FELINA PANAS - ESPIQUE

with the Father of OBE-WILLIAM SPADY

Rationale

21ST CENTURY EDUCATION1

GLOBALIZATION andASEAN INTEGRATION2

ASEAN FRAMEWORKHuman Resources in the ASEAN Charter

One of the purposes of ASEAN as enshrined in the ASEAN Charter provides the basic principles for the cooperation, i.e.:

“…to develop human resources through closer cooperation in education and life-long learning, and in science and technology, for the empowerment of the peoples of ASEAN and for the strengthening of the ASEAN Community”

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• Enhance cooperation among ASEAN University Network (AUN) members to increase mobility for both students and staff within the region.

“Free Flow of Skilled Labor” is one of the five core elements under “Single Market and Production Based” in the AEC Blueprint

• Develop core competencies and qualifications for job/occupational and trainers skills required in the priority services sectors (by 2009); and in other services sectors (from 2010 to 2015)

• Strengthen the research capabilities of each ASEAN Member Country in terms of promoting skills, job placements, and developing labour market information networks among ASEAN Member Countries.

To be able to compete, our Filipino college graduate should already be equipped with the “21st century skills”

ASEAN 2015 21ST CENTURY WORKPLACE REQUIREMENTS

needs WORKERS WHO

have the following skills:

LEARNING LEARNING INNOVATION SKILLSINNOVATION SKILLS

1 Creativity

2 Critical Thinking and Problems Solving Skills

3 Communication Skills

4 Collaboration Skills

LIFE AND LIFE AND CAREER CAREER SKILLSSKILLS

1 Flexibility and Adaptability

2 Initiative and Self-Direction

3 Social and Cross-Cultural Skills

4 Productivity and Accountability

5 Leadership and Responsibility

ACCOUNTABILITY ACCOUNTABILITY AND ADAPTABILITYAND ADAPTABILITY SKILLSSKILLS

1Exercising personal responsibility and flexibility

2

Setting and meeting high standards and goals for one’s self and others

3 Tolerating ambiguity

Information, Communication and

Technology (ICT) Skills

• Analyzing, transforming, and creating information USING TECHNOLOGY

• Collaborating with others to solve problems and make decisions USING TECHNOLOGY

• Performing a variety of complex tasks using sophisticated technology

Higher Education Institutions (HEIs)

• Fast-track curriculum

• Offer short-term courses

• Adherence to ASEAN Qualifications Framework

Six (6) Years

Four (4) Years Junior HS +Two (2) Years Senior HS + TESD Specialization (NC I and NC II) + Arts & Sports

Technical Educationand Skills Development

Baccalaureate, Post- Baccalaureate, Post-Doctoral/ Specialization

One (1) Year

THE PHILIPPINE QUALIFICATIONS THE PHILIPPINE QUALIFICATIONS FRAMEWORKFRAMEWORK

LEVELLEVEL

GRADE 10

GRADE 12

TECHNICAL TECHNICAL EDUCATION AND EDUCATION AND

SKILLS DEVELOPMENTSKILLS DEVELOPMENT HIGHER EDUCATIONHIGHER EDUCATION

DOCTORAL AND POST DOCTORAL

BACCALAUREATE

BASIC BASIC EDUCATIONEDUCATION

L1

L2

L3

L4

L5

L6

L7

L8

NC I

NC II

NC IV

NC III

NC IV

DIPLOMA

BACCALAUREATE

POST BACCALAUREATE

PQF Domains1. Knowledge, skills and values

2. Application

3. Degree of Independence

THE PHILIPPINE QUALIFICATIONS THE PHILIPPINE QUALIFICATIONS FRAMEWORKFRAMEWORK

LEVELLEVEL

GRADE 10

GRADE 12

TECHNICAL TECHNICAL EDUCATION AND EDUCATION AND

SKILLS DEVELOPMENTSKILLS DEVELOPMENT HIGHER EDUCATIONHIGHER EDUCATION

DOCTORAL AND POST DOCTORAL

BACCALAUREATE

BASIC BASIC EDUCATIONEDUCATION

L1

L2

L3

L4

L5

L6

L7

L8

NC I

NC II

NC IV

NC III

NC IV

DIPLOMA

BACCALAUREATE

POST BACCALAUREATE

LEVEL 6KNOWLEDGE,

SKILLS AND VALUESDemonstrated broad and coherent knowledge and skills in their field of study for professional work and lifelong learning

