Recent Trends and Focus

Standards-Based Education (Barbacena & Calayag, 2013)

The National Competency-Based Teacher Standards (NCBTS) serves as a structured guide so that teachers,
students, and parents are able to appreciate the complex set of behaviors, attitudes, and skills that each teacher
must possess in order to carry out a satisfactory performance of their roles and responsibilities.

Understanding NCBTS is essential in assessing students’ learning primarily because NCBTS tackles the domains
that represent the desired features of the teaching and learning process.

a. Statement of Principle
Teachers in all Philippine schools are committed and accountable for providing classroom instruction with results
that are manifested in high performance in terms of student learning outcomes. Teachers are dedicated to the
well-being of the students and communities they serve, taking into account their cultural diversity, group
aspirations, and what is valued in education.

b. Educational Domains

1. Social Regard for Learning.

This domain focuses on the ideal that the teachers serve as positive and powerful role models of the pursuit of
learning different kinds of learning. The teacher’s action, statements, and different types of social interactions with
students exemplify this deal.

2. The Learning Environment.

This domain focuses on the importance of providing for a social, psychological, and physical environment within
which all students, regardless of their individual differences in learning, can engage in different learning activities
and work towards attaining high standards of learning.

3. The Diversity of Learners.

This domain emphasizes the idea that the teachers can facilitate the learning process of diverse learners by first
recognizing and respecting individual differences, then using knowledge about students’ differences to design
diverse sets of learning activities to ensure that all students can attain desired learning goals.

4. The Curriculum.
This domain refers to all elements of the teaching-learning process that work in convergence to help students
understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum.
These elements include the teacher’s knowledge of subject matter and the learning process, teaching-learning
approaches and activities, instructional materials, and learning resources.

5. Planning, Assessing, and Reporting.

This domain refers to the alignment of assessment and planning activities. In particular, the domain focuses on
the (1) use of assessment data to plan and revise teaching-learning plan, (2) the integration of assessment
procedures in the plan and implementation of teaching-learning activities, and (3) reporting on learner’s actual
achievement and behavior.

6. Community Linkages.
This domain focuses on the ideal that classroom activities are meaningfully linked to the experiences and
aspirations of the students in their homes and communities. Thus, the domain focuses on teachers’ efforts
directed at strengthening the links between schools and communities, particularly as these links help in the
attainment of the curricular goals.

7. Personal Growth and Professional Development.

This domain emphasizes the ideal that teachers’ value should incorporate high personal regard for the teaching
profession, concern for professional development, and continuous improvement as teachers.
The domains included in the NCBTS also serve as basis for the evaluation of teachers. For instance, the following
table shows the equivalent strands of the desired teaching performance and its corresponding performance
indicators for the planning, assessing, and reporting domain.

Strands for Desired Teaching Performance Indicators

Performance
Communicates promptly and clearly to Shows proofs of instructional planning
learners, parents, and superiors the Implements instruction as planned
progress of the learners Demonstrates ability to cope with varied
teaching milieu
Develops and uses a variety of appropriate Prepares formative and summative tests in
assessment strategies to monitor and line with the curriculum
evaluate learning Employs non-traditional assessment
techniques (portfolio, journals, rubrics,
etc.)
Interprets and uses assessment results to
improve teaching and learning
Identifies teaching-learning difficulties
and possible causes, and takes appropriate
action to address them
Uses tools for assessing authentic learning
Monitors regularly and provides feedback Provides timely and accurate feedback to
on learners’ understanding of content learners to encourage them to reflect on
and monitor their own learning growth
Keeps accurate records of
grades/performance levels of learners
Conducts regular meetings with learners
and parents to report learner’s progress
Involves parents to participate in school
activities that promote learning

Each of these strands and performance indicators serve as a criterion for evaluating teacher’s performance in
assessment of learning. For example, if a teacher is to be evaluated in terms of her performance in
communicating promptly and clearly the progress of learners to themselves, parents, and superiors, she has to:
Show proofs of instructional planning, implement instruction as planned, and demonstrates ability to cope with
varied teaching milieu.

Outcome-Based Education (OBE)

OBE Principles (Center for Education Innovation, n.d.)

There are different definitions for outcome-based education. The most widely used one is the four principles
suggested by Spady (1994).

