Source: CHED Handbook on Typology, OBE, and ISA (2014)

CONTENT

Definition of OBE Principles of OBE

Characteristics of
OBE curricula
Importance of
OBE

Components of
OBE
1
2
3 4
5
6
Important terms
of OBE

The move to outcome-based education has been one of the most important
trends in health-profession education in recent years.

OBE is a student cantered learning philosophy.

Focuses on empirically measuring student performance, which are called
outcomes.

OBE in itself does not specify or require any particular style of teaching or
learning. Instead, it requires that students demonstrate that they have
learned the required skills and content.
a comprehensive approach in organizing and
operating an education system that is focused on and
defined by the successful demonstrations of learning
sought from each student.

(Spady, 1994)
CHED defines outcomes-based education (OBE) as an approach that
focuses and organizes the educational system around what is essential for
all learners to know, value, and be able to do to achieve a desired level of
competence.

OBE is open to incorporating discipline-based learning areas that
currently structure Higher Education Institution (HEI) curricula.

For the HEIs, this means describing the attributes of their ideal graduates
based on their visions and missions as part of their institutional goals or
outcomes, and using these as bases for developing specific program
outcomes.
are the sets of competencies (related knowledge, skills, and
attitudes) that all learners expected to demonstrate.
Institutional or program outcomes may also emphasize lifelong
learning.

For instance, HEIs could describe the attributes of their ideal
graduates which they expect to see five years after graduation.

In Nursing models of outcomes should include the, National
Nursing Core Competency Standards.

Course outcomes refer to the knowledge, values, and skills all learners are
expected to demonstrate at the end of a course.

Learning outcomes may result from a specific lesson, although it is
sometimes used interchangeably with course outcomes.

Thus, in the hierarchy, learning outcomes are seen as building blocks
toward course outcomes, which in turn, support the program outcomes.

Utilize OBE
curriculum that
outlines specific,
measureable outcomes
Method of curriculum
design and teaching that
focuses on what students
can actually do after they
are taught.
It is stated clearly NOT
what the lecturer is going
to teach, but what the
outcome of that teaching
is intended to be and at
what standard
OUTCOME -BASED EDUCATION

1

2

3
All students can learn and succeed but not on the same
day and not in the same way.

Successful learning promotes even more successful
learning.

Schools control the conditions that affect successful
learning.
What do you want the students to learn?
Why do you want them to learn it?
How can you best help students learn it?
How will you know what they have
learnt?
DESIGN DOWN

HIGH
EXPECTATIONS
EXPANDED
LEARNING
CLARITY OF FOCUS
OBE
PRINCIPLE 1 PRINCIPLE 2
PRINCIPLE 3
PRINCIPLE 4
P1
CLARITY OF FOCUS
Focus on what want learners be able to
do successfully.
P2
DESIGNING DOWN
Begin curriculum design with a clear
definition of the significant learning that
learners are to achieve by the end of
their formal education
P3
HIGH
EXPECTATIONS
Establish high, challenging
performance standards
P4
EXPANDED
OPPORTUNITIES
Do not learn same thing in same
way in same time
OBE
TE



OBE
VS
TE
Active Learners
Assessment on an ongoing
basis
An Integration of
knowledge
Learner-centred
Lecturers can be
innovative and creative
Learners responsible for
their own learning
Emphasis on outcomes
Flexible time frames;
learner determines pace
Critical thinking, reasoning
and action
Passive learners
Examination driven
Content-based syllabus
Textbook and lecturer-
centred
Syllabus is rigid

Lecturers responsible for
learning
Emphasis on what lecturer
hopes to achieve
Content placed into rigid
time frames
Rote learning

Characteristics of OBE Curriculum
It has program aims, program learning outcomes, course
learning outcomes and performance indicators.

Every learning outcome is intentional and therefore
the outcomes must be assessed using suitable
performance indicators.
It is objective and outcome driven, where every
stated objective and outcomes can be assessed and
evaluated.
It is centered around the needs of the students and
the stakeholders.
Program objectives address the graduates
attainment within 3-5 years after their graduation.

Teaching / Learning method may have to be
integrated to include different delivery methods to
complement the traditional Lecturing method.

