OUTCOMES-BASED EDUCATION

in
BSN CURRICULUM

REGIE A. BAUTISTA, RN, MN

Dean, College of Nursing
Systems Plus College Foundation
PACUCOA Level III Re-Accredited Status
www.spcf.edu.ph
 Why OBE?
CMO NO. 46, series of 2012
• Section 13. CHED is committed to developing
competency-based learning standards that
comply with existing international standards
when applicable (e.g. Outcomes-Based
Education for fields like engineering and
maritime education) to achieve quality and
enable a more effective integration of the
intellectual discipline, ethos and values
associated with liberal education.
• Section 14: CHED is committed to developing
and implementing an outcomes-based approach
to QA monitoring and evaluation because it has
the potential to greatly increase both the
effectiveness of the QA system, and the quality,
efficiency, and effectiveness of higher education.
Mature evaluation systems are based upon
outcomes, looking particularly into the intended,
implemented, and achieved learning outcomes.
CMO NO. 46, SERIES OF 2012
Section 16. CHED adopts two different
approaches to outcomes-based evaluation
of programs and of institutions:
• A direct assessment of educational
outcomes, with evaluation of the
individual programs that lead to those
outcomes. In this approach, the program
outcomes are largely measured against the
policies.
What is Outcome-Based Education?
• It is organized from a focus on student
exit outcomes and designed downward
to the unit levels.
• It directs instructional strategies on clearly
defined learning outcomes coming
from set standards.
• It demands a high expectation for all
students and includes opportunities for
enrichment and remediation through
formative assessment.
What is Outcome-Based Education?
• It is an educational philosophy
organized around several fundamental
beliefs and principles.
• It starts with the belief that ALL
students can learn and succeed.
Educational institutions can control the
conditions of success by providing quality,
authentic learning experiences.
• The student’s success is the responsibility
of the FACULTY.
 Father of OBE: Dr. William Spady

Spady (1994) proposes three basic

assumptions: all learners can learn
and succeed; success breeds success;
and “teaching institutions” (schools)
control the conditions of success.
 Is Output = Outcome?
• Output- the end result of a process or a
program
• Outcome- level of performance or achievement
- quantification of performance
• Example of Input: The number of teachers
with PhD degree.
• Example of Output: No of students who
graduated from a program
• Example of Outcome: Ability to communicate
effectively
Intended Learning Outcomes (ILOs)
at three levels
• The institutional level, as a statement of
what graduates of the institution are
supposed to be able to do
• The degree program level, as a statement
of what graduates from a particular degree
programmes should be able to do
• The course level , as a statement of what
students should be able to do at the
completion of a given course.
 Institutional Level
• Graduate attributes

The Higher Education Council (HEC) of Australia

defines the attributes a graduate should possess as:
The skills, personal attributes and values which
should be acquired by all graduates regardless of
their discipline or field of study. In other words,
generic skills should represent the central
achievements of higher education as a process.

Biggs,J and Tang, C.(2007). Teaching for quality learning at University, 3rd edition.McGraw Hill
Graduate Attributes Institutional Intended Learning Outcomes (IILO)
Program Level

• Program Educational Objectives

(PEOs)
• •Program Outcomes (POs) or
Student Outcomes (SOs)
Program Level
• Program Educational Objectives (PEOs) -
are broad statements that describe what
graduates are expected to attain within a
few years of graduation. Program
educational objectives are based on the
needs of the program’s constituencies.
• Student Outcomes (SOs) –
describe what students are expected
to know and be able to do by the time
of graduation. These relate to the
skills, knowledge, and behaviors that
students acquire as they progress
through the program.
Course Level

• Revision of all Course Syllabi to

incorporate Course Intended
Learning Outcomes (CILOs)
• What the students can do when they
have completed the course/subject
Ex. Algebra, Communication Arts,
etc.
Course Level –Course Intended Learning
Outcomes (CILO)

Note: CILO is a very

important component in
OBTL implementation
that every faculty member
should be able to
recognize.
Basic Principles of OBTL
• OBTL is a student-centered learning
philosophy that focuses on measuring
student performance, which are called
outcomes as opposed to traditional
learning’s emphasis on resources or
inputs.

