FACTS About OBE – Outcomes Based

Education

for ITE – Information Technology

Educators

Roselie B. Alday

Dean

College of Computer Studies

Lyceum of the Philippines University

Treasurer- PSITE National

RQAT Member

My training in OBE

- Program Assessment Workshop

School of Engineering, Milwaukee, Wisconsin, USA

September 22, 2012

- IDEAL - Institute for the Development of

Excellence in Assessment Leadership

Sheraton Suites, Tampa, Florida, USA

January 7-10, 2013

- ABET Symposium

Hilton, Portland, Oregon, USA

April 11-14, 2013

OBE Benchmarking

Oregon State University –

Corvallis, Portland, USA, Sept, 2012

Hongkong Computer Society – January 3, 2013

Hongkong University – January 4, 2013

Taylor’s University – May 11, 2013

Nanyang Polytechnic University- Singapore

-January 7, 2011

NUS-National University of Singapore

OBE is an initiative from the

Management

- You cannot do OBE alone

- Everybody has a part –from the President, VPAA,

Dean, Faculty Members

and Employees

OBE is learner-centered

But

- It is not reporting in class

- It is not doing role playing or drama in a programming class

- It does not mean lecture is a no…no inside the class

- It is teaching the students in the

way they easily learn

What is OBE ?

•Outcomes-based Education (OBE)

•Clearly focusing and organizing EVERYTHING in

an educational system on what is essential for all

students to be able to do successfully at the end

of their learning experiences

Source : Spady,W.(1994).Outcomes-based

education:CriticalIssuesandAnswers.Arlington,VA:

AmericanAssociationofSchoolAdministratorsDean

Why Go for OBE?

In the Philippines, we focused on OBE because of the following

reasons:

• International Professional Registries require completion

of a program that is accredited by an outcomes- based

promoting system; (International Trends);

•Education agreements (Accord) around the world promotes OBE;

(Globalization of Education);

•Local Accreditation is moving towards OBE;

•Philippines, through the Philippine Technological Council (PTC) will be

applying for Washington Accord;

•Other schools have taken their initiatives for membership like

Accreditation Board for Engineering and Technology (ABET)

accreditation; and

•Global mobility for Professional Practice.

•Commission on Higher Education (CHED) will require establishment of

an OBE System;

,

What is

- INPUT

no of hrs, textbook, references, coverage

- OUTPUT

projects, thesis, machine problem, developed programs

- OUTCOME

- the students had applied knowledge in programming

- had mastered multimedia application development

- can communicate effectively

- can work in a group or team

WHAT SHOULD A UNIVERSITY DO IN SETTING UP AN OBE SYSTEM ?

1. Develop an OBE Framework

2. Develop an Institutional ILO

3. Develop Program Educational Objectives (PEO)

4. Identify Program or Student Outcomes (SO)

5. Redesign the curriculum

6. OBTL

7. Develop Assessment Process for PEO and SO

8. Develop Evaluation Process for PEO and SO

9. Continuous Quality Improvement

10.Financial Support

Student Outcomes (FOR BSCS)

The program must have documented student outcomes that prepare

graduates to attain the program educational objectives. There must be a

documented and effective process for the periodic review

and revision of these student outcomes.

The program must enable students to attain, by the time of graduation:(a) An ability to apply knowledge of computing and mathematics appropriate

to the discipline

(b) An ability to analyze a problem, and identify and define the computing

requirements

appropriate to its solution

(c) An ability to design, implement, and evaluate a computer-based system,

process, component,

or program to meet desired needs

(d) An ability to function effectively on teams to accomplish a common goal

(e) An understanding of professional, ethical, legal, security and social issues

and responsibilities

(f) An ability to communicate effectively with a range of audiences

(g) An ability to analyze the local and global impact of computing on

individuals, organizations,

and society

(h) Recognition of the need for and an ability to engage in continuing

professional development

(i) An ability to use current techniques, skills, and tools necessary for computing

practice.

What makes teaching

to be OBE

is the Student Outcomes

Email : roselie_alday@yahoo.com

CURRENT SITUATION

WHERE ARE WE NOW?

Chronic underachievement of students

Insufficient mastery of basic competencies

due to congested curriculum

High school graduates (<16 year-old

graduates lack basic competencies and

maturity)

Other countries view the 10 – year education

cycle as insufficient

The Philippines is the only remaining country

in Asia with a 10 – year basic education

program

CURRENT SITUATION

WHERE ARE WE NOW?