Program outcomes, which consist of abilities to be
attained by students before they graduate, are
formulated based on the program objectives.
Program outcomes address Knowledge (K), Skills
(S) and Attitudes (A) to be attained by students.
Curriculum
Focus on Learning
Outcome (LO),

Prepared by CHED with the
assistance of the board
Assessment
Instruction
Teaching and learning
activities (TLAs)
Prepared
by lecturers

ELEMENTS
OF OBE
Assessment Tasks
(i.e : assignments, quizes, projects,tests, reflective journals,
rubrics ,etc). Prepared by lecturers
CA refers to the process of creating a learning
environment that supports the learning activities
appropriate to achieve the desired learning outcomes.

Constructive = what learner does to construct
meaning through relevant activities
Alignment = what teachers does (components in
teaching system teaching method used)

Learning and
teaching
activities


Designed to
meet learning
outcomes

Assessment
methods


Designed to assess
learning outcomes


Intended
Learning
Outcomes
Expected
changes For
OBE
Implementation
Revise course content & structure
Introduce innovative Assessment &
Evaluation tools
Introduce system of Data and
evidence collection
Continuous Quality Improvement
Modify existing Curriculum
Introduce innovative delivery
/Teaching- Learning method
Brain Game
Test Your Memory
OBE is this
something new
to you? WHY?
Characteristics of OBE
Reflection
1.2.WHY OBE ?
WHY?
Economic
Transformation
Programme
(ETP), New
Economic Model
Programme
MUST be
outcome-based
(OBE)
Innovative
Assessment &
Evaluation
Graduates are
not completely
prepared for the
workforce.
Increase
Graduate
Employability
rate (53% to 85%)
Mismatch in
supply & demand
of graduates
National
Transformation
Agenda
ASEAN
Integration
Requirement
Continuous
Quality
Improvement
(CQI)
OBE vs
Traditional
Education
(TE)
Polytechnic
Transformation
Plan
Current
scenarios/
issues

IMPORTANCE OF OBE-Current Scenario
CONCLUSION
OBE promises high level of learning for ALL students as it
facilitates the achievement of the outcomes, characterised by
its appropriateness to each learners development level and
active and experienced-based learning.

Moreover, knowing that this system is going to be used would
also give students the freedom to study the content of the
course in a way that helps them learn it. OBE must involve
administrators, educators, parents, teachers and students for
successful implementation.
The vision and mission of an HEI should determine its institutional goals
or outcomes, i.e., the kind of graduates it produces and the impact it has on
society.

it is important that the attributes of its ideal graduates are articulated and
used as a foundation for outcomes at different levels of learning.
CHEDs new Policies, Standards, and Guidelines (PSGs) have been
rewritten to reflect the minimum program outcomes that are:
common to all programs in all types of schools,
common to the discipline,
specific to a sub-discipline and a major, and
common to a horizontal type as defined in CMO No. 46, series
2012.

Thus, while these PSGs may be used as guide, an HEI may incorporate
program outcomes that are unique in the context of its horizontal type as
well as its vision and mission.
For example, the program outcomes common to all disciplines and types
of schools may very well reflect some of the attributes of the HEIs ideal
graduate, namely, the ability to:
articulate and discuss the latest developments in the specific field
of practice.
effectively communicate orally and in writing using both English
and Filipino.
work effectively and independently in multi-disciplinary and multi-
cultural teams.
act in recognition of professional, social, and ethical responsibility.
preserve and promote Filipino historical and cultural heritage.
Some program outcomes are based on HEI type because this determines the
focus and purpose of the HEI. For example:

Graduates of professional institutions demonstrate a service orientation
in ones profession.

Graduates of colleges participate in various types of employment,
development activities, and public discourses, particularly in response
to the needs of the communities one serves.

Graduates of universities participate in the generation of new
knowledge or in research and development projects.

Graduates of State Universities and Colleges must, in addition, have
the competencies to support national, regional and local development
plans.
They describe what the graduate of that program can know, do and be.

Knowledge refers to information that one has stored through
experience.

Skills are demonstrable abilities.

Attitudes refer to evaluative cognitions regarding things/activities,
usually associated with positive or negative judgment.
INDICATORS correspond to the competencies:
S: pecific
M: easurable
A: tainable
R: ealistic
T: ime-bound

METRICS refer to what will be measured, and targets refer to the desired
value.
At the level of the institution, indicators would be the overall program
outcomes.
For example:
An attribute of the ideal graduates (an institutional goal) could be their
ability to apply their professional skills to become experts in their
areas of specialization and expertise.

Metrics could include overall results of licensure examinations or
employment rates of graduates, awards to the graduates or to the
institution, or the HEIs involvement in the development of
local/regional/national policies.

