SHIFT OF EDUCATIONAL

FOCUS FROM CONTENT TO

LEARNING OUTCOMES

Dr. Wilfredo B. Osita Jr.

Professor
 GROUP 1
PRESENTERS:

MESANA, JOANA MAE OPINION, MICHAELA ORTAZO, ANGELICA OSALIA, APRIL MAE

PADIT, LOVIELY SARAGOZA, HONEY LYN SAULDA, CHARMIAN RECOLETO, KIMBERLY

 OUTCOME-BASED EDUCATION : MATCHING
INTENTIONS WITH ACCOMPLISHMENTS
Education: "educare" or educere" which meant "to draw out".

Before: We believe that education is a "pouring in" process wherein

the teacher was the infallible giver of knowledge and the student
was the passive recipient. It followed that the focus of instruction
was content and subject matter.

Now: With the advent of technology, the teacher ceased to be the

sole source of knowledge. Students were surrounded with various
sources of facts and information accessible through user-friendly
technology. The teacher has become the facililator of knowledge
who assist in the organization, interpretation and validation of
acquired facts and information.
THE CHANGE IN EDUCATIONAL PERSPECTIVE
CALLED OUTCOME-BASED EDUCATION (OBE)
HAS THREE (3) CHARACTERISTICS:
It is student-centered
It is faculty-driven
It is meaningful
RECOMMENDED PROCEDURE IN IMPLEMENTING OBE
ON SUBJECT OR COURSE LEVEL:
1. Identification if the educational objectives or the
subject/course

2. Listing of learning outcomes specified for each

subject/course objective.
a. Cognitive
b. Psychomotor
c. Affective

3. Drafting outcomes assessment procedures.

 THE OUTCOMES OF EDUCATION

Outcomes-based education focuses

classroom instruction on the skills
and competencies that students
must demonstrate when they exit.
2 TYPES OF OUTCOMES
Immediate Outcomes

Deferred Outcomes
IMMEDIATE OUTCOMES
This refers to competencies/skills
acquired upon completion of a
subject. a grade level, a segment of
the program, or of the program
itself.
 DEFERRED OUTCOMES
This refers to the ability to apply
cognitive, psychomotor, and affective
or degree skills/competencies in
various situations many years after
completion of a subject; grade-level
program.
 INSTITUTIONAL, PROGRAM, COURSE
AND LEARNING OUTCOMES
These are the attributes that a graduate of an
institution is expected to demonstrate 3 or more
than 3 years after graduation.
OBE comes in different levels:
Institutional
Program
Course
Learning/instructional/Lesson outcomes
 INSTITUTIONAL, PROGRAM, COURSE
AND LEARNING OUTCOMES
1. INSTITUTIONAL OUTCOMES – graduates of an
educational institution are supposed to be able to do
beyond graduation.
2. PROGRAM OUTCOMES – graduates of particular
educational program or degree are able to do completion of
the degree or program.
3. COURSE OUTCOMES - what students should be able to
demonstrate at the end of a course or a subject.
4. LEARNING OR INSTITUTIONAL OUTCOME/LESSON
OUTCOMES- students should be able to do after a lesson or
instruction.
Learning Outcomes:
1. Identify and explain the key components of the Philippine
government and political system.

2. Analyze the historical and contemporary factors that have

shaped the development of the Philippines and other countries.

3. Compare and contrast different cultural, religious, and social

systems from around the world.

4. Evaluate the impact of globalization and technology on

societies and communities.

5. Develop skills in critical thinking, research, and communication

through the analysis and presentation of social studies topics.
6. Demonstrate an understanding of the importance of civic
engagement and responsible citizenship.

7. Apply knowledge of social studies to real-world problems

and issues.

8. Collaborate with peers to research and present on a

variety of social studies topics.

9. Reflect on the relevance of social studies to their personal

and professional lives.

