There are two types of outcomes, namely, intermediate outcomes and deferred outcomes (Navarro, Santos, &

Corpuz, 2019). Intermediate outcomes, also referred to as instructional outcomes, are the qualities,
competencies and skills that the graduates have achieved after finishing either a program, course, or learning
outcomes. Some of the examples would be: ability to solve mathematical problems, competence in speaking
and writing, or ability to do research project. On the other hand, deferred outcomes are those abilities,
competencies or skills that the graduates may have achieved or acquired several years after completing the
degree or program.
What are the levels of Outcomes-based Education?
1. Institutional Outcomes
Institutional outcomes are statements that express what the graduates of a certain institution are
expected to become after graduation. It is supposed that any educational institution will have set their
expectations from their graduates, that is why these institutions create their mission-vision. Mission-vision
statements serve as the institutions’ guidepost. These statements dictate all other plans and activities that the
university will design. Graduate attributes are the outcomes that the institutions have created to reflect the
qualities, skills, and understandings they expect from their graduates to develop. These go beyond academic
expertise or technical knowledge (Bowden, Hart, King, Trigwell & Watts, 2000). These may also reflect the
kind of brand the university wants for itself.
2. Program Outcomes
Specific to the particular degree. These are statements that express the students’ outcomes after
completing a certain degree or program.
3. Course Outcomes
These are statements that indicate what the students should be able to do or perform after taking a
specific course or subject.
4. Learning Outcomes
Statements that explain what the students can do after a specific lesson or topic.
What are the characteristics of an Outcomes-based Education (OBE)?
OBE is characterized primarily by being:
a. student-centered. Everything that is done in an institution or in a classroom would always put the
student at the center of the entire learning process. Focus should be on what the students are
expected to know and do.
b. faculty-driven: Teachers take on different roles as they design teaching-learning activities that are
unique to a specific learning outcome. Some of these roles, to mention a few, may be teachers being a
facilitator, a mentor, a trainer, a demonstrator, whichever is appropriate for a particular learning
outcome.
c. meaningful: OBE teachers are reflective of their entire teaching process because they make use of
any data or information, they could collect about their students in designing succeeding teaching
learning and/or assessment activities. In assessing students’ achievements, teachers are constantly
guided by checking the constructive alignment among learning outcomes, teaching learning activities
and assessment activities. Also, teachers make use of clear assessment criteria in measuring
students’ outputs or outcomes. The assessment criteria are provided to the students before they are
engaged in the activities so that they are informed on the expectations set by their teachers from them.
What are Spady’s four operating principles of Outcomes-based Education (OBE)?
According to Spady (1994), if these four operating principles are followed consistently by the educators
and academic leaders, the implementation of outcomes-based education could be a success.
a. Clarity of focus. All educators must be aware of the outcomes of each student and be able to
translate these at the classroom level while being guided by the higher outcomes such as the program and
institutional level. This alignment is called constructive alignment.
b. High expectations. Teachers must design measures that activate higher order thinking skills and
are authentic or highly reflective of the real-life scenarios. This may be done through demonstration,
simulations, or performance assessments. In so doing, students are then prepared for actual work life.
c. Expanded opportunity. As explained by Spady (1994, p.9), all students can learn and succeed, but
not on the same day, in the same way” that is why teachers need to provide expanded opportunity for students
to profess or demonstrate the learning outcomes. Whereby the students may be allowed to do remedial, make-
up or practice tests. This is when teachers may consider the varied learning or thinking styles of their students,
as well as the multiple intelligences. Teachers may be reminded by Einstein’s statement, “Everybody is a
genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”
 d. Design down. OBE follows the top-down approach to teaching as well as assessment. The teacher
begins with the end in mind. He first defines the end-result, what he wants his students to demonstrate after
the course. Then, he designs the final assessment to measure this outcome, followed by the identification of
the teaching-learning activities that may be used to help the students achieve the specified outcomes.