APPLICATION Application in professional work in a broad range of discipline and/or for further study

DEGREE OF INDEPENDENCE

Substantial degree of independence and/or in teams of related fields with minimal supervision

QUALIFICATION TYPE Baccalaureate Degree

LEVEL 7KNOWLEDGE, SKILLS AND

VALUES

Demonstrated advanced knowledge and skills in a specialized or multi-disciplinary field of study for professional practice, self-directed research and/or lifelong learning

APPLICATION Applied in professional work that requires leadership and management in a specialized or multi-disciplinary professional work and/or research and/or for further study

DEGREE OF INDEPENDENCE

Highly substantial degree of independence that involves exercise of leadership and initiative individual work or in teams of multidisciplinary field

QUALIFICATION TYPE Post-Baccalaureate Program

LEVEL 8KNOWLEDGE,

SKILLS & VALUES

Demonstrated highly advanced systematic knowledge and skills in highly specialized and/or complex multi-disciplinary field of learning for complex research and/or professional practice and/or for the advancement of learning

APPLICATION Applied in highly specialized or complex multi-disciplinary field of professional work that requires innovation, and/or leadership and management and/or research in a specialized or multi-disciplinary field

DEGREE OF INDEPENDENCE Full independence in individual work

and/or in teams of multi-disciplinary and more complex setting that demands leadership for research and creativity for strategic value added. Significant level of expertise-based autonomy and accountability.

QUALIFICATION TYPE

Doctoral Degree and Post-Doctoral Programs

“There remains…a profound gap between the knowledge and skills most students learn at school and the knowledge and skills they need in typical 21st century communities and workplaces.”--Partnership for 21st Century Skills (www.21stcenturyskills.org)

The way students learn needs to change….

In a nutshell, OBE implies the best way to learn is to first determine what needs to be achieved. Once the DESIRED RESULTS or ‘exit outcomes’ have been determined, the strategies, processes, techniques and means are put in place to achieve the predetermined goals. In essence, it is a working-backwards with students as the centre of the learning – teaching process (CMO 26, s. 2012)

OUTCOMES• Sets of

competencies, expressing what the student will KNOW, UNDERSTAND or BE ABLE TO DO after completion of a process of learning

OUTCOMES• Statements that describe

SIGNIFICANT and ESSENTIAL LEARNING that learners have ACHIEVED, and can RELIABLY DEMONSTRATE at the end of a course or program.

All learners can learn and succeed; success breeds success; and “teaching institutions” (schools) control the conditions of success.

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

1

Content Based Learning

System (CBLS)

Outcomes Based Learning System (OBLS)

Passive Active

2

CBLS OBLSExam and

Grade Driven

Continuous Assessment

3

CBLS OBLSRote Critical

thinking, reasoning, reflection &

action

4

CBLS OBLSTextbook Focused

and Teacher Centered

Varied Sources and Learner

Centered

5

CBLS OBLS•Teachers responsible for learning

•Motivated by the personality of the teacher

• Learners take responsibility for their learning

• Motivated by Feedback/affirmation of worth

6

CBLS OBLS•What the teacher hopes to achieve

•What learner becomes, understands and does

7

CBLS OBLS•Content placed in rigid time frames

•Flexible time frames

8

CBLS OBLS•Stay in single learning institution until complete

• Learners can gather credits from different institutions until qualification is achieved

9

CBLS OBLS•Previous knowledge and experience in learning field ignored

• Recognition of prior learning

1

Focus on what learners will be able to do successfully

2

Begin curriculum design with a clear definition of the significant learning that learners are to achieve by the end of their formal education

3

Establish high challenging performance standards

4

Do not learn the same thing in the same way at the

same time

1

Ensure all learners are successful in that they are equipped with the knowledge, skills and qualities (values and attitudes) required after they exit the educational system

2

Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented.

Killen (2000) says to be useful in an OBE system, assessment criteria should conform to the following principles:

The assessment procedures should be valid – they should

assess what they are intended to assess

1

The assessment procedures should be reliable – they

should give consistent results

2

The assessment procedures should be fair – they should

not be influenced by any irrelevant factors such as the learner’s cultural background

etc.3

Assessment should reflect the knowledge and skills that are most important for learners to

learn4

Assessment should tell educators and individual learners something they do not already know, stretching learners

to the limits of their understanding and ability to apply their knowledge

5

• Assessment should be comprehensive and explicit.Assessment should support every learner’s opportunity to learn things that are important6

Because learners are individuals, assessment should allow this individuality to be demonstrated

7

Implementation of OBE in Higher Education

Institutions (HEIs)

CHED MEMO NO. 46, SERIES 2012

• OBE is 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.

