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28 views3 pages

Obe Handout

Uploaded by

msenense.bseeng
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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You are on page 1/ 3

COURSE CODE: EDUC PROF 6

COURSE TITLE: ASSESSMENT OF LEARNING 2


SCHEDULE: THU | 9:00AM – 12:00PM

CHAPTER 1: OUTCOME-BASED EDUCATION AND ASSESSMENT

CHAPTER OBJECTIVES:
In this chapter, you are expected to:
 Explain the essence of OBE and OBTL;
 Compare understanding by design, OBE and OBTL and
 Explain the meaning of constructive alignment in the context of
the instructional cycle.

The MEANING OF OBE; OBE means Outcome-based Education.


Simply put, it is education based on outcome. This outcome may
refer to immediate outcome or deferred outcome.

TWO TYPES OF OUTCOME:


 Immediate outcomes are competencies/sills acquired upon
completion of an instruction, a subject, a grade level, a segment
of the program, or the program itself. These are referred to as
instructional outcomes.
 Deferred outcomes refer to the ability to apply cognitive, psycho
motor and affective skills/competencies in various situations
many years after completion of a degree program.

OBE SPADYS VERSION; Spadys spouses transformational OBE.


Transformational OBE is 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.

In transformational OBE, learning is not significant unless the


outcomes reflect the complexities of real life and give prominence
to the life roles that learners will face after formal education. In
transformational OBE, learning outcomes comprise the knowledge,
understanding, skills and attitudes that learners should acquire to
enable them to reach their full potential and lead successful and
fulfilling lives as individuals, as a member of a community and at
work.

SPADY ADDS: This has bacroconceptions of the same things. Years


ago, we had outcomes that were really just little skills. Now we’ve
got complex role performances as culminating outcomes. From an
OBE perspective, it’s not a matter of what students had or what
courses they have taken. It’s a matter of what they can do when
they exit the system.

Outcome Based Teaching and Learning OBTL; BIGGS VERSION


Biggs and Tang make use of the term outcome-based teaching-
learning (OBTL) which in essence us OBE applied in the teaching
learning process. They define outcomes as learning outcomes which
are more specific than institutional outcomes, program outcomes,
and course outcomes. Demonstrate after they have been taught.
(learning outcomes)

OUTCOME BASED EDUCATION IN DIFF LEVELS

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1. Institutional outcomes are statements of what the graduate of an
educational institution are supposedto be able to do beyond
graduation.
2. Program outcomes are what graduates of particular educational
programsor degree are able to do at the completion of the
degree or program.
3. Course or subject outcomes are what thestudents should be able
to demonstrate at the end of a course or a subject.
4. Learning or instructional outcomes are what the students should
be able to do after a lesson or instruction.

The most broad are institutional outcomes and the most specific are
learning outcomes. Arranged from most broad to most specific,
outcomes start with institutional outcomes followed by program
outcomes, course outcomes and learning outcomes.

The four principles of OBE cited by Spady (1996) are: 1) clarity of focus, 2)
designing down, 3 high expectations, and 4) expanded opportunities
1. Clarity of focus simply means that outcomes which students are expected
to demonstrate at the end of the program are clear.
2. Designing down means basing the details of your instructional design on
the outcomes, the focus of instruction.
3. High expectations is believing that all learners can learn and succeed, but
not all in the same time or in the same way. Not all learners can learn the
same thing in the same way and in the same amount of time but all are
capable of mastery and meaningful learning. Some learners may need
more time than others.

4. Teachers, therefore, must provide expanded opportunities for all learners.


Most learners can achieve high standards if they are given appropriate
opportunities.

CONSTRUCTIVE ALIGNMENT
Constructive Alignment Constructive alignment is Biggs' term of "designing down" as
given by Spady. Constructive alignment is a process of creating a learning environment
that supports the learning activities that lead to the achievement of the desired learning
outcomes. This is the concern of this course on Assessment - that the assessment
tasks are aligned to the learning outcomes.

 The Intended Learning Outcomes of the Curriculum The outcomes are formulated
first. From these the assessment criteria are developed.
 The Assessment Regime Once an appropriate assessment regime has been
designed, activities are organized that will teach the student how to meet the
assessment criteria (and, hence, the outcomes).
 Teaching and Learning Activities What the teacher does and what the students do
are aimed at achieving the outcomes by meeting the assessment criteria. This takes
advantage of the known tendency of students to learn what they think will assessed
and is called backwash.

The assessment process may not take place yet after you have identified desired
results for unerstandably you have not yet taught but the evidence of learning through
an assessment task is already identified at this stage. Identifying the evidence of
learning right after identifying the intended learning outcome has an instructional
advantage. Making clear how the intended learning outcome will be assessed invariably
sharpens and focuses instruction. In fact, if teacher is not able to determine how he/she

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is going to assess the achievement of the intended outcome, it means that the intended
outcome is not specific and clear enough that teacher does not even have a clear idea
on how he/she is going to assess it.

In basic education, a teacher's lesson plan actually begins with lesson objective/s.
However, the evaluation portion is planned and is written last and so very often the
evaluation that teacher writes is far-fetched from his/her lesson objective. "Your
evaluation is not congruent with your objective 66 is a common remark of school heads
who check lesson plans and do classroom observations." This implies the need for
teachers to work on an assessment task that is aligned to the lesson objective.

the cycle of instruction begins with setting clear learning outcomes. These should be
made very clear and explict to the learners who should make the learning outcomes
also their very own. Based on the learning outcome and applying all principles of
teaching and educational technology the teacher has learned, the teacher first finds out
how well the learners have attained prerequisite knowledge and skills, remedies the
situation, if necessary, then proceeds to teach for the attainment of the intended
learning outcome. Teacher employs appropriate teaching-learning activities and
instructional materi. While the teaching-learning process is in progress, teacher checks
learner's progress in relation to the larning outcomes by engaging himself/herself in
formative assessment.

Senense, Ma. Rosella Katerina A.

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