Chronic underachievement of students

Insufficient mastery of basic competencies

due to congested curriculum

High school graduates (<16 year-old

graduates lack basic competencies and

maturity)

Other countries view the 10 – year education

cycle as insufficient

The Philippines is the only remaining country

in Asia with a 10 – year basic education

program

OVERALL GOAL

FUNCTIONAL LITERACY

FOR

ALL FILIPINOS

DepED IS GLOBALLY RECOGNIZED

FOR THE DEVELOPMENT OF

FUNCTIONALLY LITERATE AND GOD-

LOVING FILIPINOS WHO HELP

ATTAIN THE NATIONAL GOALS OF

SOCIAL JUSTICE, UNITY, FREEDOM

AND PROSPERITY

DepEd’s VISION

VISION

•grounded on human

development

•achieved through an

enhanced curriculum

•with socio-economic

relevance

PROVIDE QUALITY BASIC

EDUCATION THAT IS EQUITABLY

ACCESSIBLE TO ALL AND LAY THE

FOUNDATION FOR LIFELONG

LEARNING AND SELF-ACTULIZATION

NEEDED FOR EFFECTIVE CITIZENSHIP

AT THE LOCAL,

NATIONAL AND

GLOBAL MILIEU

DepEd’s MISSION

•To give every learner an

opportunity to receive

quality education based

on an enhanced and

decongested curriculum

that is internationally

recognized and

comparable.

SUB-GOALS

•To change public perception

that high school education is

just a preparation for college

SUB-GOALS

Rather, it should allow one to take

advantage of opportunities for gainful

career or employment and/or self-

employment in a rapidly changing

and increasing globalized

environment.

Our Graduates will…

1. Possess sufficient mastery

of basic competencies

(literacy, numeracy, problem

solving, etc.)

2. Be emotionally developed

and competent to live a

meaningful life.

VISION OF K+12

3. Be socially aware, pro-

active, involved in public

and civic affairs.

4. Be adequately

prepared for the world of

work or entrepreneurship

or higher education.

5. Be legally

employed.

6. Be globally

competitive.

BENEFITS OF ENHANCED

BASIC EDUCATION PROGRAM

1.The Enhanced K-12 Basic

Education Program will be

instrumental in achieving the

nation’s vision of high school

graduates. The benefits of the

K-12 proposal far outweigh the

additional costs that will be

incurred by both government

and families.

2. An enhanced curriculum

will decongest academic

workload, giving students

more time to master

competencies and time

for extracurricular

activities.

To Individuals and Families

3. Graduates will possess

competencies and skills relevant

to the job market.

4. Graduates will be better prepared

for higher education.

5. Graduates will be able to earn

higher wages/and or better

prepared to start their own

business.

6. Graduates could now be

recognized abroad.

7. The economy will experience

accelerated growth in the long run.

8. The Philippine education system

will be at par with international

standards.

9. A better educated society provides

a sound foundation for long-term

socio-economic development.

For the Society and the Economy

CORE CURRICULUM

(FIRST TO FOURTH YEAR

LEVELS English

Science

Mathematics

Career Pathways in Technology and Livelihood Education (CP-TLE)

Music, Arts, P.E., and Health (MAPEH)

Filipino

Social Studies

Values Education

PROPOSED SENIOR HS

PROGRAMCore Curriculum: One hour daily (Five hrs. weekly)

Adv. English

Adv. Science

Adv. Math

Filipino

Contemporary Issues (includes work ethics, business ethics, etc.)

Focus Area: Two hrs. daily (ten hrs. weekly) of Career Preparation

Choice of any Special Program: Arts, Sports, Journalism, Engineering and Science Education, Foreign Language, Tech-Voc, Applied Entrepreneurship

SPECIAL CURRICULAR

PROGRAMS (Additional 2 hrs. daily)Special Program in the Arts (Music, Visual Arts, Theater Arts, Media Arts, Dance, Creative Writing)

Special Program in Sports (Individual/Dual and Team Sports)

Special Program in Journalism

Engineering and Science Education Program

Special Program in Foreign Language (Spanish, Japanese, Chinese, Arabic, French, German)

Economics, Business, and Life Sciences

SPECIAL CURRICULAR

PROGRAMS (Additional 2 hrs.

daily) Technical- Vocational Education (Arts and Trades: Building

Construction, Cosmetology, Drafting Technology, Electricity,

Food Trades, Furniture and Cabinet Making, Garments,

Machining, PC Hardware Servicing, Plumbing, Welding,

Refrigerator and Air Conditioning, Automotive Technology,

Electronics; Agriculture: Crop Production, Vegetable

Production, Animal Production, Food Processing; Fisheries:

Fish Culture, Fish Capture, and Fish Processing)