OUTCOMES-BASED TEACHING AND LEARNING

Constructive alignment of intended learning outcomes with appropriate outcomes-based assessment methods
and teaching and learning activities. OBE applied in the classroom level.
OBE AS AN APPROACH

Validate

Role changes for the teacher

Teacher’s Role
Enable and encourage all learners to achieve essential outcomes while the learners actively participate and
contribute towards the learning process.
Role changes for the student

How to Plan for Instruction using OBE

• Effective planning stems from identifying
outcomes of the program, cascading to course,
and unit outcomes.
• It should be noted that learning outcomes for a
subject or individual lessons must contribute to
the achievement of outcomes of the entire
curricular program.
• In identifying outcomes, the teacher must focus
on the highest level of performance students
might possibly achieve in a particular subject
and across the curriculum as a whole.
• At the level of individual lesson, the outcome is
The Instructional Cycle more specific but still focuses on higher level of
performance.
• Killen (2000) suggested the three major steps in
instructional planning: identifying desired
outcomes, deciding on strategies and
methodologies to achieve those outcomes, and
determining assessment measures for the
achievement of outcomes.

Main Elements of an OBTL

Constructive Alignment of ILO’s, TLA’s and AT’s

LESSSON 3: THE OUTCOMES OF STUDENT LEARNING
The Three Domains of Learning
• Use of rubrics and formative
1. Cognitive: mental skills (knowledge) WE THINK assessments are recommended for
2. Affective: growth in feelings or emotional areas (attitude or self) OBA.
3. Psychomotor: manual or physical skills (skills) WE DO • Keep your course goals and
learning objectives at the forefront
COGNITIVE DOMAIN of your mind as you begin to
determine what kind of assessment
is the best measure of your
students’ learning.
• It is logical that Outcomes – based
Education (OBE) should require
Outcomes – based Assessment
(O.B.A.).
• There is no perfect assessment:
compromise is always required.
The compromise depends on the
context of the assessment
• The Quality of assessments is a
matter of the integral assessment
programme, rather than of the
Remembering individual instruments.
Examples: Recite a policy. Quote prices from memory to
a customer. Recite the safety rules.
Key Words: analyzes, breaks down, compares, contrasts,
Key Words: defines, describes, identifies, knows, labels,
diagrams, deconstructs, differentiates, discriminates,
lists, matches, names, outlines, recalls, recognizes,
distinguishes, identifies, illustrates, infers, outlines, relates,
reproduces, selects, states
selects, separates
Understanding
Technologies: Fishbowls, debating, questioning what happened,
Examples: Rewrite the principles of test writing. Explain
run a test
in one's own words the steps for performing a complex
Evaluating
task. Translate an equation into a computer spreadsheet.
Examples: Select the most effective solution. Hire the most
Key Words: comprehends, converts, defends,
qualified candidate. Explain and justify a new budget.
distinguishes, estimates, explains, extends, generalizes,
Key Words: appraises, compares, concludes, contrasts,
gives an example, infers, interprets, paraphrases,
criticizes, critiques, defends, describes, discriminates,
predicts, rewrites, summarizes, translates
evaluates, explains, interprets, justifies, relates, summarizes,
Technologies: create an analogy, participating in
supports
cooperative learning, taking notes, storytelling, Internet
Technologies: survey, blogging
search
Creating
Applying
Examples: Write a company operations or process manual.
Examples: Use a manual to calculate an employee's
Design a machine to perform a specific task. Integrates training
vacation time. Apply laws of statistics to evaluate the
from several sources to solve a problem. Revises and process
reliability of a written test.
to improve the outcome.
Key Words: applies, changes, computes, constructs,
Key Words: categorizes, combines, compiles, composes,
demonstrates, discovers, manipulates, modifies,
creates, devises, designs, explains, generates, modifies,
operates, predicts, prepares, produces, relates, shows,
organizes, plans, rearranges, reconstructs, relates, reorganizes,
solves, uses
revises, rewrites, summarizes, tells, writes
Technologies: collaborative learning, create a process,
Technologies: Create a new model, write an essay, network
blog, practice
with
Analyzing
others
Examples: Troubleshoot a piece of equipment by using
logical deduction. Recognize logical fallacies in
reasoning. Gathers information from a department and
selects the required tasks for training.
The Cognitive Dimension
Facts - Specific and unique data or instance.
Concepts -A class of items, words, or ideas that are known by a common name, includes multiple specific
examples, shares common features. There are two types of concepts: concrete and abstract.
Processes -A flow of events that describe how things work. There are normally two types: business processes
that describe workflows and technical processes that describe how things work in equipment or nature.
Procedures -A series of step-by-step actions and decisions that result in the achievement of a task. There are
two types of actions: linear and branched.
Principles -Guidelines, rules, and parameters that govern. It includes what should be done, and what should
not be done. Principles allow one to make predictions and draw implications. Principles are the basic building
blocks of causal models or theoretical models (theories).