10. Engage in discussions and debates on controversial

social issues in a respectful and open-minded manner.
MEASUREMENT, ASSESSMENT,
AND EVALUATION IN
OUTCOME-BASED EDUCATION
Presented by : Group 1
What are your thoughts about this
picture?
 TODAY’S ASSESSMENT...
OUTCOME-BASED EDUCATION
Outcome-based education is a model of
education that rejects the traditional focus
on what the school provides to students, in
favor of making students demonstrate that
they “know and are able to do” whatever the
required outcomes are. OBE reforms
emphasize setting clear standards for
observable, measurable outcomes.
MEASUREMENT
MEASUREMENT
MEASUREMENT
The Process of determining or
describing the attributes or
characteristics of physical objects
generally in terms of quantity

It is a part of the educational

evaluation process whereby some
tools or instruments are used to
provide a quantitative description of
the progress of students towards
desirable educational goals.
 DEFINE TEST & MEASUREMENT
Test- may be called as tool, a
question, set of question, an
examination which is used to measure
a particular characteristics of an or a
group of individuals.

Test- is the form of questioning or

measuring tool used to access the
status of one's skill, attitude and
fitness.
 TYPES OF MEASUREMENT
Objective Measurement Subjective Measurement
repeated measurement of if quality of interest cannot be
the same quantity or quality successfully captured the
of interest will produce more objective procedure: Aesthetic
or less the same outcome. appeal of a Product; Projects of
the students; Students
estimate or approximate the performance like drama or
value of the quantity of oration.
interest, e.g. true knowledge often differ from one assessor to
of the subject matter. another even if the same quantity
or quality is measured.
 MEASURING INDICATORS,
VARIABLES, AND FACTORS
Educational Variable
- measurable characteristics of a student.
- However, variable can be directly measured (age, height) or
indirectly measured (class participation, attitude and behavior).

Indicators
- if direct measurement is not feasible (presence or absence of
the measurable characteristics),
- defined as the building blocks of educational measurement
upon which all other forms of measurement are built.
 MEASURING INDICATORS,
VARIABLES, AND FACTORS
Construct or Factor - Group of variables
- Example of Variables: Computational Skills, Reading Skills,
Vocabulary, Logic and Reasoning, Sequence and Series, Manual
Dexterity.

Mathematical Ability Factor: Computational Skills, Logic and

Reasoning, Sequence and Series

Language Ability Factor: Reading Skills, Vocabulary

Psychomotor Ability Factor: Manual Dexterity

ASSESSMENT
 ASSESSMENT
LATIN WORD "ASSIDERE"
MEANING, "TO SIT BESIDE"
• THE PROCESS OF GATHERING EVIDENCE
OF STUDENTS' PERFORMANCE OVER A
PERIOD OF TIME TO DETERMINE LEARNING
AND MASTERY OF SKILLS.
 WHY DO WE ASSESS?

WHY IS IT IMPORTANT TO ASSESS?

TYPES OF ASSESSMENTS

1. Formative
2. Summative
3. Diagnostic
4. Placement
EVALUATION
 EVALUATION
Root word "value"

Gives information regarding the worth,

appropriateness, goodness, validity, or
legality of something for which a reliable
measurement has been made.
 2 TYPES OF EVALUATION

FORMATIVE EVALUATION
To determine deficiencies so that the
appropriate interventions can be done.

SUMMATIVE EVALUATION
Focus is on the outcome of final result.
 ASSESSMENT “FOR”, “OF”
AND “AS” LEARNING:
APPROACHES TO ASSESSMENT
 ASSESSMENT "FOR"
IMPLIES THE ASSESSMENT IS DONE TO IMPROVE AND
ENSURE LEARNING.
REFERRED TO AS FORMATIVE ASSESSMENT
IT IS GIVEN WHILE THE TEACHER IS IN THE PROCESS OF
STUDENT FORMATION (LEARNING)
ENSURES THAT LEARNING IS GOING ON WHILE THE
TEACHER IS IN THE PROCESS OF TEACHING.
INCLUDES THE PRETEST AND THE POST TEST THAT A
TEACHER GIVES TO ENSURE LEARNING
 PRETEST
TO FIND OUT WHERE THE STUDENTS ARE
TO DETERMINE THE STUDENTS' ENTRY
KNOWLEDGE OR SKILLS FOR THE TEACHER TO
ADJUST INSTRUCTION

