Assessment in Learning

• Outcome-Based Education (OBE)


  Education based on the outcome, 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 experiences
• William G. Spady


  • Father of OBE
• Examples of Outputs


  • Student grades
  • Portfolios
  • Employment statistics
  • Credit hours delivered
  • Faculty development activities
• Examples of Outcomes


  • Student learning
  • Knowledge
  • Skills
  • Attitudes
  • Faculty development
  • Faculty publications
  • Student growth
• Outcomes


  Clear learning results that we want students to demonstrate at the end of learning experiences, what learners can actually do with what they know and have learned, and tangible application of what has been learned
• Types of Outcomes


  • Immediate Outcome
  • Deferred Outcome
• Immediate Outcomes


  Competencies/skills upon completion of a lesson, a subject, a grade/year, a course (subject), or a program itself
• Immediate Outcomes


  • Ability to communicate in writing, reading, speaking, and mathematical problems solving
• Deferred Outcomes


  Ability to apply cognitive, psychomotor, and affective skills/competencies in the various aspects of professional and workplace practice
• Deferred Outcomes


  • Success in professional practice or occupation as evidence of skill in career planning, health and wellness, and continuing education
• Skill in storytelling is an Immediate Outcome
• Awards and recognition are Deferred Outcomes
• Promotion in a job is a Deferred Outcome
• Graduation from a program is an Immediate Outcome
• Promotion to a higher grade level is an Immediate Outcome
• Transformational OBE


  Concerned with long-term, cross-curricular outcomes that are related directly to students' future life roles such as being a productive worker or a responsible citizen or parent
• Outcome-Based Teaching and Learning (OBTL)


  Approach to teaching and learning that focuses on the outcomes or competencies that students are expected to demonstrate at the end of the learning process
• Outcomes in Different Levels

  • Institutional Outcomes / Graduate Attributes
  • Program Outcomes
  • Course Outcomes
  • Learning Outcomes
• Principles of OBE


  • Clarity of Focus
  • Designing Down
  • High Expectations
  • Expanded Opportunities
• Clarity of Focus


  In an OBE system, educators and learners have a shared understanding of what needs to be achieved. Learning objectives are explicit and measurable, enabling everyone to align their efforts toward specific goals
• Designing Down


  Instead of starting with content and activities, educators begin by identifying the desired outcomes and then design the curriculum to achieve those outcomes
• High Expectations


  Belief that learners are capable of reaching remarkable levels of competence when provided with the right support and challenges
• Expanded Opportunities


  Inclusivity that ensures all learners can thrive and succeed if they are given appropriate opportunities, what really matters is what they learn, the importance, regardless of the particular learning method
• Giving learners more time than others

  Expanded Opportunities
• Basing the details of your instructional design on the outcomes

  Designing Down
• Believing that all learners can learn and succeed, but not all at the same time or in the same way

  High Expectations
• Outcomes that students are expected to demonstrate at the end of the program are clear

  Clarity of Focus
• Constructive Alignment


  A process of creating a learning environment that supports the learning activities that lead to the achievement of the desired learning outcomes
• Supportive Learning Environment


  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