personalinformatics

Outcomes-Based EducationNot a perfect solution, but something about it just feels rightThis workshop is important becauseTime is running outWhatever you will learn today should immediately translated to your individual institutions activities immediatelyAnd this cycle of practice will start tomorrowHearing about OBE is different from Learning OBE. To learn OBE is to do it even to some of its partsThats why .I need your full and complete participationI need you to complete assignment in preparation for DAY 2Let us complete the time allotment for DAY 2Why is the Philippines suddenly moving towards OBE?ASEAN Economic Community 2015Mutual Recognition of University Degrees, thereby mutual recognition of graduates from mutually recognized university degrees.Internationalization of Degrees (Curricular Improvement)International Accreditation Systems including that of AUN (ASEAN University Network) is OBE-based.

OBE and the Philippines

CMO No. 46-2012OBE and Typologyconsciousness on education results and quality that are aligned to national and institutional goalsOBE in the Philippines is tuned differentlyCMO No. 46-2012CMO No. 46-2012ASEAN IntegrationASEAN IntegrationCONCENTRATE EVERTHING IN THE EDUCATIONAL SYSTEM TO ACHIEVE OUTCOMES1OUTCOMES are TARGET CAPABILITIES that serves as FOCUS for the Educational SystemInstitutional Graduate OutcomeProgram Graduate OutcomeCourse Learning OutcomeTopic Learning OutcomePeopleProcess, Procedures, PoliciesData and InformationTechnology and InfrastructureStrategyOBE is not just about changing the curriculum, but has an effect as well to other parts of the educational system (policies, hiring, infrastructures)2Need to follow a process, a set of tools and techniques in order to plan, design, implement and assess the educational systemOutcome Conscious ProcessComplete ManagementStakeholder InvolvedAlignmentQuality Assurance Based3Going through the process, using tools and techniques will not have a change effect without improvements in how people think about Education and what set of Philosophies OBE believes atKnowledgeMindsetApproach4OBE as a SystemPeopleProcess, Procedures, PoliciesData and InformationTechnology and InfrastructureStrategyOBE as a PhilosophyMindsetApproachKnowledgePlanningOrganizingImplementationControllingEvaluationStudentsIndustryParentsFaculty MembersCommunityMission-Vision and Core ValuesGraduate OutcomesResults and AchievementsEducational ProcessManagementInvolvementAlignmentCurriculumInstructionAssessmentInternal Quality Assurance (Monitoring, Evaluation, Improvement)Quality AssuranceExternal Quality Assurance (Benchmarking, Audit, Assessment)AccreditationOBE Improvement in Quality of Education

FocusAlignmentConscious and ConsensualManagedInvolvementPurposiveOne of the parts of the Educational System that needs to be planned and designed the OBE way is the CURRICULUMOBEs Simplistic Idea on Curriculum ManagementPlanning and OrganizingUse and ImplementingAssessedEvaluatedSTAGE 1 (2013-2014)Getting Familiar with OBE and Learning from it (2015 Curriculum)STAGE 2 (2014-2015)Doing it better the second time around (2016 K12-Curriculum)STAGE 3 (20XX)Process has been cultured(Future Curriculum)Curriculum PlanningCurricular ImplementationOutcomes-Based and Transformative Instruction and AssessmentSTAGE 1 (2013-2014)Improving Capability through further TrainingSTAGE 2 (2014-2015)Develop Capability further through stronger cluster systemSTAGE 3 (20XX)Matured CapabilityCurricular AssessmentOutcomes-BasedSTAGE 1 (2013-2014)Planning AssessmentsGetting data through practiced AssessmentsSTAGE 2 (2014-2015)Enhancing AssessmentsEstablishing better systems to use dataSTAGE 3 (20XX)Matured CapabilityOBE PHASESPlanning towards improving our Curriculum (the OBE-Way)134What makes up an outcome of any HEI in the Philippines?What makes up an outcome of my Institution?What makes up an outcome of my degree program?2What kind of General Education Curriculum should I have to meet the outcomes?What kind of Professional Curriculum should I have to meet the outcomes?What process should I go through to do it?What tools are available for me to use to do it?How would I know if I am doing it right?What is NEW about Education that I need to know in order to drive what I will do?What is NEW about Learning that I need to know in order to drive what I will do?Outcomes-Based Education is focused on the development of the Graduate