• OBTL is a classroom-level OBE that

addresses teaching and learning.
 The ‘spirit’ of OBTL

1.In teaching, what ultimately

matters is not what is taught, but
what is learned;

2.Therefore, teachers would do

well to set their course objectives
in terms of learning outcomes;
3.What we teach and how we teach, and
how we assess, ought to be aligned
with the intended learning
outcomes, such that they are fully
integrated and consistent with
each other;

4.The quality of teaching is judged by the

quality of learning that takes place.
 3 Elements of OBTL

• Intended Learning Outcomes

(ILOs) / Course Outcomes
• Teaching and Learning
Activities (TLAs)
• Assessment Tasks
Outcomes-based Teaching
and Learning (OBTL) using
Constructive Alignment
 OBTL Syllabus
An OBTL syllabus should contain the
following:
• 1.Intended Learning Outcomes
(ILOS)
• 2.Teaching and Learning
Activities (TLAs)
• 3.Assessment Tasks (ATs)
 Intended Learning Outcomes (ILOs)
•ILOs describe what the learners will be able to
do when they have completed their course or
program.

Ex: By the end of the course, the students will be able to.....
1. Describe the different phases of matter and their applications to
our daily life.
2. Explain anatomic theory, chemical bonding and chemical
reactions.
3. Apply the basic principles of chemical reactions to the synthesis
of some inorganic compounds

Biggs,J and Tang, C.(2007). Teaching for quality learning at University, 3rd edition.Mc.Graw Hill
 Intended Learning Outcomes (ILOs)

These are statements , written from the

students' perspective, indicating the
level of understanding and
performance they are expected to
achieve as a result of engaging in
teaching and learning experience

Biggs,J and Tang, C.(2007). Teaching for quality learning at

University, 3rd edition.Mc.Graw Hill
Examples of Intended Learning Outcomes
(ILOs)
At the end of the course, the students
should be able to:
• Identify the importance of water for
human activities and the water resources
engineering
• Explain the global hydrologic cycle
• Analyze rainfall and runoff data
Teaching and Learning Activity(TLA)

• Any activity which stimulates ,

encourages or facilitates learning of
one or more intended learning
outcome.

Biggs,J and Tang, C.(2007). Teaching for quality learning at University, 3rd
edition.Mc.Graw Hill
 Examples of Teaching and Learning
Activities (TLAs)

• Lecture
• PowerPoint Presentation
• Case Study
• Home visit
• Practicum
• Group Project
• Etc.
TLAs
• This is partly similar to the old heading
‘Teaching Methods, but with more focus on
what activities students have to do to learn.
• This section is supposed to show how the
teacher intends to achieve the CILOs,
through what kinds of learning activities,
and (ii) how these T&L activities align with
the CILOs. (This alignment with the CILOs
is crucial as documented evidence where
the learning of all the CILOs is facilitated.
Warning!
• A faculty member who implements
active learning activities can NOT
automatically claim that he is
doing OBTL unless these
activities are aligned toward the
attainment of a particular
intended learning outcome
Assessment Task (AT)

• Assessment can be any method of

assessing how well a set of ILO
has been achieved

Biggs,J and Tang, C.(2007). Teaching for quality learning at

University, 3rd edition.Mc.Graw Hill
Examples of Assessment Task(AT)

• Written Exam
• Recitation
• Group Report
• Oral Presentation
• Case Study
• Etc.
 ATs
• Note: It is not sufficient just to say ‘assignments,
tests, final exam’. We need to furnish more
concrete details about the nature of the
assessments.
• ATs should be aligned with the appropriate
CILOs to ensure that there is sufficient evidence
to show that students have achieved the CILOs at
the end of the course.
• (This alignment with the CILOs is crucial as
documented evidence where the required
competency of all the CILOs is assessed.)
 Changing Teaching Context

• Teaching Learning
• Teaching-Centered Student-Centered
• Processes Outcomes
• Discipline-specific All Around Development
• Institutional Learning Life-long Learning
Summary:
• Important points in developing students
outcomes:
1. Keep statements short and simple. State the
outcome as a single sentence of 25 words or
less.
2. Keep goals and outcomes aligned with the
aims of education as stated in the Philippine
Constitution, the national goals of education,
and vision, mission and goals of the institution.
3. Keep it SMART
4. Remember:

OUTCOMES EXAMPLES
Program Educational “After five years, the
Objectives graduate will be able to....”

