CHARTER 2

• Outcome-Based Education (OBE)


  Education based on outcome
• Outcome-Based Teaching and Learning (OBTL)

  Teaching-learning based on outcome, not on content
• Levels of Outcomes


  • Institutional Outcomes
  • Program Outcomes
  • Course Outcomes
  • Learning Outcomes
• Immediate outcomes


  Competencies/skills upon completion of a lesson, subject, grade/year, course, or program
• Deferred outcomes


  Ability to apply cognitive, psychomotor, and affective skills/competencies in professional and workplace practice
• Outcome-Based Education (Spady's version)


  Transformational, concerned with long-term, cross-curricular outcomes directly related to students' future life roles
• Outcome-Based Teaching and Learning (Biggs' version)


  Outcomes are statements of what we expect students to demonstrate after they have been taught

  
• Constructive Alignment


  • Creating a learning environment that supports the learning activities that lead to the achievement of the desired learning outcomes
  • Alignment between Learning Outcomes, Teaching-Learning Activities, and Assessment
• Principles of OBE


  • Clarity of focus - outcomes are clear
  • Designing down - instructional design based on outcomes
  • High Expectations - all learners can learn but not at the same time and in the same way
  • Expanded opportunities - learners must be given appropriate opportunities
• Understanding by Design (Backward Design)


  1. Identify desired results

  2. Determine acceptable evidence

  3. Plan learning experiences and instruction
• The Instructional Cycle


  1. Diagnostic assessment

  2. Teaching-learning activities

  3. Formative assessment

  4. Reteaching if necessary

  5. Summative Assessment