In order to start the journey to OBE, what the graduate is and the role of the institution is should be clear to faculty members embracing the idea of OBE

Understanding a Graduate of Higher Education Institution

A complex mixture ofKnowledgeUnderstandingSkillsCapabilitiesValuesAttitudesBehaviorsEnsured to beNation-expectedInstitution-expectedInternationalizedEmployment readyGraduate Outcomes

AGraduate of the Higher Education Institution (Institutional Graduate Outcomes)BGraduate of the Degree Program (Program Graduate Outcomes)Higher Education GraduateGraduate of the Mission-VisionLife-Ready GraduateProfessionalReady GraduateUnderstanding a Graduate of Higher Education InstitutionHigher Education GraduateGraduate of the Mission-VisionLife-Ready GraduateProfessionalReady GraduateUnderstanding a Graduate of Higher Education InstitutionResponsible CitizensWell-Rounded IndividualsHas Generic SkillsProblem Finder and SolverImplementer and PerformerListener and CommunicatorLearner and ThinkerCreator and ProducerTeacher and MentorSupporter and ContributorTeam Member and PartnerLeader and OrganizerHigher Education GraduateGraduate of the Mission-VisionLife-Ready GraduateProfessionalReady GraduateUnderstanding a Graduate of Higher Education InstitutionDegree is a Discipline (Long-Term Mind Formation)Higher Education is based on the idea of NOVEL rather than just INNOVATIONHigher Education can be viewed as developing highly-principled competenciesHigher Education is concept, theory and principles of the disciplineHigher Education GraduateGraduate of the Mission-VisionLife-Ready GraduateProfessionalReady GraduateUnderstanding a Graduate of Higher Education InstitutionSoft and Hard SkilledAble to handle the conflicting multi-factor components of reality (complex reality) as a result of an Integrative, Exposed and Experienced curriculum. Able to make a decision amidst this complex reality by valuation and critical analysisCan handle problems with no obvious solution. Able to handle unknown circumstances by activating deeply rooted knowledge, principles and concepts of their disciplineValuation of Consequence and Effect drivenHigher Education GraduateGraduate of the Mission-VisionLife-Ready GraduateProfessionalReady GraduateUnderstanding a Graduate of Higher Education InstitutionReflects the Brand of Education of the InstitutionWhat makes the graduate different from the graduates of other institutionsThe PLUS factorThe Development of the Graduate in OBE starts on what the institution declared for itself the kind of graduate they promised to society. This is embodied in the Institutional Graduate Outcomes

OBE and the Reality of AlignmentAll members of the educational community are missionaries of the institution and are responsible for the development of the graduateAcademic Faculty MembersAdministrative PersonnelAdministrators

Institutional Graduate OutcomesMission-VisionCore ValuesCoreCurriculumDisciplinal CurriculumCo-CurriculumProgram Graduate OutcomesCourse Learning OutcomesLearning Activities

Course Learning OutcomesLearning ActivitiesLearning ActivitiesActivity OutcomesOBE starts with

Revisiting the institutions Mission-VisionClear and consensual understanding of the institutions Mission-Vision and Core Values Clear alignment of institutional graduate outcomes to institutions Mission-Vision and Core Values

Program Graduate OutcomePG01PG02PG04PG05PG06PG07PG08PG09PG10PG11Institutional Graduate OutcomeG01G02G03G04G05CoreCurriculumCo-CurriculumDisciplinalCurriculumBased on standard and internationally accepted graduate outcomes