AFFECTIVE DOMAIN
1. Receiving Phenomena: Awareness, willingness to hear, selected attention.
Examples: Listen to others with respect. Listen for and remember the name of newly introduced people.
Key Words: acknowledge, asks, attentive, courteous, dutiful, follows, gives, listens, understands
2. Responds to Phenomena: Attend and react to a particular phenomenon. Learning outcomes may
emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).
Examples: Participates in class discussions. Gives a presentation. Questions new ideals, concepts,
models, etc. to fully understand them. Know the safety rules and practice them.
Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs,
presents, tells
4. Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This
ranges from simple acceptance to the more complex state of commitment. Valuing is based on the
internalization of a set of specified values, while clues to these values are expressed in the learner's overt
behavior and are often identifiable.
Examples: Demonstrates belief in the democratic process. Is sensitive towards individual and cultural
differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement
and follows through with commitment. Informs management on matters that one feels strongly about.
Key Words: appreciates, cherish, treasure, demonstrates, initiates, invites, joins, justifies, proposes,
respect, shares
5. Organization: Organizes values into priorities by contrasting different values, resolving conflicts between
them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing
values.
Examples: Recognizes the need for balance between freedom and responsible behaviour. Explains the
role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan
 in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the
organization, family, and self.
Key Words: compares, relates, synthesizes
6. Internalizes Values (characterization): Has a value system that controls their behavior. The behavior is
pervasive, consistent, predictable, and most important characteristic of the learner. Instructional objectives
are concerned with the student's general patterns of adjustment (personal, social, emotional).
Examples: Shows self-reliance when working independently. Cooperates in group activities (displays
teamwork). Displays a professional commitment to ethical practice on a daily basis. Revises judgments and
changes behaviour in light of new evidence. Values people for what they are, not how they look.
Key Words: acts, discriminates, displays, influences, modifies, performs, qualifies, questions, revises,
serves, solves, verifies
PSYCHOMOTOR DOMAIN
(DAVE’S-1975) BLOOM’S- 1956

1. Perception (awareness): The ability to use sensory cues to guide motor activity. This ranges from sensory
stimulation, through cue selection, to translation.
Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and
then moving to the correct location to catch the ball.
2. Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions
that predetermine a person's response to different situations (sometimes called mindsets).
Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's
abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of
Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain.
3. Guided Response: The early stages in learning a complex skill that includes imitation and trial and error.
Adequacy of performance is achieved by practicing.
Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model.
Responds hand-signals of instructor while learning to operate a forklift.
4. Mechanism (basic proficiency): This is the intermediate stage in learning a complex skill. Learned
responses have become habitual and the movements can be performed with some confidence and
proficiency.
Examples: Use a personal computer. Repair a leaking faucet. Drive a car.
5. Complex Overt Response (Expert): The skillful performance of motor acts that involve complex
movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance,
requiring a minimum of energy.
Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately.
Displays competence while playing the piano
6. Adaptation: Skills are well developed, and the individual can modify movement patterns to fit special
requirements.
Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the
learners. Perform a task with a machine that it was not originally intended to do.
7. Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning
outcomes emphasize creativity based upon highly developed skills.
Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a
new gymnastic routine.

Harrow (1972):

LESSON 4: FORMULATING LEARNING OUTCOMES

Learning Outcomes- Formal statements that articulate: What students can do after instruction? and Why
students need to do this?
Why assess?

➢ Show evidence of how well our students learn.

➢ Use evidence for continuous improvement
➢ It builds evidence for accountability, accreditation, and improvement.
Some benefits of learning outcomes:
➢ select content
➢ develop instructional strategy
➢ develop and select instructional materials
➢ construct tests and other instruments for assessing and evaluating
➢ improve you as a teacher, and your overall program

Characteristics of a Good Learning Outcome

• Measurable/Assessable
• Clear to the student & instructor
• Integrated, developmental, transferable
• Use discipline-specific competencies/standards as a basis not an end
• “In order to” gets to the uniqueness and real-world application of the learning
• Use a variety of Bloom’s Taxonomy level