An OBE curriculum means starting with a clear picture of what is important for students to be able to do, then
organizing the curriculum, instruction and assessment to make sure this learning ultimately happens. The four
basic principles are (Spady, 1994):

• Clarity of focus
This means that everything teachers do must be clearly focused on what they want students to know, understand
and be able to do. In other words, teachers should focus on helping students to develop the knowledge, skills and
personalities that will enable them to achieve the intended outcomes that have been clearly articulated.

• Designing down
It means that the curriculum design must start with a clear definition of the intended outcomes that students are to
achieve by the end of the program. Once this has been done, all instructional decisions are then made to ensure
achieve this desired end result.
• High expectations
It means that teachers should establish high, challenging standards of performance in order to encourage
students to engage deeply in what they are learning. Helping students to achieve high standards is linked very
closely with the idea that successful learning promotes more successful learning.

• Expanded opportunities
Teachers must strive to provide expanded opportunities for all students. This principle is based on the idea that
not all learners can learn the same thing in the same way and in the same time. However, most students can
achieve high standards if they are given appropriate opportunities.

Outcome-based education (OBE) is an educational theory that bases each part of an educational system around
what is essential for all students to be able to do successfully at the end of their learning experiences.

For the educational system to function effectively, OBE framework is identified. It guarantees that curriculum,
teaching and learning strategies, and assessment tools are continuously enhanced through an evaluation
process. The methodology P-D-C-A (plan-do-check-act) cycle has been applied for optimum effectiveness and
efficiency.

The framework adopts the OBTL implementation which revolves around three important elements: a) description
of the intended learning outcomes (ILOs) in the form of a verb (learning activity), its object (the content) and
specification of the context and a standard the students are to attain; b) creating a learning environment using
teaching/learning environment activities (TLAs) that address that verb and therefore are likely to bring about the
intended outcome; and c) using assessment tasks (ATs) that also contain that verb, thus enabling the teacher to
judge with the help of rubrics if and how well students’ performances meet the criteria.

The implementation of an outcomes-based education, which promotes the practice of constructive alignment
between outcomes, learning activities and assessment tools needs an environment where all stakeholders
(teachers, students and the institutions) are engaged in the process of transformative reflection and constant
action. Each of these participants reflects in interaction with the others in three domains: teacher and student,
teacher and institution, student and institution that would have built-in quality enhancement and mechanisms for
not only assuring quality but for enhancing quality (Biggs, 2007).

Building a learning community that enhances the ownership of curriculum planning and reflective practice among
its faculty will establish new opportunities for meaningful dialogue among peers, and facilitate the collective efforts
of the institution in responding to the demand of accountability from accreditation agencies as well as the public
inquiry about the quality of teaching and learning in higher education.’

Note: Please check the sample syllabi posted in our Google Classroom for reference.

Item Response Theory (Statistics How To, n.d.)

Item Response Theory (IRT) is a way to analyze responses to tests or questionnaires with the goal of improving
measurement accuracy and reliability. If you want your test to actually measure what it is supposed to measure
(i.e. mathematical ability, a student’s reading ability or historical knowledge), IRT is one way to develop your tests.

The first step in IRT is the development of a two-dimensional matrix, which lists examinees and correct
responses. In this matrix, 1 represents a correct answer and 0 an incorrect answer:

A quick look at this table tells you that person 1 answered all 5 questions correctly (100% proficient) while person
4 answered 2 questions (40% proficiency). However, proficiency isn’t the only factor in IRT theory: you must also
take into account question difficulty. Let’s say you had two test takers who both get 2/5. The first test taker may
have answered two easy questions, and the second test taker may have answered two difficult questions.
Therefore, although they both scored 40%, their proficiency is not the same. Item response theory takes into
account the number of questions answered correctly and
the difficulty of the question.
 Importance of Outcome Based Education (OBE) to Advance
Educational Quality and enhance Global Mobility

ABSTRACT
In the era of globalization, traditional education system is losing its relevance. In today’s world, everything
changes very rapidly and continuously. More skills are required to work with very fast developing technology. The
educational institutions should produce graduates to cope with technological development. Thus to overcome the
requirement, it is mandatory to shift from traditional education system to Outcome Based Education (OBE), which
includes Program Outcomes (PO), Program Specific Outcomes (PSO), and Course Outcomes (CO).

