OUTCOME-BASED-EDUCATION-OBE-AND-ASSESSMENT-REPORT-1.pptx

THIS PPT CAN BE HELPFUL IN UNDERSTANDING OUTCOME BASED EDUCATION AND LEARNING THE DIFFERENT APPROACHES IN TEACHING.

1. OUTCOME-BASED EDUCATION (OBE) AND ASSESSMENT Presented by: Acopio , Diga , Germano , Nalic

2. Learning Outcomes; At the end of the Chapter, the student should be able to: Explain the essence of OBE and OBTL; compare Understanding by Design, OBE and OBTL and explain the meaning of constructive alignment in the context of the instructional cycle.

3. The meaning of OBE - OBE means Outcome-based Education. Simply put, it is education based on outcome. This outcome may refer to immediate outcome or deferred outcome . Immediate Outcome - are competencies or skills upon completion of a lesson, a subject, a grade/year, a course (subject) or a program itself. Deferred Outcome – refers to the ability to apply cognitive, psychomotor and effective skills or competencies in the various aspects of the professional and workplace practice (Navarro, 2019).

4. Key characteristics of OBE: Clear learning outcomes: These are defined before instruction begins.   Student-centered: The focus is on what students can achieve, not just what teachers teach.   Assessment aligned with outcomes: Evaluation measures students' ability to meet the defined outcomes.   Continuous improvement: The educational process is continually refined based on student performance.  

5. OBE, Spady’s Version Transformational OBE is concerned with long term, cross-curricular outcomes that are related directly to students' future life role such as being a productive worker or a responsible citizen or a parent. In transformational OBE learning is not significant unless outcomes reflect the complexities of the real life and give prominence to the roles that learners will be face after formal education.

6. Outcome based teaching and learning (OBTL), Biggs 'Version OBTL- they define outcomes as a learning outcomes which are more specific than institutional outcomes, program outcomes and course outcomes. - In Biggs and Tangs OBTL, outcomes are statement of what we expect student to demonstrate after they have been taught

7. The STAD Model Biggs and Tang also introduced the STAD model as a framework for implementing OBTL. STAD stands for: Student-centered learning: Focus on student activities and engagement. Teaching for deep learning: Encourage students to understand concepts rather than just memorizing facts. Assessment for learning: Use assessment to improve student learning, not just to measure it. Designed for constructive alignment: Ensure that all components of the learning process are aligned with learning outcomes.

8. Outcomes in different levels

9. Institutional Outcomes-Graduate Attributes - Demonstrate a comprehensive understanding of the methods of inquiry and how these methods are used to interpret knowledge in their own field. Program Outcomes - are statements conveying the intent of a program of study. Course Outcomes - are specific and measurable statements that define the knowledge, skills, and attitudes learners will demonstrate by the completion of a course. Learning Outcomes - are specific statements of what students will be able to do when they successfully complete a learning experience (whether it's a project, course or program).

10. Principles of OBE The four principles of OBE cited by Spady (1996) are: 1. Clarity of focus - simply means that outcomes which students are expected to demonstrate at the end of the program are clear. 2. Designing down - means basing the details of your instructional design on the outcomes, the focus of instruction. 3 . High expectations - is believing that all leaners can learn and succeed, but not all in the same time or in the same way. 4. Expanded opportunities - expanding the ways and numbers of times kids get a chance to learn and demonstrate a particular outcome.

11. Constructive Alignment Constructive alignment is Biggs" term of "designing down" as given by Spady. Constructive alignment is a process of creating a learning environment that supports the learning activities that lead to the achievement of the desired learning outcomes. The supportive learning environment is a learning environment where the intended learning outcomes, the teaching-learning activities and the assessment tasks are aligned. It is a learning environment that is highly focused on the attainment of learning outcomes.

12. Understanding by Design Wiggins and McTighe (1998), advocates of Understanding by Design (UbD), give these 3 stages: identify desired results; Determine acceptable evidence; and plan learning experiences and instruction

13. This UbD is OBE and OBTL in principle and in practice. Identifying desired results is identifying outcomes, the first step in OBE and OBTL. Determining acceptable evidence of the realization of outcomes is assessment. Identifying the evidence of learning right after identifying the intended learning outcome has an instructional advantage. Making clear how the intended learning outcome will be assessed invariably sharpens and focuses instruction. In fact, if teacher is not able to determine how he/she is going to assess the achievement of the intended outcome, it means that the intended outcome is not specific and clear enough that teacher does not even have a clear idea on how he/she is going to assess it.

14. In basic education, a teacher's lesson plan actually begins. with lesson objective/s. However, the evaluation portion is planned and is written last and so very often the evaluation that teacher writes is far-fetched from his/her lesson objective. "Your evaluation is not congruent with your objective" is a common remark of school heads who check lesson plans and do classroom observations." This implies the need for teachers to work on an assessment task that is aligned to the lesson objective

15. THE INSTRUCTIONAL CYCLE • is a framework used to guide the teaching and learning process .

16. LEARNING OUTCOMES • PLANNING • IDENTIFYING STUDENT NEEDS • SETTING OBJECTIVES • DESIGNING AND SELECTING SOURCES AND ACTIVITIES ACCORDING TO THE OBJECTIVES.

17. INSTRUCTIONAL STRATEGIES • PREINSTRUCTION ASSESMENT • TEACHING-LEARNING ACTIVITIES • FORMATIVE ASSESMENT • RETEACHING

18. SUMMATIVE ASSESMENT • FINAL EXAMS • END OF TERM PROJECTS • STANDARDIZED TESTS • PERFORMANCE TASKS