OUTCOMES-BASED EDUCATION (OBE) OR OUTCOMES-BASED TEACHING AND LEARNING (OBTL)

2. OUTLINE
• Principles of OBE
• Difference between traditional teaching and
Outcomes-Based Teaching and Learning (OBTL)
• Outcomes-Based Education (OBE)
• Constructive Alignment
• Intended Learning Outcomes

3. DESIRED OUTCOMES
• Develop a personal theory of teaching that
enables you to reflect upon and improve your
own teaching.
• Explain to your faculty what OBTL/OBE is about
and its application to designing a curriculum.
• Write a set of more than five or six intended
learning outcomes, each containing a key
learning verb, for a semester long course you are
teaching.
• Reflect on your current teaching using the
constructive alignment framework.

4. WHY OBE?
• In support of CHED Initiatives Globalization:
conform with local and International standards,
e.g., Bologna Accord, ASEAN Integration,
Washington Accord, UNESCO EFA Plan of
Action Impact of K to 12 to HEIs: new General
Education Curricular competencies; call for 21st
century skills; Educational System and Mobility.

5. THREE VIEWS OF OBE
I. As a Theory of Education, or
II. As a Systemic Structure for Education, or
III. As Classroom Practice.

6. THREE BASIC PREMISES
1. All students can learn and succeed.
2. Successful learning promotes even more
successful learning.
3. Schools control the conditions for students
success.

7. PHILOSOPHICAL BASES (MAMARY 1991)
1. All students have talent
2. The role of schools is to find ways for students
to succeed.
3. Mutual trust drives all good Outcomes-based
Schools.
4. Excellence is for very child.
5. By preparing students every day for success the
next day, the need for correctives will be
reduced.
6. No child should be excluded from any activity
in a school.
7. A positive attitude is essential.

8. “Traditional” Teaching and Assessment
• Teachers used to plan their teaching by asking
such questions as:
▫ What topics or content do I teach?
▫ What teaching methods do I use?
▫ How do I assess to see if the students have taken
on board what I have taught them?
• TEACHING – a process of transmitting content
to students, methods tend to be expository,
assessment focused on checking how well the
message has been received.
• Common use of lectures and demonstrations,
and exam that rely on reporting back.

9. OBE/OBTL
• OBE stands for Outcomes-Based Education
• OBL means Outcomes-Based Teaching and
Learning

10. OBE/OBTL
• Based on such questions as:
▫ What do I intend my students to be able to do
after my teaching the they couldn't do before, and
to what standard?
▫ How do I supply learning activities that will help
them achieve those outcomes?
▫ How do I assess them to see how well they have
achieved them?

11. OBE/OBTL
• OBTL starts with clearly stating, not what the
teacher is going to teach, but what the outcome
of that teaching intended to be in the form of a
statement of what the learner is supposed to be
able to do and at what standard: the Intended
Learning Outcomes (ILO’s)
• When students attend lectures, however, their
main activity is receiving, not doing.

12. OBE/OBTL
• Hence we need to devise Teaching and
Learning Activities (TLA’s) that require
students to apply, invent, generate new ideas,
diagnose and solve problems – or whatever
other things they are expected to be a able to do
after they graduate.
• Assessment Task (AT’s) that tell us, not on
how well students have received knowledge, but
how they can use it in academically and
professionally appropriate ways, such as solving
problems, designing experiments, or
communicating with clients.

13. OBE/OBTL
• It is a process of curriculum design, teaching,
learning and assessment that focuses on what
students can actually do (i.e., learning outcomes)
after they are taught.

14. WHAT IS OBE/OBTL?
• It attempts to embrace learning outcomes with
the knowledge, skills, attitudes and values that
match the immediate social, economic and
cultural environment of society.

15. OUTCOMES-BASED EDUCATION (SPADY, 1994)
• Clearly focusing and organizing everything in an
educational system around what is essential for
all students to be able to do successfully at the
end of their learning experiences.
• Students of what a learner is expected to know,
understand and/or be able to do at the end of a
period of learning.

16. Course Objective
What the Teacher expects
students to know and be able
to (as a whole) at the end of
the instruction.
Not behavioral in nature
• Verbs: Know, Understand
Our course objective may
generate several learning
outcomes.
Objectives are achieved
results or consequences of
instruction, curricula,
programs or activities.
Course Learning
Outcome
What the students are be
able to do (specific) at the
end of the instruction.
Stated in behavioral terms
• Verbs: Identify, Discuss,
Evaluate
Several learning outcomes
are derived from one course
objective.
Outcomes are achieved
results or consequences of
what was learned – at some
of learning took place.