POST TEST
TO FIND OUT IF THE INTENDED LEARNING
OUTCOME HAS BEEN ATTAINED AFTER THE
TEACHING-LEARNING PROCESS.
 ASSESSMENT "OF"
USUALLY GIVEN AT THE END OF
THE UNIT, GRADING PERIOD, OR
A TERM LIKE A SEMESTER

MEANT TO ASSESS LEARNING

FOR GRADING PURPOSES
 ASSESSMENT "AS"
ASSOCIATED WITH SELF-ASSESSMENT
STUDENTS ASSESS THEIR OWN WORK, HENCE, THEY LEARN
ABOUT THEMSELVES AS LEARNERS, AND BECOME AWARE AT
HOW THEY LEARN
STUDENTS SET THEIR TARGETS, ACTIVELY MONITOR AND
EVALUATE THEIR OWN LEARNING IN RELATION TO THEIR SET
TARGET
STUDENTS BECOME SELF-DIRECTED OR INDEPENDENT LEARNERS
BY ASSESSING THEIR OWN LEARNING, STUDENTS ARE LEARNING
AT THE SAME TIME.
QUIZ TIME!
Instructions: Read each question carefully and choose the best answer from the
options provided.
Q1. According to the information provided, what is one of the characteristics
of Outcome-Based Education (OBE)?
A. Teacher-centered
B. Knowledge pouring in
C. Student-centered
D. Passive recipient
Q2. Which of the following is NOT a recommended procedure in implementing
OBE on the subject or course level?
A. Identification of educational objectives
B. Listing of learning outcomes
C. Drafting outcomes assessment procedures
D. Focusing solely on content and subject matter
Q3. This refers to competencies/skills acquired upon completion of a
subject.
A. Outcomes-based Education
B. Immediate Outcomes
C. Deferred Outcomes
D. Institutional Outcomes

Q4. What students should be able to demonstrate at the end of a

subject?
A. Institutional
B. Program
C. Course
Q5. Which educational objective aims to prepare students for active participation
in a globalized and interconnected world?
A. To develop an understanding of the social, political, and cultural aspects of the
Philippines and the world.
B. To cultivate critical thinking and problem-solving skills through the analysis of historical
and contemporary issues.
C. To promote civic engagement and responsibility through the study of government and
political systems.
D. To prepare students for active participation in a globalized and interconnected world.

Q6. What is the primary focus of Outcome-Based Education (OBE)?

A. Providing students with a wide range of knowledge and skills.
B. Ensuring students demonstrate mastery of specific learning outcomes.
C. Emphasizing traditional teaching methods and content delivery.
D. Focusing on standardized testing to measure student progress.
Q7. Which type of measurement is MOST likely to produce different results
depending on the assessor?
A. Objective Measurement
B. Subjective Measurement
C. Standardized Testing
D. Performance-based Assessment

Q8. It is the goal to enhance student learning by providing accurate information

about their progress and the extent of their achievement of expected learning
outcomes.
A. Measurement
B. Evaluation
C. Assessment
D. OBE
Q9. Which category of evaluation emphasizes the outcome or final
result?
A. Formative Evaluation
B. Summative Evaluation
C. Continuous Evaluation
D. Comparative Evaluation

Q10. It encourages students to take responsibility for their own

learning
A. Assessment Of
B. Post test
C. Assessment As
D. Pre-test
 REFERENCE:
https://youtu.be/xpi29JEBsEg?si=mVAVxOEBD2KPjIgl
https://youtu.be/Nd-csJAhqOQ?feature=shared
https://www.slideshare.net/slideshow/measurement-assessment-
and-evaluation-in-outcome-based-education/227023766
Thank You for
Listening!
Presented by : Group 1