ASSESSMENT

IN LEARNING
1
Module 1

SHIFT OF EDUCATIONAL
FOCUS FROM CONTENT TO
LEARNING OUTCOMES
 Overview

In this lesson, the shifting of the focus of instruction from

content to learning outcomes will be discussed. The influence
of technology in the perspective of education will also be
tackled as it created a huge impact on the development of
traditional education towards the reform student-centric
educational philosophy, the Outcomes-based Education
(OBE). The characteristics of Outcomes-based Education
(OBE), its procedure, and the two types of outcomes will be
discussed thoroughly. Understanding those concepts will lead
us to make well-crafted learning outcomes appropriately for
our students to attain their desired knowledge and skills.

Learning Objectives

At the end of this lesson, you should be able to:

• Describe the 3 characteristics of outcome-based education;

• Differentiate the institutional outcomes, program outcomes, course

outcomes, and learning instructional outcomes;

• Characterize the significance of the learning outcomes to the

competencies and skills of the students; and

• Create your own learning outcomes based on the given educational

objectives and subject.
 Keywords/Concepts

Outcomes-Based Immediate Deferred outcomes

Education (OBE) outcomes refer to the ability
to apply cognitive,
It is a student- are
psychomotor and
centered learning competencies/skills
affective
philosophy that acquired upon
skills/competencies
focuses on completion of a
in various aspects
empirically subject, a grade
of the professional
measuring student level, a segment of
and workplace
performance, which the program, or of
practice.
is called outcomes. the program itself.

Lesson Proper

1.1 Outcome-Based Education: Matching

Intentions with Accomplishments

Whenever we talked about was solely the content and subject

education, the thing that comes into matter. Knowing that students will
our minds is the connection become educated when they take
between the teacher and the and passed the required subjects
student. We couldn’t deny the fact with content learning, it wasn’t
that the educative process happens really enough because it didn’t give
between the teacher and the them the desired learning and skills
student, the barest components. they wish to possess.
Education originated from the word
Looking at how changes in
“educare” or “educere” which
education occur as years passed by,
meant “to draw out”. Nevertheless,
we can see that there is really an
we grew up knowing the belief that
improvement on the curriculum
education is a “pouring in” process
addressing the needs of the
wherein the teacher was the
students and teachers as well.
responsible giver of knowledge and
Technology also brings a huge
the student was only a receiver of
impact on these changes in
information. It was content learning,
education around the globe. These
in which the focus of instruction
changes lead to the reformation of ways of assessing the attainment
education to become more of outcomes: direct and indirect
student-centric and faculty-driven. methods. Direct assessment is
Enhancing the curriculum and based on an analysis of student
coming up with this student- behaviors or products in which
centered learning philosophy they demonstrate how well they
make education more flexible and have mastered learning outcomes.
structured. The direct assessment uses
Outcome-based education quizzes, exams, and reports to
(OBE) is grounded in the idea that measure students’ performance.
academic success is best Indirect assessment, on the other
measured by what children hand, is based on an analysis of
actually learn, as opposed to how reported perceptions about
long they’re parked in their seats, student mastery of learning
how expansively multicultural outcomes. Indirect assessment
their textbooks may be, or how methods are surveys, interviews,
much money is spent on their evaluations, questionnaires, and
schooling. Outcome-based focus groups (Serrano, 2018).
education (OBE) is a recurring The change in the
education reform model. It is a educational perspective is called
student-centered learning Outcomes-Based Education (OBE).
philosophy that focuses on It is an educational theory that
empirically measuring student based each part of an educational
performance, which is called system around goals
outcomes. OBE contrasts with and/objectives.
traditional education, which
The three (3) Characteristics
primarily focuses on the resources
of Outcomes-Based Education
that are available to the student,
(OBE) are the followings:
which are called inputs (Serrano,
2018).
As the Philippines is under
the K to 12 Curriculum, it follows
the outcome-based form of
education and it is centered on the
learner’s development. Students
from Kindergarten to Grade 12 are
being prepared for one or more of
the following outcomes: higher
education, middle-level skills
development, entrepreneurship,
and employment. There are two
 1. It is student 2. It is faculty 3. It is meaningful;
centered; it places driven; it it provides data to
the students at encourages facility guide the teacher
the center of the responsibility for in making valid,
process by forcing teaching assessing continuing
on Student program improvement in
Learning outcomes and instruction and
Outcomes (SLO). motivating assessment
participation from activity.
the students.

There are recommended procedures to implement Outcomes-Based

Education (OBE) on every subject or course level:

Educational objectives are the broad

1 Identification of
the educational
objectives of the
goals that the course/subject expects
to achieve and they provide the
general knowledge, skills, and
subject/course. attitude to be attained by the
students through the help of the
teacher.