17. CONSTRUCTIVE ALIGNMENT (Biggs&Tang)
• Is the process of matching the teaching methods
and evaluate procedures to the learning
outcomes they are supposed to achieve.

18. CONSTRUCTIVE ALIGNMENT (J.B. Biggs,2003)
What
should
learners
know or be
able to do?
How will
the learners
learn?
How will
learning be
measured?
Intended Learning
Outcomes (ILO’s)
Assessment
Task (AT’s)
Teaching
Learning
Activities (TLA’s)

20. • If students are to learn desired outcomes in a
reasonably effective manner, then the Teachers
fundamental task is to get students to engage in
learning activities that are likely to result in their
achieving those outcomes… It is helpful to
remember that what the student does is actually
more important in determining what is learned
than what the teacher does.
(Shuell, 1986)

21. Three different domains of knowledge
(Bloom ,1956)
• Cognitive Domain (thinking, knowledge):
student cognitive behavior is categorized into six
levels ranging from simple (knowledge) to more
complex behaviors (evaluation).
• Affective Domain (feelings, attitudes): this
domain ranges from receiving going up to
internalizing.
• Psychomotor Domain (doing, skills): this
taxonomy ranges from the simple act of perception
the highest level of behavior, organization.

22. EXAMPLES
• Bad Learning Objective
▫ In this course, students will be exposed to a variety of
factors that contributed to the start of WWII.
• Worse Learning Objective
▫ In this course, I will introduce and explain a variety of
factors that contributed to the start of WWII.
• Learning Objective
▫ In this course, the students will be expected to explain
the political and economic factors that contributed to
the start of WWII by contributing to class discussions
and writing a research paper.

23. EXAMPLES
• Learning Outcomes
▫ By the end of this course, students will be able to
explain the political and economic factors that
contributed to start of WWII.
▫ By the end of this course, students will be able to
synthesize information from a variety of sources
and express arguments, both orally and in
written form.

24. Examine the following statements:
Which in your judgment are acceptable
Learning Outcomes? Why?
A. “By the end of the course, I will be able to
demonstrate to students how to set up lab
equipment.”
B. “By the end of the course, students will be able
to set up laboratory equipment based on
specified tasks and purposes.”
Student focused versus Teacher focused

25. A. “By the end of the semester, the course will
instill an understanding of the scientific
method.”
B. By the end of the semester, students will be
able to analyze what constitutes valid and
invalid conclusions.
Focused on the versus focus on the Outcome.
Examine the following statements:
Which in your judgment are acceptable
Learning Outcomes? Why?

26. A. “Students will write a lesson plan at the end of
each chapter.”
B. “Students will design different lesson plans in
relation to a variety of instructional models
such as inquiry model, cooperative learning,
lecturing etc.”
Activity - Based versus Outcomes-Based.
Examine the following statements:
Which in your judgment are acceptable
Learning Outcomes? Why?

27. LIST A
• The Health studies graduates will demonstrate
knowledge and understanding of:
1. Health as a contested concept;
2. The multidisciplinary nature of health studies;
3. The central place of research activity in the
development of the subject;
4. The diverse determinants of health;
5. The contemporary issues at the forefront of the
subject;
6. The range of realist and constructionist theories of
causality relating to health.

28. LIST B
1. The ability to make comparisons between a
range of health contexts, such as individual
and institutional and national and
international contexts;
2. The ability to analyze health and health
issues, and health information and data that
may be drawn from a wide range of disciplines;
3. The ability to synthesize coherent arguments
from a range of contesting theories relating to
health and health issues;

29. LIST B
4. The ability to draw upon the personal and
lived experience of health and illness through
the skill of reflection and to make links
between individual experience of health and
health issues and wider structural elements
relevant to health;
5. The ability to articulate central theoretical
arguments within a variety of health studies
contexts;
6. The ability to draw on research and research
methodologies to locate, review and evaluate.

30. What are the characteristics of
good Learning Outcomes?

34. KEEP THIS IN MIND
• The main focus should be on LEARNING
rather then teaching.
• Students cannot learn if they do not THINK.
• Thinking is a facilitated and encouraged by the
PROCESSES that one uses to engage students
with the content, as well as by the CONTENT
itself.
• The subject does not exist in isolation – one has
to help students make LINKS to other subjects.
• It must be the responsibility of all to help
students LEARN HOW TO LEARN.

35. QUESTIONS