Targets refer to the desired standard, such as minimum values of 70%
passing rate in licensure exams, 80% employment rate, an award per
year, or involvement in the development of two local policies.

At the level of the course, indicators are the achieved learning
outcomes.
For example:
After a course in Theoretical Foundations in Nursing, students
are expected to be able to discuss concepts and theories in
selected content areas of Nursing.

Metrics could include the completion of papers and particular
levels of examinations.

Targets would be desired standards, such as 100% completion
with the average rating 3.00.
The PEDAGOGICAL PHILOSOPHY is the lens through which the
learning environment is seen.

The courses in the CURRICULUM and their mode of delivery should
contribute towards the achievement of program outcomes.

NON-ACADEMIC PROGRAMS should develop other qualities and
values to complement the academic programs.

LEARNING RESOURCES AND SUPPORT STRUCTURES enable
and enhance the teaching-learning systems. Program assessment should
improve the learning environment. The other details will follow if the
major features are clear to everyone.
The learning environment should, therefore, be designed to produce the kind
of ideal graduate of the HEI.

There are some suggestions to help the HEI ensure that it is able to achieve its
institutional goals:

correlate the courses in the curriculum with the program outcomes,

shift to student-centered learning,

assess program outcomes and use the feedback to enhance the learning
environment,

provide learning resources and support services, and

provide opportunities to broaden perspectives through community
engagement.
It is suggested that a curriculum map be developed to validate if there is a
match between desired outcomes (competencies) and the content of
programs.

By making this map, the institution and the department concerned could
redesign, add, or remove courses to develop the desired competencies.
A legend is useful in correlating the outcomes and the courses.
For example:
L learned in the course;
P practiced in the course;
O opportunity to learn or practice in the course, not yet learned or
practiced.
Another legend is as follows:
I Introduce,
P Practice skills with supervision,
D Demonstrate skills, without supervision.
Health-related programs use this legend since the courses are
designed to develop competencies at different levels
It is also possible to simply put a check where the courses lead to certain
program outcomes.
A syllabus is an expression of opinion on the nature of language and
learning; it acts as a guide for both teacher and learner by providing some
goals to be attained.

Hutchinson and Waters (1987:80) define syllabus as follows:

At its simplest level a syllabus can be described as a statement of what
is to be learnt. It reflects language and linguistic performance.

A language teaching syllabus involves the integration of subject matter and
linguistic matter.

Curriculum is wider term as compared with syllabus.

CURRICULUM covers all the activities and arrangements made by the
institution through out the academic year to facilitate the learners and the
instructors. Where as,

SYLLABUS is limited to particular subject of a particular class.
At the level of courses, the syllabus helps in shifting the paradigm from
teacher-centered to student-centered learning. Preparing the syllabus
begins with the writing of learning outcomes instead of course objectives.

The simple act of changing the verbs from the intent of the teacher to the
competencies of the student actually helps both the teacher and the student
shift their perspectives. Learning outcomes thus use verbs that are active
and describe behavior that is observable/measurable.
Developing the syllabus begins with asking what competencies
(knowledge, skills, and attitudes or KSA) students should have by the end
of the course.

What knowledge is the student able to articulate at the end of the
course? This refers to information that they would have stored
through the learning experience.

What skills is the student able to demonstrate at the end of the
course? This refers to demonstrable abilities.

What attitudes is the student able to exhibit at the end of the
course? This refers to evaluative cognitions regarding
things/activities (positive or negative judgment).

Finally, which KSAs can be grouped together to form a
competency? These competencies constitute the learning
outcomes or objectives of the course as well as translate to the
performance indicators of the course.

TEACHER-CENTERED INPUTS
STUDENT-CENTERED LEARNING
OUTCOMES
At the end of the course, students
should have a deeper and more
reflective understanding of the
context within which they will
practice nursing to patients with
problems in oxygenation.
At the end of the course, the student
will be able to share their reflections
on the context within which they will
practice nursing to patients with
problems in oxygenation.
Appreciate the interrelations between
attitude, behavior and the other
factors in Nursing Profession.
Discuss the interrelations between
attitude, behavior and the other
factors in Nursing Profession.
Be aware of current issues and
challenges in a hospital and
community setting.
Share insights on current issues and
challenges in a hospital and
community setting.
1. Keep statements short and simple. State the outcome as a single sentence
of 25 words or less.

