CHAPTER ONE

▪ Education originated from

the term educare or educere
which meant to draw out.
▪ However, perpetuating the
belief that education is a
pouring in process wherein
the teacher was the infallible
giver of knowledge and the
student was the passive
recipient.
▪ The advent of technology
caused a change of
perspective in education,
nationally and internationally.
▪ The teacher ceased to be the
sole source of knowledge.
▪ With knowledge explosion,
students are surrounded with
various sources of facts and
information accessible through
user-friendly technology.
▪ The teacher become facilitator
of knowledge who assists in the
organization, interpretation and
validation of acquired facts and
information.
▪ A process of curriculum design,
teaching, learning and
assessment that focuses on
what students can actually do
after they are taught.
▪ A comprehensive approach to
organizing and operating an
education system that is focused
on and defined by the
successful demonstration of
learning sought from each
students(W. Spady, 1994:2).
▪ As approach that focuses and
organizes the educational
system around what is
essential for all learners to
know, value and do to achieve
a desired level of competence
at the time of graduation (CHED
Implementation Handbook,
2013)
▪ Clarity and focus about outcomes
▪ Learners are certain about their goals and are always
given significant, culminating exit outcomes.
▪ Designing backwards
▪ Using the major learning outcomes as the focus and
linking all planning, teaching and assessment decision
directly to these outcomes.
▪ Consistent, high expectations of success
Helping students to succeed by providing them with
encouragement to engage deeply with the issues they are
learning and to achieve the set of high challenging
standard.
▪ Expanded opportunity
▪ Developing curriculum that allows every learner to
progress in his/her own pace and that caters to
individual needs and differences.
▪ It is distinguished from other reforms by its focus on
outcomes, thereby enabling it to address the pressing
worldwide concerns on accountability, and effectively
pairs legislative control with institutional autonomy.
▪ Makes it imperative to lay down what are the
intended learning outcomes of an institution, and
commit its educational resources until the goals are
achieved.
▪ It aims to organize a Work-Integrated Education
(WIE) at the program level to links students and
faculty with the industry and eventually engage
leaders of the profession and industry to enrich the
teaching and learning activities.
▪ It is student-centered.
▪ It places the students at the center of
the process by focusing on Student
Learning Outcomes (SLO)
▪ It is faculty-driven
▪ It encourages faculty responsibility for
teaching, assessing program outcomes
and motivating participation from the
students.
▪ It is meaningful
▪ It provides the data to guide the
teacher in making valid and continuing
improvement in instruction and
assessment activities.
▪ Identification of the educational
objectives of the subject/course.
▪ Educational objectives are the broad
goals that the subject/course
expects to achieve.
▪ Define in general terms the
knowledge, skills and attitudes that
the teacher will help the students to
attain.
▪ Objectives are stated from the point
of view of the teacher such as to
develop, to provide, to enhance, to
include, etc.
▪ Listing of learning outcomes
specified for each subject/course
objective.
▪ Learning outcomes are stated as
concrete active verbs such as: to
demonstrate, to explain, to
differentiate, to illustrate, etc.
▪ A good source of learning outcomes
statements is the Taxonomy of
Educational Objectives by Benjamin
Bloom.
▪ Listing of learning outcomes specified
for each subject/course objective.
▪ Taxonomy of Educational Objectives by
Benjamin Bloom:
▪ Cognitive
▪ Also called knowledge.
▪ Refers to mental skills.
▪ Psychomotor
▪ Referred to as skills includes manuals or
physical skills.
▪ Affective
▪ Known as attitude.
▪ Refers to growth in feelings or emotions
from the simplest behavior to the most
complex.
▪ Draftingoutcomes assessment
procedure.
▪ Enable the teacher to determine the
degree to which the students are
attaining the desired learning
outcomes.
▪ It identifies for every outcome the data
that will be gathered which will guide
the selection of the assessment tools to
be used and at what point assessment
will be done.
▪ Focusses classroom instruction on the
skills and competencies that students
must demonstrate when they exit.
▪ Two types of outcome:
▪ Immediate outcome
▪ Deferred outcome
 IMMEDIATE
OUTCOME ▪ Are competencies/skills acquired
upon completion of an instruction, a
subject, a grade level, a segment of
the program, or of the program itself.
▪ These are referred to as instructional
outcomes.
▪ Examples:
▪ Ability to communicate by writing and
speaking.
▪ Mathematical problem-solving skills
▪ Skill in identifying objects by using the
different senses.
 DEFERRED
OUTCOME ▪ Refer to the ability to apply cognitive,
psychomotor and affective
skills/competencies in various
situations many years after completion
of a degree program.
▪ These are referred to as institutional
outcomes.
▪ Examples:
▪ Success in professional practice or
occupation.
▪ Promotion in a job.
▪ Success in career planning, health and
wellness.
▪ Awards and recognition.
▪ Learning
outcomes
are
constructiv
ely aligned
in a
learning
program
that fits this
framework:
 DIFFERENT LEVELS
▪ Institutional
▪ Program
▪ Course
▪ Learning/instructional/lesson
outcomes
 DIFFERENT LEVELS
▪ Institutional
▪ Institutional Intended
Learning Outcomes (ILO)
▪ What the graduates of the
university/college are supposed
to be able to do.
 DIFFERENT LEVELS
▪ Program
▪ Program Intended Learning
Outcomes (PILO)
▪ What graduates from a particular
degree program should be able
to do.
 DIFFERENT LEVELS
▪ Course
▪ Course Intended Learning
Outcomes (CILO)
▪ What students should be able to
do at the completion of a given
course.
 DIFFERENT LEVELS
▪ Learning/instructional/lesson
outcomes
▪ Intended Learning Outcomes
(ILO)
▪ What students should be able to
do at the completion of a unit of
study of a course.
▪ OBTL Instructional Program
▪ The learners take the center
stage basic principle of
curriculum and instruction.
▪ It is what the students do as
evidence of their learning.
▪ Three pronged implication:
▪ For the Learners/Students
▪ It promotes a deep and lifelong learning
skills.
▪ For the Teachers
▪ It promotes reflective teaching practices.
▪ For the Institution
▪ It addresses continuous program
improvement.