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Batangas State University College of Engineering, Architecture & Fine Arts

The document discusses outcome-based education (OBE) and its implementation in higher education institutions in the Philippines. It defines OBE as focusing on clearly defining learning outcomes for students and aligning educational systems and processes to achieve these outcomes. The Commission on Higher Education has emphasized OBE through policies requiring universities to adopt it. Key aspects of OBE include defining course outcomes, programs, and assessing students' achievement of outcomes rather than just course credits. Proper implementation of OBE requires restructuring assessment methods to evaluate student performance and achievement of outcomes.

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Harold De Chavez
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82 views

Batangas State University College of Engineering, Architecture & Fine Arts

The document discusses outcome-based education (OBE) and its implementation in higher education institutions in the Philippines. It defines OBE as focusing on clearly defining learning outcomes for students and aligning educational systems and processes to achieve these outcomes. The Commission on Higher Education has emphasized OBE through policies requiring universities to adopt it. Key aspects of OBE include defining course outcomes, programs, and assessing students' achievement of outcomes rather than just course credits. Proper implementation of OBE requires restructuring assessment methods to evaluate student performance and achievement of outcomes.

Uploaded by

Harold De Chavez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

BATANGAS STATE UNIVERSITY


Pablo Borbon Main II, Alangilan, Batangas City
College of Engineering, Architecture & Fine Arts
www.batstate-u.edu.ph Tel. No. (043) 425-0139 loc. 118

Research about Outcome-Based Education (OBE)

In response to the need for standardization of education systems and processes, many
higher education institutions in the Philippines shifted attention and efforts toward
implementing Outcome-Based Education (henceforth OBE) system on school level. The
shift to OBE has been propelled predominantly because it is used as a framework by
international and local academic accreditation bodies in school- and program-level
surveillance, on which many schools invest their efforts into. The Commission on Higher
Education (CHED) even emphasized the need for the implementation of OBE by issuing
a memorandum order (CMO No. 46, s. 2012) entitled, “Policy Standard to enhance
quality assurance in Philippine Higher Education through an Outcomes-Based and
Typology Based QA”. Then, in 2014, it was followed by a release of the Handbook of
Typology, Outcomes-Based Education, and Sustainability Assessment. Given the current
status of OBE in the country, this paper intends to shed light on some critical aspects of
the framework with the hope of elucidating important concepts that will ensure proper
implementation of OBE. Also, the paper zeroes in on inferring implications of OBE
implementation for assessment and evaluation of students‟ performance.

Outcomes-based education as defined by Spady (1994, p. 12) means “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
experience.”Outcome-based education (OBE) is an educational theory that bases each
part of an educational system around goals or outcomes. It is a student-centric teaching
and learning methodology in which the course delivery, assessment are planned to
achieve stated objectives and outcomes. It focuses on measuring student performance
outcomes at different levels. By the end of the educational experience, each student
should have achieved the goal. There is no single specified style of teaching or
assessment in OBE. Instead, the classes, opportunities and assessments should all help
students achieved the specified outcomes. The role of the faculty adapts into instructor,
trainer, facilitator, and/or mentor based on the outcomes targeted.

The changes that OBE entails put emphasis on students‟ demonstration of learning
outcomes rather than accumulation of course credits. Also, these definitions of OBE
emphasize the need to accordingly align all aspects of educational processes and systems
to the expected outcomes that all students should be able to proficiently exhibit at the end
of the curriculum, and that outcomes should not be viewed synonymously with grades or
simply curricular completion, but rather authentic demonstrations of expected
competencies as a result of significant learning experiences. It can be surmised then that
the implementation of OBE requires consistency across desired outcomes of education,
teaching and learning activities, and assessment methods and practices. To organize
everything in the educational system (curriculum, resources, facilities, curricular and
co-curricular activities, etc.) and align them with the desired outcomes of education, it
would be necessary first for schools to have a clear understanding of what outcomes are.
Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main II, Alangilan, Batangas City
College of Engineering, Architecture & Fine Arts
www.batstate-u.edu.ph Tel. No. (043) 425-0139 loc. 118

Thus, the next section addresses the following questions: What are outcomes and how are
they derived and stated? The next section of this article will provide thorough discussions
on the outcomes according to the OBE framework.

