SHIFT OF EDUCATIONAL
FOCUS FROM CONTENT
TO LEARNING OUTCOMES
INSTRUCTOR: MISS ELIZA MAE C SORIANO
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Learning Outcomes
• Explain 3 characteristics of outcome-based education.
• Distinguish among institutional outcomes, program outcomes,
course outcomes, and learning outcomes.
• Distinguish between immediate and deferred outcomes.
• Differentiate educational objectives from learning outcomes.
• Formulate learning outcomes based on educational objectives.
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Introduction
• Background: The historical view of education as a "pouring in" of
knowledge.
• Current Perspective: Shift towards a student-centered
approach due to technology and information accessibility.
• Focus: The teacher as a facilitator rather than the sole source of
knowledge.
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Outcome-Based Education (OBE)
• Student-Centered: Focuses on Student Learning Outcomes
(SLO).
• Faculty-Driven: Encourages faculty responsibility in teaching
and assessment.
• Meaningful: Provides data for continuous improvement in
instruction
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Implementing Outcome-Based Education
•Identify Educational Objectives:
• Broad goals that the course expects to achieve.
• Example: "To develop analytical skills."
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Implementing Outcome-Based Education
• List Learning Outcomes:
• Specific, measurable outcomes for each objective.
• Example: "To analyze data sets and interpret results."
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Implementing Outcome-Based Education
• Draft Outcomes Assessment Procedure:
• Identify data to be gathered and assessment
tools to use.
• Example: Exams, projects, presentations.
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Bloom's Taxonomy
• Cognitive: Mental skills (e.g., remembering,
understanding, analyzing).
• Psychomotor: Manual/physical skills (e.g., imitating,
practicing).
• Affective: Attitudes and emotions (e.g., valuing,
organizing).
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THE OUTCOMES OF
EDUCATION
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Immediate Outcomes
• Definition: Competencies/skills acquired immediately
upon completion of instruction.
• Examples:
• Ability to communicate effectively.
• Mathematical problem-solving skills.
• Artistic or literary production.
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Immediate Outcomes
• Examples:
• Ability to communicate by writing and speaking
• Mathematical problem-solving skill
• Skill in identifying objects by using the different senses
• Ability to produce artistic or literary works
• Ability to do research and write the results
• Ability to present an investigative science project
• Skill in story-telling
• Promotion to a higher grade level
• Graduation from a program
• Passing a required licensure examination
• Initial job placement
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Deferred Outcomes
• Definition: Long-term application of
skills/competencies after program completion.
• Examples:
• Success in a profession.
• Career advancement.
• Awards and recognitions.
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Distinguishing Learning Outcomes
• Educational Objectives vs. Learning Outcomes:
• Objectives: Broad goals from the teacher's
perspective (e.g., "To develop critical thinking").
• Learning Outcomes: Specific, measurable actions
expected from students (e.g., "To evaluate and
critique scholarly articles").
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Formulating Learning Outcomes
• Based on Objectives: Transform broad goals into
specific, actionable statements.
• Use Active Verbs: Example verbs from Bloom’s
Taxonomy.
• Cognitive: Explain, analyze, synthesize.
• Psychomotor: Demonstrate, practice, adapt.
• Affective: Value, respond, internalize.
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Conclusion
• Summary: Shift from content-focused to
outcome-based education improves learning
effectiveness.
• Key Takeaways: Understanding and
implementing learning outcomes lead to better
educational practices.
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INSTITUTIONAL,
PROGRAM, COURSE, AND
LEARNING OUTCOMES
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Levels of Outcomes in Outcome-Based
Education (OBE)
• Overview:
• Institutional Outcomes
• Program Outcomes
• Course Outcomes
• Learning/Instructional/Lesson Outcomes
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Institutional Outcomes
• Definition: Attributes expected of graduates 3+ years after
graduation.
• Characteristics:
• Broad and overarching.
• Reflect long-term success and impact.
• Examples:
• Long-term professional success.
• Career advancement.
• Contributions to community or field.
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Program Outcomes
• Definition: Competencies graduates should have upon
completing a specific program or degree.
• Characteristics:
• More specific than institutional outcomes.
• Related to the specific field of study.
• Examples:
• Expertise in a particular domain (e.g., Engineering, Business).
• Capability to perform industry-specific tasks.
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Course Outcomes
• Definition: What students should be able to demonstrate at the
end of a course or subject.
• Characteristics:
• Even more specific than program outcomes.
• Directly tied to the content and objectives of the course.
• Examples:
• Mastery of course material (e.g., specific mathematical
techniques).
• Application of concepts in practical scenarios.
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Learning/Instructional Outcomes
• Definition: Specific skills or knowledge students should
demonstrate immediately after a lesson or instruction.
• Characteristics:
• The most specific level of outcomes.
• Focused on immediate educational goals and skills.
• Examples:
• Ability to solve a specific problem.
• Understanding a particular concept.
• Performing a specific task or activity.
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Hierarchy of Outcomes
• Visual Representation: Diagram or flowchart showing
the hierarchy from Institutional Outcomes to Learning
Outcomes.
• Institutional Outcomes ➡ Program Outcomes ➡
Course Outcomes ➡ Learning Outcomes
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Educational Objectives vs. Learning
Outcomes
• Educational Objectives: Formulated from the teacher’s
perspective, broad goals.
• Learning Outcomes: What students should be able to
do after instruction.
• Comparison:
• Objectives: "To develop critical thinking."
• Learning Outcomes: "To analyze and critique
arguments effectively."
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Summary
• Recap: The different levels of outcomes and their
specificity.
• Importance: Aligning objectives with outcomes to
enhance educational effectiveness.
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