Student Outcomes “By the time after

graduation, the learners
will be able to...”
Learning Outcomes “At the end of the learning
experience , the learners
will be...”
Process of OBE
• Curriculum Mapping
• Determining Program Outcomes
• Crafting HEI and Course Outcomes
• Planning Instructional Strategy
• Assessment : Course, Level and
Program Assessments
Context : Quality learning environments
• • “Learner-centered” – paying careful attention
to the knowledge, skills, attitudes, and beliefs
that learners bring to the educational setting.

• • “Knowledge-centered” – taking seriously the

need to help students become knowledgeable by
learning in ways that lead to understanding.
Context: Quality learning environment
• “Assessment-centered” – providing
opportunities for feedback and revision and
what is assessed is congruent with the students’
learning goals.
▫ Formative assessment involves the use of
assessments as sources of feedback to improve
teaching and learning.
▫ Summative assessment measures what students
have learned at the end of some set of learning
activities.
Context: Quality Learning Environments
• “Community-centered” – referring to several
aspects of community, including the classroom
as community, the school as a community, and
the degree to which students, teachers, and
administrators feel connected to the larger
community of homes, business, states, the
nation, and even the world. RELEVANT!
Taxonomy of Approaches to Assessment
Fundamental Components of Learner-
Centered Assessment
How to do Assessment
The Assessment Learning Cycle
The LIPAT, LAPIT and LAPAT Processes in
the OBE BSN Curriculum
• BSN Curriculum shift through the
years (“LIPAT”)
• Unifying K12 and GEC with the BSN
Curriculum (“LAPIT”)
• Highlights PSG for the BSN Program
(“LAPAT”)
ARTICULATE BSN PROGRAM OUTCOMES
1. Apply knowledge of physical, social, natural and health
sciences, and humanities in the practice of nursing
2. Provide safe, appropriate and holistic care to
individuals, families, population group and community
utilizing nursing process.
3. Apply guidelines and principles of evidence-based
practice in the delivery of care.
4. Practice nursing in accordance with existing
laws, legal, ethical and moral principles.
5. Communicate effectively in speaking, writing
and presenting using culturally appropriate
language.
6. Document to include reporting up-to-date client
care accurately and comprehensively
7. Work effectively in collaboration with inter-
intra- and multi-disciplinary and multicultural
teams.
8. Practice beginning management and leadership
skills in the delivery of client care using a systems
approach
9. Conduct research with an experienced researcher
10. Engage in lifelong learning with a passion to keep
current with national and global developments in
general, and nursing and health developments in
particular.
11. Demonstrate responsible citizenship and pride of
being a Filipino
12. Apply techno-intelligent care systems and
processes in health care delivery
13. Adopt the nursing core values in the practice of
the profession
14. Apply entrepreneurial skills in the delivery of
nursing care.
Determine the Level Outcomes:
These are outcomes expected to be achieved at the
end of a specific year level. The level outcomes are as
follows:

First year: At the end of the first year, given simulated

situations in selected settings, the learners demonstrate basic
nursing skills in rendering safe and appropriate care utilizing
the nursing process.

Second year: At the end of the 2nd year, given a normal and
high risk mother and newborn, child, family, communities and
population groups in any health care setting, the learners
demonstrate safe, appropriate and holistic care utilizing the
nursing process.
Third year: At the end of the third year, given
individuals, families, population groups, and
communities with physiologic and psychosocial health
problems and maladaptive patterns of behavior in varied
health care settings, the learners demonstrate safe,
appropriate and holistic care utilizing the nursing process
and applying research and evidence-based practice.

Fourth year: At the end of the fourth year, given groups

of clients (individuals, families, population groups, and
communities) with health problems and special needs,
the learners demonstrate safe, appropriate and holistic
care utilizing the nursing process and can assume first
level entry positions in any field of nursing.
Develop a Curriculum Map and a
Competency Map
• A curriculum map is the mapping of the program
outcomes to the basic and major courses of the
BSN curriculum.
• A competency map is mapping of the program
outcomes to the different competencies as
specified in the 2012 National Nursing Core
Competency Standards (NNCCS).
• The LEGEND to be used for determining the
extent by which the program outcome and
nursing core competencies are achieved as
follows:
I-introduced concepts/principles
P- practiced with supervision
D-Demonstrated across different
clinical settings with minimal supervision
Curriculum Mapping
HOW CAN WE DEVELOP AN
EFFECTIVE QUALITY
ASSURANCE / QUALITY
IMPROVEMENT MANAGEMENT
SYSTEM/PROGRAM?
QUALITY ASSURANCE (QA) SYSTEM
• A quality assurance system (QAS) refers to a formal
managing system used to strengthen the
management of routine work in an organization and
ensure that everything is done systematically.

