachers at the end of a particular
lesson helps them to meet those targets successfully. In relation to this, teacher who have set
clear targets for their lessons, will be guided accordingly as they deliver their lesson through
instructional learning activities to meet the desired outcomes.
3.1 Student Learning Outcome
Student Learning Outcome is the totality of accumulated knowledge, skills and attitudes
that students develop during a course of study. And these serve as the basis for assessing the
extent of learning in an Outcome Based Education (OBE). Outcome Based Assessment must be
continuously done during the entire teaching learning both by the teachers and students to ensure
that the activities are aligned with the expected outcomes set for the students by the teacher.
3.2 Sources of Student Expected Learning Outcome
As aforementioned, outcome or targets for every lesson is expected to be defined and clarified by
the teacher at the start of the course/learning activities. This is necessary so as both the students
and teachers swill be guided as to what steps should be taken during the course of the teaching-
learning activities. There are several factors that need to be considered in defining the outcomes,
to ensure that these are aligned with the set directions of the program and evaluation setting in
general. Following are the factors that need to be considered in crafting the student expected
learning outcomes:

1. Mission statement of the school.


2. Mandated policies on competencies and standard issued by government education
agencies.
3. Competencies expected by different professions, business and industry.
4. Development plan and goals as well as the current thrusts of both the national and local
governments.
5. Current global trends and developments so that graduates can compete globally.
6. General 21st century skills focusing on the following:

 Oral written communication


 Quantitative reasoning ability together with scientific method
 Analyzing synthesizing and developing creative solution
 Use of technology
 Information literacy

3.3 Characteristics of Good Learning Outcome


It is important to define outcomes as clearly and explicitly as possible. Good learning
outcomes give emphasis to the application and integration of the knowledge and skills acquired
in a particular unit of instruction (e.g. activity, course, etc.) and emerge from a process of
reflection on the essential contest of the activity course program, etc.

1. Very specific, and use verbs (that makes expectations clear). By being very specific, it
informs student and instructor goals in the course are aligned.
2. Focused on the learner: rather than explaining what the instructor will do in the course,
good learning outcomes describe knowledge or skills that the student will employ, and
help the learner understand why that knowledge and those skills are useful and valuable
to their personal, professional, and academic future.
3. Are realistic: all passing students should be able to demonstrate the knowledge or skills
describe by the learning outcome at the conclusion of the course. In this way learning
outcomes establish standards of the course.
4. Focus on the application and integration of acquired knowledge and skills: good learning
outcomes reflect and indicate the ways in which the described knowledge and skills may
be used by the learner now and in the future.
5. Good learning outcomes prepare students for assessment and help them feel engaged in
and empowered by the assessment and evaluation process.
6. Offer a timeline for completion of the desired learning.

You might also like