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Outcomes-based education is an
approach that focuses and organizes the
educational system around what is
essential for all learners to know, value,
and be able to do to achieve a desired
level of competence at the time of
graduation.
Ideal Typical Depiction of Two Education Paradigms
(Barr & Tagg, 1995)
Source: CHED
Some program outcomes are based on HEI type, because this
determines the focus and purpose of the HEI. For example:
Source: CHED
ENGINEERING-WIDE DESIRED PROGRAM OUTCOMES
Engineering programs have to demonstrate that their students, after
undergoing the program, acquire:
Source: CHED
For example, the Introduction to Psychology could
include in its learning outcomes the following:
Identifies stated and unstated wants and needs that motivate the design effort; converts them
into a needs statement.
Gathers information about the design problem, including the need for a solution, user needs
and expectations, relevant engineering fundamentals and technology and feedback from users.
Creating an instance of physical products and processes for purpose of testing or production.
Produces usable documents or record regarding the design process and design state, including
decision history and criteria, project plan and progress, intermediate design states, finished
product and use of product.
Source: CHED
By its very nature, OBE is holistic in its outcomes
focus; attaining the learning outcomes is not an
end in itself but it provides building blocks for
achieving higher-level outcomes, such as
applying learning, analyzing ideas, evaluating
options, or creating new solution methods.
• Assessment as learning;
• Assessment of learning.
Source: CHED
Assessment for learning provides feedback to
both the teacher and the learner of the learner's
progress towards achieving the learning
outcomes, which should be used by the teacher
to revise and develop further instruction. Both
assessment as learning and assessment for
learning occur throughout the learning process,
making it formative in nature.
Source: CHED
Assessment of learning occurs at the end of the
course, when teachers use evidence of student
learning to make judgments on the learner’s
achievement against competencies and standards
stated as learning outcomes, making it
summative in nature.
Source: CHED
Direct assessments are most familiar to faculty. Direct
assessments provide for the direct examination or
observation of student knowledge or skills against
measurable learning outcomes. Faculty conduct direct
assessments of student learning throughout a course
using such techniques as exams, quizzes, demonstrations,
and reports. These techniques provide a sampling of what
students know and/or can do and provide strong evidence
of student learning.
Reference: ABET
It is important to remember that all assessment methods have
their limitations and contain some bias. A meaningful assessment
program would use both direct and indirect assessments from a
variety of sources (students, alumni, faculty, employers, etc.). This
use of multiple assessment methods provides converging evidence
of student learning. Indirect methods provide a valuable
supplement to direct methods and are generally a part of a robust
assessment program.
Reference: ABET
Method Direct Indirect Method Direct Indirect
Written Surveys,
Behavioral Observations X X
Questionnaires
Reference: ABET
EXAMPLE
Objective: Graduates will exhibit effective communications skills.
1.Students
2.Program Educational Objectives
3.Student Outcomes
4.Continuous Improvement
5.Curriculum
6.Faculty
7.Facilities
8.Institutional Support
Criterion 1. Students
The program must have and enforce policies for accepting both
new and transfer students, awarding appropriate academic credit
for courses taken at other institutions, and awarding appropriate
academic credit for work in lieu of courses taken at the institution.
The program must have and enforce procedures to ensure and
document that students who graduate meet all graduation
requirements.
General Criterion 2. Program Educational Objectives
Cognitive domain:
Knowledge (recall of information): arrange, define, label, list,
recall, repeat
Comprehension (interpret in own words): classify, discuss,
explain, review, translate
Application (apply to new situation): apply, choose, demonstrate,
illustrate, prepare
Analysis (break down into parts and how relationships): analyze,
categorize, compare, test
Synthesis (bring together to form a whole): arrange, collect,
assemble, propose, set up
Evaluation (judgments based on criteria): appraise, argue, attack,
choose, compare
• Affective Domain
• Receiving (pay attention) listen to perceive, be
alert to
• Responding (minimal participation_ reply,
answer, approve, obey
• Valuing (preferences) – attain, assume,
support, participate
• Organization (development of values) judge,
decide, identify with, select
• Characterization (total philosophy of life)
believe, practice, carry out
• Psychomotor Domain
• Reflexes (involuntary movements): stiffen,
extend, flex
• Fundamental movements (simple movements) -
crawl, walk, run, reach
• Perceptions (response to stimuli) turn, bend,
balance, crawl
• Physical abilities (psychomotor movements)-
move heavy objects, make quick motions
• Skilled movements (advanced learned
movements) – play an instrument, use a hand
tool
Thanks
JCB, DPA
Dean, College of Arts and Sciences & Chair MPA
Program, Taguig City University
Professorial Lecturer, Polytechnic University of the
Philippines- Graduate School