NEEDS OF NATIONAL and GLOBAL

COMMUNITY

•Poverty reduction and human

development

•Strengthening the moral fiber of the

Filipino people

•Development of a strong sense of

nationalism

•Development of productive citizen who

contributes to the building of a

progressive, just and humane society

•Ensuring environment sustainability

• Global partnership for development

C

O

N

T

E

X

T

PHILOSOPHICAL and

LEGAL BASES

. The 1987 Phil. Constitution

. B.P. 232, Education Act of 1982

. R.A. 9155, Governance of Basic Education

Act of 2001

. The 4 pillars of education ( UNESCO )

. The vision - mission statements of DepEd

. The EDCOM Report of 1991

. Basic Education Sector Reform Agenda

(BESRA)

NATURE OF THE LEARNER

. Has a body and spirit, intellect, free will,

emotions, multiple intelligences, learning

styles

. Constructor of knowledge and active

maker of meaning not a passive recipientof information

NEEDS OF THE LEARNER. Life skills

. Self -actualization

. Preparation for the world of the work,

entrepreneurship, higher education

NEEDS OF NATIONAL

and GLOBAL COMMUNITY

. Poverty reduction and human development

. Strengthening the moral fiber of the Filipino

people

. Development of a strong sense of nationalism

. Development of productive citizens who contribute

to the building of a progressive, just and humane

society

. Ensuring environmental sustainability

. Global partnership for development

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT

INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT

SOCIETAL SUPPORT

Public-Private Partnership

Media,GO,NGO

INSTRUCTIONAL SUPPORT

Teachers’ CPD , Textbooks

and other IMs

ADMINISTRATIVE SUPPORTCO, RO, DO School

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT

INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT

SOCIETAL SUPPORT

Public-Private Partnership

Media,GO,NGO

INSTRUCTIONAL SUPPORT

Teachers’ CPD , Textbooks

and other IMs

ADMINISTRATIVE SUPPORTCO, RO, DO School

Alignment of

curriculum to the

business and industry

needs (Key

Employment Drivers

for 2011-2020)DOLE Project Job

Fit 2020 vision

Industry ProspectsGrowth of Philippine economy will be driven by:

1. High-value foreign direct investment (FDI) led

agribusiness

2. Infrastructure (roads and highways, logistics,

physical infrastructure projects

3. Tourism (diving edge)

4. Medical Tourism

5. Retirement Estates (Subic, NCR, and cities of

Tagaytay, Cebu, and Dumaguete)

Industry Prospects6. BPOs (35% annual growth, $13 billion in revenues in

2010)

7. Investment in ICT

8. Real estate (BPOs investing in office space, growth

in domestic and international tourism0;

9. Shipbuilding (exports of ships to the US, Mexico, and

Norway); and

10. Long term demand for OFWs

Industry Prospects6. BPOs (35% annual growth, $13 billion in revenues in

2010)

7. Investment in ICT

8. Real estate (BPOs investing in office space, growth

in domestic and international tourism0;

9. Shipbuilding (exports of ships to the US, Mexico, and

Norway); and

10. Long term demand for OFWs

Key Employment Generators (KEG)

Key Employment Generators (KEG)

1. Agribusiness

2. Cyber services

3. Health and Wellness

4. Hotel, Restaurant and Tourism

5. Mining

6. construction

7. Banking and finance

8. Manufacturing

9. Ownership Dwellings and Real Estate

10. Transport and Logistics

11. Wholesale and Retail Trade

12. Overseas Employment

Emerging Industries•Renewable Energy

•Power and Utilities

•Diversified Farming and

Fishing

•Creative Industries

Assessment, Scoring, and

Evaluation

C+

Pass/Fail A

A-

85%F

S

Unsatisfactory

67%D

C

B

93%

Definitions

Assessment -- The process of measuring something with the purpose of assigning a numerical value.

Scoring -- The procedure of assigning a numerical value to assessment task.

Evaluation -- The process of determining the worth of something in relation to established benchmarks using assessment information.

Assessment Types

Formative - for

performance

enhancement

Formal - quizzes, tests,

essays, lab reports, etc.

Traditional - tests,

quizzes, homework , lab

reports, teacher

Summative - for

performance

assessment

Informal - active

questioning during and

at end of class

Alternative - PBL’s,

presentations, essays,

book reviews, peers

Alternative Assessment

Alternative to what? Paper & pencil exams

Alternatives: lab work / research projects

portfolios

presentations

research papers

essays

self-assessment / peer assessment

lab practical

classroom “clickers” or responder pads

More Formal Alternatives

Rube Goldberg projects

bridge building / rocketry / mousetrap cars

writing a computer program

research project

term paper

create web page

create movie

role playing

building models

academic competitions

Informal CATs (Classroom Assessment Techniques)

Quick-fire questions

Minute paper 1) What did you learn today?

2) What questions do you have?

Directed paraphrasing (explain a concept to a particular audience)

The “muddiest” point (What is it about the topic that remains unclear to you?)