LESSON 4.1: PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES

1. The assessment of student learning starts with the institution’s mission and core values.
2. The program has clear statement of objectives aligned with the institutional mission and core values which
ensures clear, shared, and implementable objectives
3. Outcomes-based assessment focuses on the student activities. Design assessment activities which are
observable and less abstract such as “to determine the student’s ability to write a paragraph
4. Assessment requires attention not only to outcomes but also and equally to the activities and experiences
that lead to the attainment of learning outcomes. These are supporting student activities.
STUDENT LEARNING OUTCOME #1: STUDENTS CAN ORGANIZE INFORMATION FROM
SECONDARY SOURCES AS BASIS OF A RESEARCH TOPIC.
• Supporting Student Activities
a. practice differentiating source material and one’s opinion
b. reading articles and formulating an original paragraph from quotes, paraphrases, and summaries
c. writing of essays to develop the topic
d. integrating bibliographic entries in appropriate format
5. Assessment works best when it is continuous, ongoing, and not episodic.
6. It is best to use variety of assessment instruments or tools when assessing student learning outcomes.
- Objective Examinations
- Essay Examinations
- Written Works
- Portfolio Assessment
- Assessment Rubrics
Guidelines in Test Construction and TOS Making
Characteristics of Good Tests
✓ Validity – the extent to which the test measures what it intends to measure.
✓ Reliability – the consistency with which a test measures what it is supposed to measure.
✓ Usability – the test can be administered with ease, clarity, and uniformity.
✓ Scorability – easy to score.
✓ Interpretability – test results can be properly interpreted and is a major basis in making sound educational
decisions.
✓ Economical – the test can be reused without compromising the validity and reliability.

Table of Specifications (TOS)

• A test map that guides a teacher in constructing a test.
• A two-way chart that relates the learning outcomes to the course content.
Steps in Preparing the Table of Specifications:
1. List down the topics covered for inclusion in the test. (competencies)
2. Determine the learning outcomes to be assessed by the test.
3. Specify the number of days/hours spent for teaching a particular topic.
4. Determine percentage allocation of the test items for each of the topics covered.
The formula applied is as follows:
% for a topic = Total Number of Hours Spent/The total number of hours/days spent teaching the topic
 5. Determine the number of the items for each topic. This can be done by multiplying the percentage
allocation for each topic by the total number of items to be constructed.
6. Distribute the numbers to the learning outcomes. The number of items allocated for each learning
outcome depends on the degree of importance attached by the teacher to it.
LESSON 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
The important steps in planning for a test are:
1. Identify the test objectives
✔ Knowledge/Remembering. The students must be able to identify the subject and the verb in each
sentence.
✔ Comprehension/Understanding. The students must be able to determine the appropriate form of a verb
to be used given the subject of a sentence.
✔ Application/Applying. The students must be able to write sentences observing rules and on subject-verb
agreement.
✔ Evaluation/Evaluating. The students must be able to evaluate whether or not a sentence observes rules
on subject-verb agreement.
✔ Analysis/Analyzing. The student must be able to break down a given sentence into its subject and
predicate.
✔ Synthesis/Creating. The students must be able to formulate rules to be followed regarding the subject-
verb agreement.
2. Deciding on the type of objective test to be prepared
3. Preparing a Table of Specifications (TOS)
4. Constructing the draft test items
5. Try-out and validation
Types of Paper and Pencil Test
1. Constructing a True-False Test
Rule 1. Do not give hit (inadvertently) in the body of the question.
Rule 2. Avoid using the words “always”, “never”,” often” and other adverbs that tend to be either always
true or always false.
Rule 3. Avoid long sentence as these tend to be “true” Keep sentences short.
Rule 4. Avoid trick statement with some mirror misleading word or spelling anomaly, misplaced
phrases, etc.
Rule 5. Avoid quoting verbatim from reference materials or textbooks. This practice sends the wrong
signal to the students that it is necessary to memorize the textbook word for word and thus, acquisition
of higher-level thinking skill is not given due importance.
Rule 6. Avoid specific determines or give-away qualifiers. Student quickly learn that strongly worded
statement is more likely to be false that true, for example, statements with “never” “no” “all” or “always”
Rule 7. With true or false questions, avoid a grossly disproportionate number of either true or false
statements or even patterns in the occurrence of true and false statements. (Blogasiaph, 2019)
2. Multiple Choice Tests
3. Matching Type and Supply Type Items
4. Essays
Extended Response Type
Restricted Response Type
5. Completion Type/Fill in the Blanks
a format of testing that requires the students to complete with the correct word or phrase
6. Restricted Response Test (RRT)
Test takers are not given choices as possible answers. Items ask for a specific answer to each question.
7. Chronological Sequencing Test (CST)