bases of educational outcomes group 3 presentation.pptx

this is all about the bases of educational outcomes

1. BASES OF DETERMINING EDUCATIONAL OUTCOMES PROF. ED. 10 GROUP 3: ALAIZA MAE ARIQUE GWEN BELTRAN MELGEI BENTOY STEPHAN FLORES

2. LEARNING OUTCOMES After the discussion, the class should be able to: Define educational outcomes and their importance. Explain the bases of determining educational outcomes. Relate these bases to Outcome-Based Education (OBE) and the MATATAG Curriculum. Conclude why outcomes are central in curriculum development.

3. WHAT ARE EDUCATIONAL OUTCOMES? Statements of what learners should know, do, and value Benchmarks for curriculum, teaching, and assessment Core principle of OBE : Outcomes first → instruction & assessment follow

4. WHY OUTCOMES MATTER Guide teachers → what to teach Guide students → what to learn Guide assessment → what to measure Ensure alignment with: Societal needs Learner needs Global competitiveness

5. BASES OF DETERMINING EDUCATIONAL OUTCOMES Society & National Needs Learners’ Characteristics Global Trends & Standards Subject Matter Knowledge Philosophy & Theories Laws & Policy Mandates Stakeholder Input Assessment Data Resources & Feasibility Future Expectations

6. SOCIETY & NATIONAL NEEDS OUTCOMES REFLECT NATIONAL GOALS & WORKFORCE DEMANDS Example: PQF aligns education with industry needs MATATAG CURRICULUM RESPONDS TO SOCIETAL ISSUES (E.G., READING & NUMERACY GAPS)

7. LEARNERS’ CHARACTERISTICS OUTCOMES MUST MATCH DEVELOPMENTAL STAGES & LEARNER READINESS Example: Early grade OUTCOMES FOCUS ON LITERACY, NUMERACY, VALUES FORMATION

8. GLOBAL TRENDS & STANDARDS ALIGN WITH 21ST-CENTURY SKILLS, SDGS, ASEAN QUALIFICATIONS ENSURES GRADUATES ARE GLOBALLY COMPETITIVE Example: Critical thinking, COLLABORATION, DIGITAL LITERACY IN MATATAG

9. SUBJECT MATTER KNOWLEDGE CORE CONCEPTS AND SKILLS DEFINE OUTCOMES Example: In Math → problem-solving; In Science → inquiry SKILLS OBE ENSURES MASTERY OF ESSENTIAL SUBJECT COMPETENCIES

10. EDUCATIONAL PHILOSOPHY & THEORY BLOOM’S TAXONOMY → LEVELS OF LEARNING OUTCOMES CONSTRUCTIVe Alignment (Biggs) → outcomes, teaching, and assessment aligned OBE ROOTED IN “TEACH FOR MASTERY, MEASURE OUTCOMES”

11. LAWS & POLICY MANDATES PHILIPPINE LAWS MANDATE OBE IN DEPED, CHED, TESDA Example: K to 12 Law, PQF Act MATATAG curriculum is a response to DepED ORDER 21, S. 2019

12. STAKEHOLDER INPUT EMPLOYERS, PARENTS, TEACHERS, COMMUNITY FEEDBACK ENSURES OUTCOMES ARE RELEVANT TO REAL-WORLD NEEDS Example: Parent and teacher consultations in MATATAG rollout

13. ASSESSMENT DATA OUTCOMES ARE INFORMED BY TEST SCORES & PERFORMANCE EVIDENCE Example: NAT results → highlighted weak literacy & numeracy → MATATAG addressed it

14. RESOURCES & FEASIBILITY OUTCOMES MUST BE ACHIEVABLE GIVEN TIME, FACILITIES, TEACHER TRAINING Example: Prioritize basic literacy before advanced tech-based competencies

15. FUTURE EXPECTATIONS EDUCATION PREPARES LEARNERS FOR LIFELONG LEARNING, ADAPTABILITY, GLOBAL JOBS OUTCOMES INClude sustainability, digital economy, AI literacy

16. THEORETICAL FRAMEWORKS SUPPORTING OBE OUTCOME-BASED EDUCATION (SPADY, 1994) BACKWARD DESIGN (WIGGINS & MCTIGHE, 2005) CONSTRUCTIVE ALIGNMENT (BIGGS, 1996)

17. Philosophy: “Clearly define what learners are expected to achieve, then organize teaching and assessment to reach those outcomes.” Focus: Mastery of essential outcomes, not just covering content. Example: Instead of focusing on teaching all math topics, the curriculum ensures learners can apply problem-solving in real-life contexts. OUTCOME-BASED EDUCATION (SPADY, 1994)

18. Approach: Teachers design curriculum backwards. Step 1: Identify desired learning outcomes. Step 2: Decide what evidence will prove students achieved the outcomes ( assessments). Step 3: Plan learning activities to help students succeed. Benefit: Ensures lessons are purpose-driven, not activity-based. 2. BACKWARD DESIGN (WIGGINS & MCTIGHE, 2005)

19. Principle: Teaching, learning, and assessment must all align with outcomes. “Constructive” = students actively construct meaning. “Alignment” = learning outcomes, learning tasks, and assessments are consistent. 3. CONSTRUCTIVE ALIGNMENT (BIGGS, 1996)

20. CONCLUSION Educational outcomes serve as clear, measurable goals that guide curriculum, instruction, and assessment. Frameworks like OBE, Backward Design, and Constructive Alignment ensure that learning is purposeful and aligned. In the Philippines, the PQF, K to 12, and MATATAG Curriculum show OBE in action, while national test results help refine these outcomes. Overall, outcomes keep education relevant, learner-centered, and responsive to societal needs.

21. THANK YOU