Keywords:
Outcome Based Education (OBE), Competence, Program Outcomes (PO), Program
Specific Outcomes (PSO), Course Outcomes (CO), Program Educational Objectives (PEO)

1. Introduction
With contrary to the fact that most teachers put the center of their attention too much on what they teach rather
than on what their students learn, OBE emphasizes on what is expected from the student to finally achieve when
they complete their course rather than how they achieved it. Outcome based education is defined as an approach
to education in which decisions about the curriculum are driven by the outcomes the students should display by
the end of the course- professional knowledge, skills, abilities, values and attitudes- rather than on the educational
process. It highlights the fact that you have to know the final destination of your journey before you start voyaging.
Exploring new ways for designing tertiary education is a worldwide pursuit. There is a need for tertiary education
to provide both professional knowledge/skills and all-round attributes to the graduates so as to enable them to
face the diversified yet global demands of the 21st century society [1]. The attention now of different institution of
higher education in different nations is on students learning outcomes and assessment. The OBE comes in the
form of competency-based learning standards and outcomes-based quality assurance monitoring. OBE is being
recognized as the most important educational component of societies with knowledge-based economy. OBE
designed to achieve the predefined learning outcomes. OBE model of accreditation focuses on objectives and
outcomes of an engineering programme. OBE starts with a clear picture of what a student should be able to do,
design the curriculum, teaching-learning process and assessment to ensure that the outcomes are attained. OBE
model facilitates Continuous Quality Improvement (CQI) [2].

2. Traditional Education system

The traditional teaching style is often described as teacher-centered, lectures, curriculum centered, and formal in
other words transmitting information from the teacher to the student. The traditional learning provides the learner
with knowledge or skills, or both, but they are not coupled to a specific context – so the learning takes place in a
vacuum and cannot be regarded as outcomes-based learning. It belongs to the input part of the learning process.

2.1. Deficiencies of Traditional Education system

 It was a rigidly structured curriculum process without any stakeholder participation in the decision-making
process.
 It laid an emphasis on academic education which resulted in the development of skills being neglected.
 It was an inflexible and prescriptive curriculum.
 It was norm-referenced whereby learner achievement was compared to that of other learners and this
resulted in excessive competition.
 There is a gap between formal education and training for a career.
 Testing of learner achievement in terms of symbols or marks were often not a true reflection of the
learner’s actual performance.
 The emphasis was on differentiation in the form of a broad variety of subjects.
 A teacher-centered, rather than a learner-centered classroom approach, was applied.
 It was a content-based curriculum whereby the teacher instructed and the learner memorized.
 Lack of collaboration and group learning
 Improper alignment between objectives, activities and assessments
 Lack of emphasis on soft skills needed in jobs like
 communication skills  analytical skills
 interpersonal skills  working attitude etc.
2.2 Outcome-Based Education (OBE)
To compete in a global economy in a highly technological era, a country requires a workforce that:
 can solve problems
 is committed to ongoing learning
 is creative
 has above-average communication skills
 is in line with new technological developments
 is flexible
 can participate in management processes and decision-making and
 can work interactively.

OBE is a flexible, empowerment-oriented approach to learning. It aims at equipping learners with the knowledge,
competence and orientations needed for success after they leave institution. Hence its guiding vision is that of a
competent future citizen. Success at education institution level is of limited benefit unless learners are equipped to
transfer academic success to life in a complex, challenging, high-technology future. OBE deals with the input- as
well as the output processes [3]. The key principle of OBE states that all activities (teaching, assessment, etc.) are
geared towards, not what the teacher is going to teach, but what the outcome of that teaching should be, what the
learner is supposed to do and at what standard.

2.3 Definition of Outcomes-based Education

OBE is a comprehensive approach to organizing and operating a curriculum that is focused on and defined by the
successful demonstrations of learning sought from each learner. The term clearly means focusing and organizing
everything in an education system around “what is essential for all learners to be able to do successfully at the
end of their learning experiences”. OBE ultimately implies emerging with a vivid idea of what is important for
learners to be able to do (determining the outcomes), thereafter developing the programmes for learning,
implementing it and assessing the learner on a continuous basis to ensure that learning has ultimately taken
place. The outcomes-based approach to education requires [4]:
 Developing a clear set of outcomes organized into the system’s subjects and
 Establishing conditions and opportunities within the system to enable and encourage learners to achieve these
outcomes.

2.4 The Shift from Content-based Education to Outcome-based Education

The aim of education is to prepare learners for life in society and for performing tasks. It is the intention of the
outcomes-based approach to focus as much on the process of learning and the final outcome or result, as on the
knowledge and skills. In this way, the process of achieving outcomes during the process of learning can be related
directly to the way in which outcomes are achieved in the world of work [5]. The outcomes-based approach
requires a mind shift in the curriculum process and the way in which the learner should be empowered
for the achievement of outcomes.