2
Learning outcomes are stated as
Listing of
concrete active verbs such as: to
learning
demonstrate, to explain, to illustrate,
outcomes
etc. A good source of learning
specified for
outcomes statements is the
each
taxonomy of educational objectives
subject/course
by Benjamin Bloom and it is grouped
objective.
into (3):
a. Cognitive, also called knowledge, it refers to the mental skills such as
remembering, understanding, applying, analyzing, evaluating, synthesizing/
creating.
b. Psychomotor, it refers to manual or physical skills such as observing,
imitating, practicing, adapting, and innovating.
c. Affective, also known as attitude, it refers to growth in feeling or emotions
such as receiving, responding, valuing, organizing, and internalizing.

3
Drafting This will enable the teacher to
outcomes determine the degree to which the
assessment students are attaining the desired
procedure. learning outcomes.

1.2 The Outcomes of Education

Outcomes-based education • Ability to communicate in

focuses classroom instruction on writing, reading, speaking, and
the skills and competencies that mathematically
students must demonstrate when
• Skill in creative expression
they exit. There are two (2) types
of outcomes: immediate and • Skill in technology utilization
deferred outcomes.
• Passing the Licensure
Immediate outcomes are examination
competencies/skills acquired
• Initial job placement
upon completion of a subject, a
grade level, a segment of the • Admission in a graduate
program, or of the program itself. program
Examples: Deferred outcomes refer to
the ability to apply cognitive,
• Analytic Ability
psychomotor and affective
• Problem-solving skill skills/competencies in various
aspects of the professional and
workplace practice.
Examples:
• Promotion in job position/rank as evidence of work competence, skill,
and social relation
• Success in professional practice or occupation as evidence in skill in
career planning, health, and service and continuing education
• Professional recognition awards, distinction as evidence of civic
responsibility and participation in environment conservation and other
social advocacies.

1.3 Institutional, Program, Course and Learning

Outcomes

These are the attributes what graduates of particular

that a graduate of an institution educational programs/degrees
is expected to demonstrate 3 or can do after the completion of
more than 3 years after the program/degree. These are
graduation. outcomes of an educational
program that are observable and
Outcomes in Outcomes-
verifiable years after completion
Based Education (OBE) come in
from the said
different levels:
programs/degrees.
1. Institutional Outcomes; these
3. Course Outcomes; these are
are statements of what the
what students should be able to
graduates of an educational
demonstrate at the end of the
institution are supposed to be
course. It specifies the
able to do beyond graduation. It
expectations the instructor has
includes the knowledge, skills,
for the course. These are also
and competencies embedded
specific statements of what
within every aspect of the
students will be able to do when
institution to inspire and
they complete a learning
enhance each student’s
experience from a certain
transferrable learning skills to
course/subject. They are always
be successful in further
written in a student-centered,
education, careers, as citizens,
measurable fashion that is
and their personal lives.
concise, meaningful, and
2. Program Outcomes; these are achievable.
 4. Learning/Instructional/Lesson Outcomes; these are what students
should be able to do after lesson/instruction. As the course/subject is
divided into smaller units such as lessons or modules, the level of analysis
becomes smaller from a course/subject to a specific lesson, so the learning
outcomes tend to be more specific and easily quantifiable.

1.4 Sample Educational Objectives and

Learning Outcomes

This is the sample Educational Objectives and Learning Outcomes in

Science (K to 12).

EDUCATIONAL OBJECTIVES LEARNING OUTCOMES

1. To provide instruction that 1.1 The pupils can define the

will enable the pupils to understand functions of their senses and the
their immediate physical things around them.
environment by using their senses,
1.2 The pupils can describe
questioning, sharing ideas and
similarities and differences between
identifying simple cause-and-effect
the things around them using their
relationships. (Cognitive Objective)
senses.

2.To equip the pupils with the 2.1 The pupils can make an
skill to consider guided experiment on how their senses
investigation by following a series of work together to identify the things
steps that includes making and around them.
testing predictions, collecting and
2.2 The pupils can explain/
recording data, discovering patterns
determine the properties of the
and suggesting possible
things around them using their
explanations. (Psycho-motor
senses by creating simple
Objective)
investigative research.
 3.To encourage among the 3.1 The pupils can show
pupils a deep understanding and appreciation for the different plant
appreciation of the differences of and animal groups in their
the plant and animal groups found community by giving ways on how
in the locality. to take good care of them. 3.2 The
pupils can give the importance of
(Affective Objective)
the plant and animal groups in their
community.