2. Keep goals and outcomes aligned with the aims of education as stated in
the Philippine Constitution, the national goals of education, and the
vision, mission and goals of the institution.

3. SMART
Specific: Write the outcome so that it expresses exactly what the
learner is going to show, perform or accomplish, hence a specific
action that is observable. Start with an action verb.
Measurable: Identify the deliverables, focus on the evidence that
learners will produce.
Attainable or Achievable: Ensure that the outcome can be
achieved.
Realistic: Ensure that you have the appropriate resources to
successfully attain the outcomes.
Time-bound: Set target completion date. State the preamble.

For program goals: After five years, the graduate will be able to
For program outcomes: Upon graduation, the learner will be able
to
For learning outcomes: At the end of the learning experience, the
learner will be able to
If learning outcomes are achieved, then the program outcomes will be
attained.
4. Consider the three domains of learning (Bloom, 1956, 1973) in stating the
preamble:
Cognitive (knowledge or mental skills)
Affective (emotional areas or attitude)
Psychomotor (manual or physical skills)
For Cognitive and Psychomotor: ..the learner will be able to
For Affective: ..the learner will choose to/ demonstrate/
voluntarily/ freely/ etc.

5. State learning outcomes as short-term statements and SMART. State
program goals and outcomes as long-term general statements, but are still
measurable, attainable, realistic, and time-bound.

6. State learning outcomes as results, not processes (activities or strategies).
Outcomes are ends while activities are means.

7. Choose only one observable verb/behavior in a statement of outcome.
Choose the behavior that is of a higher dimension of complexity.

5. Sequence outcomes logically, e.g., according to:
Complexity from lowest to highest level of the Taxonomy
Domain cognitive, affective, psychomotor
Topic or content sequence of learning experience
Whatever the sequence, ensure that a range of abilities and skills is
developed.

9. State objectives from the learners point of view, not the teachers.

10. Align content, methodologies, and assessment with the learning
outcomes.

If the learning outcomes focus on the student, there should also be changes
in the methodology used.

While it would be difficult to totally do away with lectures for practical
reasons, new approaches have to be implemented, particularly those that
focus on the competencies that the student has to develop.

For example:
An engineering class could have simulations, experiments, and
problem solving.

A philosophy class could have discussions of readings, or critique of
schools of thought.

The purposes of assessment have been categorized into three:

1. assessment for learning;
2. assessment as learning; and
3. assessment of learning.
ASSESSMENT OF LEARNING is used in making summative decisions.
The purposes are distinct, but interrelated.

ASSESSMENT AS LEARNING focuses on the role of the student as the
critical connector between assessment and learning.
The students actively monitor and critically assess their own learning
and use the feedback from this monitoring to make adjustments,
adaptations, and even major changes in what they understand and
how they are learning.

ASSESSMENT FOR LEARNING provides feedback to both the teacher
and the student of the latter's progress towards achieving the learning
outcomes, which should be used by the teacher to revise and develop
further instruction.

Both assessment as learning and assessment for learning occur throughout
the learning process, making it formative in nature.

Assessment of learning occurs at the end of the course, when teachers use
evidence of student learning to make judgments on the students
achievement against competencies and standards stated as learning
outcomes, making it summative in nature.

The learning plan is thus a syllabus with time element and specific
activities.

This entails planning the different lessons so that certain KSAs are learned
in the process, that is, budgeting class time so that the content is learned
using an appropriate methodology and student learning is properly
assessed.

Note that some methodologies take more time than others to implement.
The learning plan can have different, but it is essentially a tool to oversee
the match between the learning outcomes and the content and
methodology.
Learning
Outcomes
Topics Activities Resources Assessment
Discuss the inter-
relations between
attitude, behavior,
and the other
factors in
developing
Psychiatric
Problems
Introduction to
attitude and
behavior

Interrelations
between attitude,
behavior, and other
factors in
developing
Psychiatric
Problems

Case study
Discussion
Role playing
Case files
Guide
questions
Role playing
exercises
Case
analysis:
a) identifying
inter-
b) relations
concept
mapping

Share insights on
current issues and
challenges in a
hospital and
community
setting

The nature of an
hospital and
community setting

Current issues and
challenges



Lecture
Small Group
Discussion
Group
Reports
Readings
Guide
questions
LCD projector
Laptop

Group
Report
CREATE a Learning Plan for the following
Clinical Areas:

Critical Care Unit
Operating Room
Emergency Room