• For HEIs, this means describing the attributes of their ideal graduates based on their VMOs and using these as bases for developing specific program outcomes.

Source: CHED Handbook on Typology, OBE, and Institutional Sustainability Assessment

THE SLU OBE PROCESSDevelopment of SLU’s Institutional OBE

FrameworkIdentification of Institutional Outcomes and

Graduate Attribute

Development of Program Outcomes

Curriculum and Course Mapping

Development of PO-PI-KC-AM-EM-ST – (Program Outcomes - Performance Indicators - Assessment

Evaluation Methods-Standards Matrix)

Development of Course Syllabi

1

2

3

4

5

7

Development of Program Educational Objectives

6

University OBE Framework & CHED Framework

Graduate outcomeInstitutional Intended Learning Outcomes (IILO)Institutional Learning Outcomes (ILO)Graduate AttributesGeneric Intended Learning Outcomes

Program Intended Learning Outcomes (PILO)Program Learning Outcome (PLO)Student OutcomeStudent Learning Outcome

Subject Intended Learning Outcomes (SILO)Course Intended Learning Outcomes Outcome(CILO)Subject OutcomesCourse Learning Outcome (CLO)

Also known as……

Instructional Objective/OutcomeModule OutcomeILO

Program Outcomes

Program outcomes are the sets of competencies (related knowledge, skills, and attitudes) that all learners are expected to demonstrate.

Institutional or program outcomes may also emphasize lifelong learning.

CHED Handbook on Typology, OBE, and ISA

The program outcomes common to all disciplines and types of schools may very well reflect some of the attributes of the HEI’s ideal graduate, namely, the ability to:

a)articulate and discuss the latest developments in the specific field of practice. b)effectively communicate orally and in writing using both English and Filipino. c) work effectively and independently in multi-disciplinary and multi-cultural teams. d) act in recognition of professional, social, and ethical responsibility. e) preserve and promote “Filipino historical and cultural heritage”.

Program OutcomesUsing HEI Type

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

Step 1: Framing of the Program Outcomes

STEP1

Determining Program Outcomes

• The vision and mission of an HEI should determine its institutional outcomes, i.e., the kind of graduates it produces and the impact it has on society.

Knowledge

Knowledge is an intellectual understanding or familiarity with INFORMATION AND FACTS, principles or processes

KnowledgeWhat students should know and understand by the time the PROGRAM is completed.

What one actually capable of doingWhat one is physically capable of doingWhat one can mentally be able to manage

SkillsWhat students should be able to do by the time the course is completed.

Attitudes

Attitudes

What the students’ opinions will be about the subject matter of the course by the time it is completed.

ValuesThe beliefs we develop concerning issues, concepts, people and things as a result of all the cultural and religious influences are referred to as our values.

Values Values are belief systems that guide our behavior

Tips in Developing/ Writing Program

Outcomes

Keep program outcomes aligned with the national and global program standards, vision/ mission and goals of the institution and the institutional horizontal typology.

State outcomes in terms of learner’s performance, not the teacher’s

Keep statements short and simple. State the outcome in 25 words or less

Consider the three domains of learning in stating the program outcomes

State outcomes as SMART (Simple, measurable, attainable, realistic and time-bound)

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

Begin with an observable verb/behavior in the statement of outcomes. Choose the behavior that is of higher dimension of complexity (HOTS)

Sequence outcomes logically, e.g. according to Complexity – from lowest to highest level of

the taxonomy or by Domain – cognitive, affective, psychomotor

Do not join elements in one outcome statement that cannot be assessed by a single method

Program outcomes statements should be framed in terms of the program and not individual courses

In writing the program outcomes

•Remember SMART

BEHAVIORAL VERBS TO AVOIDbecause they are vague and difficult to measure and

there is no product involved

appreciate, cover, realize, be aware of, familiarize, study, become acquainted with, gain knowledge of, understand, comprehend, know, learn

Verbs to Avoid

• Appreciate• Acquire• Know• Be aware of• Understand

• Realize• Perceive• Enjoy • Learn• Comprehend • Value

Sample Program Outcomes

A. Fine Arts Poor: Demonstrate knowledge of the history, literature and function of the theatre, including works from various periods and cultures.