ASSESSMENT

Performance Task

Create/formulate your own learning outcomes based on the educational

objectives for the subject Elementary English (K-12). You may refer to K to 12
English Curriculum Guide (DepEd). For every educational objective, formulate
at least two learning outcomes.

EDUCATIONAL OBJECTIVES LEARNING OUTCOMES

(Cognitive Objective) 1.1

1.
1.2

(Psycho-motor Objective) 2.1

2.
2.2
 (Affective Objective) 3.1
3.
3.2.

Assessment Task

I. Read each question carefully and then ENCIRCLE THE ANSWER that best
fits the question.
1. Education originated from the terms “educare” or “educere” which meant:
a. to draw in
b. to draw out
c. to pour in
d. to pour out
2. The change in educational perspective is called______.
a. Student Learning Outcomes
b. Immediate Outcomes
c. Outcomes-Based Education
d. Deferred Outcomes
3. It refers to growth in feelings or emotions and also known as attitude.
a. Psychomotor
b. Cognitive
c. Affective
d. None of the above
4. The competencies/skills acquired upon completion of a subject, grade
level, a segment of the program, or of the program itself.
a. Immediate outcomes
b. Institutional Outcomes
c. Deferred Outcomes
d. Learning Outcomes
5. It places the students at the center of the process by focusing on the
Student Learning Outcomes.
a. Outcomes-Based Education
b. Deferred Outcomes
c. Institutional Outcomes
d. Program Outcomes

II. Write TRUE if the statement is valid and FALSE if otherwise. If the statement
is FALSE underline the word/s that make it wrong and write the correct
answer on the space provided after each statement.
______1. The content and the outcome are the two main elements of the
educative process. __________________
______2. Ability to communicate in writing and speaking is an examples of
deferred outcomes. _________________
______3. In the past the focus of instruction was leaning outcomes.
___________________
______4. Education comes from the Latin root “educare” or “educere” which
means “to pour in”. __________________
______5. A good source of subject matter statement is Benjamin Bloom’s
Taxonomy of Educational Objectives. ______________
______6. The change of focus in instruction from outcomes to content is
known as Outcomes-Based Education (OBE). _______
______7. At present, the teacher is the giver of knowledge by assisting in the
organization of facts and information. _________
______8. Because of the knowledge explanation brought about by the use of
computers in education the teacher ceased to be the sole source of
knowledge. __________________
______9. Outcomes- Based Education focuses classroom instruction.
_____________________
______10. One of the characteristics of Outcomes-Based Education is faculty
driven. _________________
III. Read and the questions carefully and give what is being asked.
A. What are the three (3) characteristics of Outcomes-Based Education (OBE)?
Describe each characteristic and explain briefly.
B. Differentiate institutional, program, course and learning outcomes by
explaining the meaning of each and give examples for further clarifications.

Summary

• Outcome-based education (OBE) is a recurring education reform

model. It is a student-centered learning philosophy that focuses
on empirically measuring student performance, which is called
outcomes.
• The three (3) Characteristics of Outcomes-Based Education:
1. Student-centered
2. Faculty-driven
3. Meaningful
• Outcomes in Outcomes-Based Education (OBE) come in
different levels:
1. Institutional Outcomes
2. Program Outcomes
3. Course Outcomes
4. Learning/Instructional/Lesson Outcomes
 REFERENCES

Grand Rapids Community College (2020). Institutional Learning Outcomes.

Retrieved from
https://www.grcc.edu/instructionalsupport/curriculumdevelopm
ent/institutionallearningoutcomes
Lavapie, S (2015). Outcomes-Based Education (OBE). Retrieved
fromhttps://www.slideshare.net/mobile/shayLAVAPIE/outcomes based-
education-obe
Navarro, R., Santos, R., & Corpuz, B., (2017). Assessment in Learning 1. Metro
Manila: Lorimar Publishing, Inc.
Sana, E. (2015). Introduction of Outcome-Based Education in the Philippine
Health Professions Education Setting 123. Retrieved from
https://www.research.net/publication/301 893014
Serrano, R. (2018). K-12: An Outcome-Based Education. Retrieved from
https://www.pressreader.com/philippines/sunstarpampanga/20180820/28
1715500462865
Teaching Commons (2020). Course Objectives and Learning Outcomes.
Retrieved from https://resources.depaul.edu/teaching-
commons/teachingguides/course-design/Pages/course-objectives-
learningoutcomes.aspx
University of Toronto, Center for Teaching Support and Innovation (2020).
Program Outcomes. Retrieved from https://teaching.utoronto.ca/teaching-
support/curriculumrenewal/program-outcomes/