Table1. Comparison of Traditional and Outcome based education

Traditional OBE
Learners are passive. Learners are active
The approach is exam-driven. Learners are assessed on an ongoing basis.
Rote-learning is encouraged. Critical thinking, reasoning, reflection and action are
encouraged.
The syllabus is content-based and divided into Content is integrated and learning is relevant and connected
subjects. to real-life situations
Learning is textbook/worksheet-bound and Learning is learner-centered, the teacher facilitates and
teacher-centered constantly applies group work and team work to consolidate
the new approach.
The teacher sees the syllabus as rigid and non Learning programmes are seen as guides that allow teachers
negotiable. to be innovative and creative in designing their programmes.
Teachers are responsible for learning and Learners take responsibility for their own learning and are
motivation depends on the personality of the motivated by feedback an affirmation of their worth.
teacher.
The purpose of OBE is to increase the knowledge and skills of the learners. By introducing OBE, opportunities
may arise for people who’s academic or career paths were stifled due to their prior knowledge not being assessed
and certified, or because their qualifications had not been recognized for admission to further learning and
employment.

2.5 Focus and Benefits of OBE

2.5.1 OBE addresses the following key questions:
 What do we want the students to have or be able to do?
 How can we best help students achieve it?
 How will we know whether they students have achieved it?
 How do we close the loop for further improvement (Continuous Quality Improvement
(CQI))?

2.5.2 Benefits of OBE:

1. More directed & coherent curriculum.
2. Graduates will be more “relevant” to industry & other stakeholders (more well-rounded graduates)
3. Continuous Quality Improvement (CQI) is in place. OBE shifts from measuring input and process to include
measuring the output (outcome).

2.6 Origin of OBE

 It is an International Partnership
 In 1989 the six foundation signatory organizations from Australia, Canada, Ireland, New Zealand, the United
Kingdom and United States observed that their individual processes, policies, criteria and requirements for
granting accreditation to university level programmes were substantially equivalent. They agreed to grant (or
recommend to registering bodies, if different) the same rights and privileges to graduates of programmes
accredited by other signatories as they grant to their own accredited programmes.
 Full signatories as of 2017 are Australia, Canada, Ireland, New Zealand, United Kingdom, United States, Hong
Kong China , South Africa , Japan , Singapore ,Korea, Malaysia, Turkey, Russia
 The following organizations hold provisional status: Bangladesh, China, India, Pakistan, Philippines, Sri Lanka

2.7 Outcome sequence

The outcome of a programme may be accessed at different periods of study. But the outcomes at all levels are
not mandatory. One or two levels are merged and cumulative assessment may be enough. But the assessment
must give significant scale value to measure the outcome at various levels [7].
For example, programme outcomes, course outcomes may be the sufficient indicator of quality of outcome at the
end of graduation period and course period respectively.

2.8 OBE Framework

The OBE Framework is a paradigm shift from traditional education system into OBE system here there is greater
focus on program and course outcomes. Also, for the educational system to function effectively, OBE framework
is identified. It guarantees that curriculum, teaching and learning strategies, and assessment tools are
continuously enhanced through an evaluation process.

The OBE framework as shown in the figure [8].

OBE Implemented with the following components
 Vision, and Mission
 PEOs
 POs
 Cos

3. Program Educational Objectives (PEOs).

Program Educational Objectives (PEO) is defined as qualities or specific goals describing expected achievements
of graduates in their career and professional life after graduation. These objectives are aligned with the vision-
mission statement of the department and are defined in collaboration with the stakeholders from the industry
partners, students, parents, alumni, faculty and administration [9&10]. The PEOs will be assessed three (3) to five
(5) years after the students graduated from college through a tracer study and employers questionnaire surveys.
The data obtained from the assessment will be used as basis for the improvement of the existing PEOs.

3.1 Program Outcomes (PO)

At the heart of OBE are the Graduate Attributes. The Graduate Attributes, also referred to as Program Outcomes,
stated in Washington Accord, which are given below [11].
1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an
engineering specialization to the solution of complex engineering problems.

2. Problem analysis: Identify, formulate, research literature, and analyze complex engineering problems reaching
substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.