• In the context of nursing and midwifery education,

QAS refers to systems management of the daily
practices in the nursing and midwifery institution in
order to ensure that the institution runs the nursing
and midwifery program according to the standards
defined by the national nursing and midwifery
organization
Accreditation System
• Accreditation is a status granted to an
educational institution or a program that has
been found to meet the defined criteria of
educational quality.
• It has two fundamental purposes: first, to assure
the quality of the nursing and midwifery
institution or programme, and second, to assist
in improving the institution or programme
(WHO 2010).
CHED’s QUALITY ASSURANCE FRAMEWORK
TOTAL QUALITY MANAGEMENT (TQM)
WORKSHOP
Elements of OBE
Framework
Institutional Mission-Vision
Statements on the long-term view of
educational institution of itself and of
the world within which it operates
including the fundamental purpose of
its existence, its long-term role and
stature, and what it does to achieve
this purpose and how it would like to
play its role.
Assessment
Assessment – one or more processes that
identify, collect, and prepare data to
evaluate the attainment of student
outcomes and program educational
objectives. Effective assessment uses
relevant direct, indirect, quantitative and
qualitative measures as appropriate to the
objective or outcome being measured.
Appropriate sampling methods may be
used as part of an assessment process.
Evaluation

• Evaluation – one or more processes for

interpreting the data and evidence
accumulated through assessment
processes. Evaluation determines the
extent to which student outcomes and
program educational objectives are
being attained. Evaluation results in
decisions and actions regarding
program improvement.
Continuous Quality Improvement
Continuous Quality Improvement is a
periodic feedback process for changing
any aspect of a program whereby
formal results from assessment and
evaluation and other informal
observations are utilized in the
formulation of the changes, with
expected higher degrees of attainment
of program educational objectives and
higher degrees of attainment of student
outcomes.
Continuous Improvement
• There must be a recorded process for assessment and
evaluation of the student outcomes.
• There must be a recorded process for assessment and
evaluation of the program educational objectives.
• There must be evidence that results of the evaluation
of student outcomes and results of the evaluation of
program educational objectives are utilized to make
changes in the program processes such as course
syllabi, curriculum, and any other aspect of the
program to improve the degrees to which the student
outcomes and program educational objectives are
achieved.
• There shall be feedback to and from all
concerned stakeholders on the achievement of
undergraduate students for the student
outcomes and graduates for the achievement of
the program educational objectives.
• •There shall be a Continuous Quality
Improvement program with adequate
supporting resources
Exercise 1
Instruction
• Group yourselves.
• Using the framework elements: IMV, PEOs,
POs, Assessment, Evaluation, CQI, and
Constituents, prepare a schematic diagram
of your propose OBE framework.
• You may use some of the framework
elements more than once.
• You may identify who are your constituents.
• Do it in an hour and present your output.
Presentation of Outputs in
Exercise 1 OBE
Framework
 Exercise 2 Program
Educational Objectives
(PEOs)
 Exercise 2 Program Educational
Objectives (PEOs)

• Broad statements (2 to 3)
• Describe what graduates are expected
to attain within a few years of
graduation (3 to 5 years after
graduation)*
• Based on the needs of the program’s
constituencies
 Program Educational Objectives
The program must have published program
educational objectives that are consistent with
the mission of the institution, the needs of the
program’s various constituencies, and these
criteria. There must be a documented,
systematically utilized, and effective process,
involving program constituencies, for the
periodic review of these program educational
objectives that ensures they remain consistent
with the institutional mission, the program's
constituents' needs, and these criteria.
Program Educational Objectives:
Constituencies

• Industry
• •Alumni
• •Faculty
• •Accredited Professional
Organization
• •Government
• •Non-Government Organization
Requirements Pertaining to PEO

• Development of PEO
Statements
• Adoption System
• Assessment System
• Evaluation
• Continuous Improvement
Program Educational Objectives: How to
Assess?