For additional ideas, see Angelo, T.A. & Cross, P.K. (1993) Classroom Assessment Techniques (2nd ed) San Francisco: Jossey-Bass.

Authentic Assessment

The National Science Education Standards draft

(1994) states, "Authentic assessment exercises

require students to apply scientific information and

reasoning to situations like those they will encounter

in the world outside the classroom as well as

situations that approximate how scientists do their

work."

Assessment Concerns

Validity -- Is the test assessing what’s intended? Are test items based on stated objectives?

Are test items properly constructed?

Difficulty -- Are questions too easy or too hard? (e.g., 30% to 70% of students should answer a given item correctly)

Discriminability -- Are the performance on individual test items positively correlated with overall student performances? (e.g., only best students do well on most difficult questions)

Evaluation Types

Criterion-referenced evaluation -- student

performance is assessed against a set of

predetermined standards

Norm-referenced evaluation -- student

performance is assessed relative to the other

students

The “curve” -- sometimes a combination of

criterion- and norm-referenced processes

Criterion-Referenced Eval’s

Based on a predetermined set of criteria.

For instance,

90% and up = A

80% to 89.99% = B

70% to 79.99% = C

60% to 69.99% = D

59.99% and below = F

Criterion-Referenced Eval’s

Pros:

Sets minimum

performance

expectations.

Demonstrate what

students can and

cannot do in relation to

important content-

area standards (e.g,

ILS).

Cons:

Some times it’s hard to

know just where to set

boundary conditions.

Lack of comparison

data with other

students and/or

schools.

Norm-referenced Evaluation

Based upon the assumption of a standard normal

(Gaussian) distribution with n > 30.

Employs the z score:

A = top 10% (z > +1.28)

B = next 20% (+0.53 < z < +1.28)

C = central 40% (-0.53 < z < +0.53)

D = next 20% (-1.28 < z < -0.53)

F = bottom 10% (z < -1.28)

z X X

Norm-referenced Evaluation

Pros:

Ensures a “spread” between top and bottom of the class for clear grade setting.

Shows student performance relative to group.

Con: In a group with great performance, some will be ensured an “F.”

Cons:

Top and bottom

performances can

sometimes be very

close.

Dispenses with absolute

criteria for

performance.

Being above average

does not necessarily

imply “A”

performance.

Norm and Criterion Compared

Norm-Referenced:

Ensures a competitive

classroom atmosphere

Assumes a standard

normal distribution

Small-group statistics a

problem

Assumes “this” class like

all others

Criterion-Referenced:

Allows for a cooperative

classroom atmosphere

No assumptions about

form of distribution

Small-group statistics not

a problem

Difficult to know just

where to set criteria

The “Curve”

The “curve” might represent a mixture of norm- and

criterion-referenced grading.

The “curve” is a highly subjective process.

The “curve” is normally applied only at the end of a

term.

Assessing Scientific Process Skills

Scientific Process Skills (intellectual skills closely

associated with inquiry learning)

Basic Scientific Process Skills

Observing

Communicating

Classifying

Measuring

Inferring

Predicting

Integrated Scientific Process Skills

Identifying variables

Constructing a table of data

Constructing a graph

Describing a relationship between variables

Acquiring and processing data

Analyzing investigations

Constructing hypotheses

Defining variables operationally

Designing investigations

Experimenting

Enhanced ScientificProcess Skills

Solving complex, real-world problems

Establishing empirical laws

Synthesizing theoretical explanations

Analyzing and evaluating scientific arguments

Constructing logical proofs

Generating principles through the process of induction

Generating predictions through the process of deduction

Miscellaneous Comments

Study guides can be created to set objectives.

Prepare tests from objectives.

Assess broad spectrum: content AND skills.

Make a rubric for questions that do not have

forced-choice answers.

Create an answer key for forced-choice

questions.

Double-check your answer key.

Grade ASAP, providing corrective feedback.

Handling Appeals Encourage students to learn from their mistakes. Accept appeals in writing, due by a certain

date. Refuse to discuss question if student will be

appealing the answer. Appeals include the following:

Question being appealed Teacher and student responses Explanation of why student’s response is as good as or better

than teacher’s expected response. Teacher responds in writing. No class-wide correction: each student must make own

appeal.

Benefit: students feel they are treated fairly.

Portfolios of Student Work

Have students prepare an ongoing, extensive

portfolio of their work.

Maintain these portfolios in an open but supervised

setting.

During parent-teacher conferences, have student

in attendance and have parents go through

portfolio with student under the watchful eyes of

the teacher.

Record Keeping

Keep copies of your grade book or computer

program in widely separated locations.

Keep up to date.

Respect confidentiality laws....

OBE

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K12

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ASSESSMENT

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