Better: Explain the theoretical bases of various dramatic genres and illustrate them with examples from plays of different eras.

B. Philosophy Poor: Discuss philosophical questions. Better: Articulate relevant examples of philosophical questions.

C. General Education Poor: Think in an interdisciplinary manner. Better: Integrate understanding of theories, principles, and/or knowledge from other disciplines to help solve the problem.

D. Business Poor: Understand how to use technology effectively. Better: Use word processing, spreadsheets, databases, and presentation graphics in preparing their final research project and reportE. Humanities Poor: know the historically important systems of psychology. Better: Articulate the foundational assumptions, central ideas, and dominant criticisms of the psychoanalytic, Gestalt, behaviorist, humanistic, and cognitive approaches to psychology.

Remember

STEP2

Before engaging into the process of curriculum mapping, you need to have these ready:

•Program outcome statements•Subject descriptions with outcome statements

RATIONALE• Ensure that the COURSES in the CURRICULUM will all be in function to the achievement of the PROGRAM OUTCOMES

• The map must be developed to validate if there is a match between desired outcomes and the content of the programs. This will give the stakeholders a holistic perspective to see how the desired outcomes will be developed in the academic program.

A LEGEND is useful in correlating the outcomes and

the courses

For example I –INTRODUCED – This subject offers learning

opportunities for this particular intended outcome at an introductory level. On completion, students should have the foundational knowledge/skills/attributes to pursue this outcome further.

R- REINFORCED – This subject will build upon student’s existing knowledge, skills, attributes in this particular intended outcome to provide learning opportunities through w/c students can reinforce and/or further develop the knowledge/skills/attributes described in the outcome statement

A – ASSESSED – the attainment of this outcome will be assessed in this subject.

Another Legend• I – Introduce • P – Practice skills with

supervision • D – Demonstrate skills without

supervision

 I - Introductory – an Introductory Course to an outcome

E - Enabling – an Enabling Course or a course that strengthens the outcome

D - Demonstrated – a Demonstrative Course or a course demonstrating an outcome

Step 3: Developing an Outcomes-Based Syllabus

and Learning Plan

STEP3

Goals of a SYLLABUSIt provides a clear statement of intended

learning goals and student learning outcomes.

It answers questions such as:

What do you want your students to learn? (what are the learning outcomes which you expect from the course?)

What assignments, classroom activities, and pedagogical approaches will help your students master the identified knowledge, skills, or attitude changes?

How will you determine that students have accomplished what you set out to teach them? (How will you evaluate their achievements?)

Learning Plan

SALIENT PARTS• Program Outcomes • Course Description• Course Outcomes• Learning Plan

– Course Learning Outcomes/Instructional objectives– Topic– Strategies– Product or Performance Indicators /Assessment– Resources

IMPORTANT

•Alignment

The Relationships among Outcomes

COLUMN 1: Framing of CLOs - all the Course Learning Outcomes (CLOs)

MUST fully contribute to the achievement of the Course

Outcomes (COs)

What • Outcomes that are

expected from a certain course and these are assessed and evaluated through various measurement tools.

LEARNING OUTCOMES

What • Sets of competencies,

expressing what the student will know, understand or be able to do after completion of a process of learning.

LEARNING OUTCOMES

What • Statements that

describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course.

LEARNING OUTCOMES

How• Specify both an observable

behavior and the object of that behavior.

E.g. “Students will be able to write a research paper.”

1

LEARNING OUTCOMES

How• Criterion could also be

specified.

E.g. “Students will be able to write a research paper in the appropriate scientific style.”

2

LEARNING OUTCOMES

How• Specify the condition

under which the behavior occurs (optional)

E.g. “At the end of their field research, students will be able to write a research paper in the appropriate scientific style.”

3

LEARNING OUTCOMES

Guidelines

LEARNING OUTCOMES

Guidelines

LEARNING OUTCOMES

Writing LEARNING OUTCOMES

• How will they be able to demonstrate these capacities?

• What assessments can we use to demonstrate growth in students’ knowledge, skills, abilities, and dispositions as they progress through the course?

EFFECTIVE TEACHER

CHALLENGE!

IF YOU STOP GROWING TODAY, YOU STOP TEACHING TOMORROW.

Neither personality nor methodology can substitute for this principle. You cannot

communicate out of a vacuum. You cannot impart what you don’t posses. TEACHERS ARE PRIMARILY LEARNERS

The Law of the Teacher