3. Design / development of solutions: Design solutions for complex engineering problems and design system
components or processes that meet the specified needs with appropriate consideration for the public health and
safety, and the cultural, societal, and environmental considerations.

4. Investigation: Use research-based knowledge and research methods including design of experiments,
analysis and interpretation of data, and synthesis of the information to provide valid conclusions

5. Modern tool usage: Create, Select, and apply appropriate techniques, resources, and modern engineering
and IT tools including prediction and modeling to complex engineering activities with an understanding of the
limitations.

6. The Engineer and Society: Apply reasoning informed by the contextual knowledge to assess societal, health,
safety, legal and cultural issues and the consequent responsibilities relevant to the professional engineering
practice.

7. Environment and sustainability: Understand the impact of the professional engineering solutions in societal
and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.

8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the
engineering practice.

9. Individual and team Work: Function effectively as an individual, and as a member or leader in diverse teams,
and in multidisciplinary settings

10. Communication: Communicate effectively on complex engineering activities with the engineering community
and with society at large, such as, being able to comprehend and write effective reports and design
documentation, make effective presentations, and give and receive clear instructions.

11. Project management and finance: Demonstrate knowledge and understanding of the engineering and
management principles and apply these to one’s own work, as a member and leader in a team, to manage
projects and in multidisciplinary environments

12. Life-long learning: Recognize the need for, and have the preparation and ability to engage in independent
and life-long learning in the broadest context of technological change.

3.2 OBE Framework mappings

All courses under the academic programme would have their own course outcomes or also commonly known as
CO. These COs are produced based on the requirement of the programme outcomes (PO). Each CO will be
mapped to PO (the CO-PO) matrix. The PO will be then mapped to the programme educational objectives (PEO)
[11 & 12]. Figure 1 shows an example of relationship between CO, PO and PEO.
 Figure 4: OBE Framework mapping.

Once the outcomes for a course have been identified, the assessment methods need to be designed in such a
way to achieve the stated outcome. Assessment is important to assess whether the student or learner has
attained what is expected out of them. The result from these will be used for continuous quality improvement
(CQI). Suitable assessment method needs to be chosen, depending on the expected course outcome.

3.3 OBE Assessment

Assessments can provide direct or indirect measures of student learning.
 Direct measures require students to demonstrate their achievement and often involve quantitative
measurement procedures.
 Indirect assessment is based on opinions.

Direct evidence of student performance or attainment relies upon direct scrutiny or examination of student
performance or attainment for individual students. These methods allow you to collect the evidence of student
learning or achievement directly from students and the various works they submit to you (assignment, exam, term
paper, project, Laboratory Tests, Quizzes and etc.)[13&14].Indirect evidence of student achievement requires that
faculty infer actual student abilities, knowledge, and values rather than observe direct evidence of learning or
achievement. Indirect methods provide the perspectives of students, faculty or other people who are concerned
with the course or program or institution, such as alumni.

3.4 Attainment of Outcomes:

The process of attainment of COs, POs and PSOs starts from writing appropriate Cos for each course of the
program from first year to the period of the program. The course outcomes are written by the respective faculty
member. Then, a correlation is established between COs and POs in a fixed scale value for example, 1 being the
slight (low), 2 being moderate (medium) and 3 being substantial (high). A mapping matrix is prepared in this
regard for every course in the program. The overall attainment of outcomes of a program (POs) is computed by
adding direct attainment and indirect attainment values in a fixed proportion and compared with the set value. Any
deviations from the set value, then the system should be improved so that to reach the set value. This should be
done continuously till the attainment of set value. This is called the continuous improvement and also the strength
of the OBE [15 &16].

4. Conclusion
This paper provides an overview of the key characteristics of Outcomes-Based Education and its application in
various contexts. The approach is based on sound educational principles and provides a robust framework for
students to acquire the necessary fitness to practice. The level of educator’s understating of OBE is still very low.
For successful implementation of OBE, the educators should understand the OBE system. All of sudden the
traditional approaches should not be thrown away, but should be used as a means towards implementing OBE.
Educators should change or improve their ways of instructing and accessing the learner’s work. Affiliating
universities should frame the curriculum, students assessing system (Examination question pattern) and teaching
methodologies in such a way that the students should realize the importance of OBE system. It is necessary to
find methods to implement the twelve graduate attributes individually in a successful manner. Also, the entire
academic institutions in the nation should follow the common way of producing the graduates following the OBE
system. Then only the importance of OBE can be realized.