• Survey
• Alumni
• Industry – ask those who hired your
graduates
• Faculty -
• Advisory Panel
• Focus Group
Examples of Program Educational
Objectives
• Massachusetts Institute of Technology (CE)

• Graduates will achieve a high level of technical expertise so

that they are able to succeed in positions in civil engineering
practice or research, and in other fields they choose to
pursue.
• Graduates will produce engineering designs that are based
on sound principles and that consider functionality,
aesthetics, safety, cost effectiveness and sustainability.
• Graduates will pursue lifelong learning, such as graduate
work and other professional education.
• Graduates will be leaders, both in their chosen profession and
in other activities.
Coherency of PEOs

• Relate PEOs to
• Mission Statements of the Institution
• Mission Statements of the Program
• Program Outcomes
• Use Relational Matrices
Schedule of PEO Assessment

• It depends on the school.

• It is not necessary to do this annually.
Once more… Requirements for PEO

• Developed PEO Statements

• •Assessment
• •Evaluation
• •Continuous Improvement
Exercise 2

• Comment on the inappropriateness of the

given PEOs
• The graduates will have the ability to design
electrical and electronics systems.
• The graduates will win awards of international
reputation (Nobel Prize, Fields Medal, etc)
• The graduates will be successful mechanical
engineers.
Exercise 3

Instruction:
• With the same group, write 3 to
4 PEOs of your own program.
• Do it and present your output.
• Presentation of Outputs in
Exercise 3 Program
Educational Objectives
(PEOs)
Exercise 4

Student Outcomes
Student Outcomes

• Describe what students are expected

to know and be able to do by the
time of graduation.
Sources of SOs

• Professional Communities of Practice

• Accrediting Bodies
• Advisory Boards
• Faculty
Student Outcomes
By the time of graduation , the EE students will
be able to:
(a) an ability to apply knowledge of mathematics,
science, and engineering
(b) an ability to design and conduct experiments,
as well as to analyze and interpret data
(c) an ability to design a system, component, or
process to meet desired needs within realistic
constraints such as economic, environmental,
social, political, ethical, health and safety,
manufacturability, and sustainability
(d) an ability to function on
multidisciplinary teams
(e) an ability to identify, formulate, and
analyze data.
(f) an understanding of professional and
ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to
understand the impact in a global,
economic, environmental, and societal
context
(i) a recognition of the need for, and an
ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques,
skills, and modern engineering tools
necessary for engineering practice.
Requirements for SO

• Assessment
• Evaluation
• Continuous Improvement
General Criterion 3. Student Outcomes

• The program must have documented student

outcomes that prepare graduates to attain the
program educational objectives.

• Student outcomes are outcomes (a) through

(k) plus any additional outcomes that may be
articulated by the program.
Exercise 5

Graduate Attributes
Aligning POs/SOs with Graduate Attributes

GRADUATE POs/SOs
ATTRIBUTES
Competent professional Apply principles to real-life
practice nursing concepts

Communicate effectively Communicate as a

professional with clients and
colleagues in real-life
Teamwork Operate effectively and
ethically as a team member.
Exercise 5: Graduate Attributes

• Take a program in which you are

teaching and list the program or
student outcomes.
• What are the graduate attributes of
your university? List them in the
left-hand column of the grid.
• Now list the ILOs that would
address the attributes.
 GRADUATE POs/SOs
ATTRIBUTES

1.

2.

3.

4.
Summary:
• Important points in developing students
outcomes:
1. Keep statements short and simple. State the
outcome as a single sentence of 25 words or
less.
2. Keep goals and outcomes aligned with the
aims of education as stated in the Philippine
Constitution, the national goals of education,
and vision, mission and goals of the institution.
3. Keep it SMART
4. Remember:

OUTCOMES EXAMPLES
Program Educational “After five years, the
Objectives graduate will be able to....”

Student Outcomes “Upon graduation, the

learners will be able to...”

Learning Outcomes “At the end of the learning

experience , the learners
will be...”
 ACKNOWLEDGMENT

• MS. LOURDES BUSTAMANTE, PRESIDENT-SPCF

• PROF. LEAN HAPPIE BUSTAMANTE, EVP-SPCF
• DR. EDGAR GALANG, VPAA-SPCF
• DR. CHRISTOPHER MANAOIS, ACCREDITOR
• ENGR. FLORENCE MAGNAYE, DEAN-TIP
Thank you very much!
God bless us!