The implementation of OBE in the institution level would entail restructuring of


relevant systems and procedures to constructively facilitate the attainment of the desired
outcomes of education. This includes the critical restructuring of assessment methods and
procedures employed by educators and institutions in evaluating student performance,
which serves as evidence of the attainment of outcomes. Assessment plays an important
role in the educative process. It serves as basis for determining the rate of learning
progress of students as well as the source of information of opportunities for further
improvement. One of the most comprehensive definitions of assessment is provided by
the American Association for Higher Education (Angelo, 1995, p. 7): An ongoing
process aimed at understanding and improving student learning. It involves making our
expectations explicit and public; setting appropriate criteria and high standards for
learning quality; systematically gathering, analyzing, and interpreting evidence to
determine how well performance matches those expectations and standards; and using the
resulting information to document, explain, and improve performance.

The focus on outcomes create a clear expectation of what needs to be accomplished


by the end of the course. Students will understand what is expected of them and the
teachers will know what they need to teach during the course. Clarity is important over
years of schooling and when team teaching is involved. Each team member, or year in
school, will have a clear understanding of what needs to be accomplished in each class,
or at each level, allowing the students to progress. Those designing and planning the
curriculum are expected to work backwards once an outcome has been decided upon.
They must determine what knowledge and skills will be required to each outcome.

Here are some important aspects of the Outcome Based Education:

1. Course- is defined as a theory, practical or theory cum practical subject studied in a


semester.
2. Course Outcome (CO)- course outcomes are statements that describe significant and
essential learning that learners have achieved, can reliably demonstrate at the end of a
course. Generally three or more course outcomes may be specified for each course based
on its weight average.
3. Programme- is defined as the specialization or discipline of a degree. It is the
interconnected arrangement of courses, co-curricular and extracurricular activities to
accomplish predetermined objectives leading to the awarding of a degree.
Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main II, Alangilan, Batangas City
College of Engineering, Architecture & Fine Arts
www.batstate-u.edu.ph Tel. No. (043) 425-0139 loc. 118

In OBE schools, assessment, when implemented appropriately, would have manifold


purposes and benefits. Aside from providing educators ideas about the progress of
students, it also informs them about the effectiveness of their teaching methodologies and
approaches. Moreover, assessment results in an OBE school are used as bases to improve
educational services and systems on an institutional level (Bresciani et al., 2012). Proper
implementation of OBE both in the classroom and institutional levels would demand
paradigm shift. The following summarizes the shifts of assessment practices moving from
the traditional practices to OBE practices:

Paradigm Shift 1: Teacher-Centered to Learner-Centered Approach Assessment in


outcome-based education require a shift in mindset of educators and educational leaders.
The shift requires a turnaround of approach from teacher-centered to learner-centered
education (Bresciani, 2012; Bresciani et al., 2009; Ramoroka, 2006; Nieburh, 1996).

Paradigm Shift 2: Being Outcomes-Minded Needless to say, in outcome-based


education framework everything should be based on outcomes. Thus, assessment
methods and techniques should be consistent with the stated outcomes of education.
According to Bresciani (2006), outcome-based assessment is a systematic and intentional
process. This means that the assessments used in this set-up are deliberately designed and
administered in pursuit of outcomes attainment. Along with teaching and learning
activities, assessments used in OBE classrooms should be constructively aligned with the
outcomes that are expected to be successfully demonstrated at specific stages and
curricular levels (Biggs, 2011; Biggs & Tang, 2007). Spady (1994) specified four
operating principles that will guide educators and academic leaders in the implementation
of OBE. When applied consistently, systematically, creatively, and simultaneously the
efforts of shifting to OBE can be almost guaranteed.

Conclusion:
Based on the research above, outcome-based education is a new and advanced
academic approach towards building the students ability in achieving a certain goal. It
gives the sense of focus on attaining each objective and having them applied at the end of
each course. Outcome-based provides a highly- efficient strategy to determine students
knowledge and skills at different stages.
Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main II, Alangilan, Batangas City
College of Engineering, Architecture & Fine Arts
www.batstate-u.edu.ph Tel. No. (043) 425-0139 loc. 118
Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main II, Alangilan, Batangas City
College of Engineering, Architecture & Fine Arts
www.batstate-u.edu.ph Tel. No. (043) 425-0139 loc. 118

IT 500

Information Technology

Research about Outcome-Based Education


Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main II, Alangilan, Batangas City
College of Engineering, Architecture & Fine Arts
www.batstate-u.edu.ph Tel. No. (043) 425-0139 loc. 118

Submitted by:
De Chavez, Harold P.
EE-5101

Submitted to:
Engr. Jen Aldwayne B. Delmo

August 20,2019

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