Harmonized with Institutional Graduate Outcome Institutional Brand Layers of alignment documents in OBE that can trigger consciousness and reflective understandingMISSION-VISION and CORE VALUESInstitutional Graduate OutcomesPerformance IndicatorsCurriculum MappingCourse Learning OutcomesProgram Graduate OutcomesProgram Educational ObjectivesCourse AssessmentsIntended Learning OutcomesProgram AssessmentsTeaching and Learning ActivitiesNeed for NomenclatureOBE-Curriculum Development Generic Process Flow

Revisit Program Body of Knowledge and UnderstandingReference Graduate Outcomes

Responsive Educational PhilosophyCurrent Characteristics of SocietyDemand for GraduatesFacts and everything that needs and wants to be known are present everywhereDemand for effective knowledge managementRapid Changes (Technological, Economic, Social, Environmental, Legal). FlexibilityConsideration and Survival in a complex interrelationships of issues and concerns just to arrive at solutionsHigh Performance IndividualsTechnologicalDemand for Tools and Technique expertiseGlobalization, Multi-Cultural, Multi-PerspectiveEffective Communication, Teamwork and Effective Inter-personality skillsEconomic and Stability Uncertainty, CompetitionsInnovative and Broad Awareness of IssuesContemporary Educational PhilosophiesBeyond Fact and Skills TransferSuccess-orientedLearner-Centered and shared responsibilityCognitive and Constructivist view of LearningComplex, challenging learning environments and authentic tasksMulti-perspectiveRelationship to OBEBeyond Fact and Skills TransferSuccess-orientedLearner-Centered and shared responsibilityCognitive and Constructivist view of LearningComplex, challenging learning environments and authentic tasksMulti-perspective

Relationship to OBEOBE is based on a Cognitive and Constructive PhilosophyIn doing OBE, there must be a change in Educational Philosophy that is attuned to Contemporary Educational Philosophies

TRADITIONAL PERSPECTIVECONTEMPORARY PERSPECTIVEIf you failed the exams, there is no way you can get the highest grade in this class

You failed the project but you can still pass since your exams are very highYour chance to succeed at excellent levels is the entire semester. If you encountered problems at midterm, we should do something about it together in order for you to succeed this semester

Relationship to OBEIn the hands of the schoolNot all the sameMotivation due to SuccessSnapshots of Possible ImplicationsOBE TENETFACULTY MEMBERTECHNOLOGICAL/INSTITUTIONALStudents can LearnEach student is different and therefore has different pace in learningHas a plethora of resources and student-centered strategies suitable for different kinds of students in order to facilitate them learningSupport for access to different resourcesInstruction preparation time for FacultyFaculty Mentoring structureSuccess leads to SuccessStudent success is a driver for them to succeed further. This success must not be superficialActivities are feasible and well-designed for students to accomplish in progression. It has to be near real and authentic tasks that can be validated by stakeholders to be near profession readinessStakeholder participated assessmentStakeholder supported cases and projectsInfrastructure to support group and collaborative activities inside classroomsDevelopment of Faculty Members for Industrial ExposureConditions to SucceedThe focus of every faculty member is to make sure that students succeedFaculty member uses assessment results to fine-tune succeeding instructionFaculty member get regular data about students and what is hampering them from succeeding and uses them to design alternative learning activities for students to succeedAcademic Intelligence systemsCounseling coordinationMore autonomy for Faculty MembersRethink of DepartmentalizationFaculty Mentoring structureRelationship to OBEThe only document that will guide everyone to This is how we should teach and this how learners should learn is the EDUCATIONAL PHILOSOPHY

Everything about OBE will boil down to how well we guide Faculty members to be very goodFaculty members how good they can implement the Mission-Vision down to teaching and learning

OBE-Curriculum Development Generic Process Flow

Revisit Program Body of Knowledge and UnderstandingReference Graduate Outcomes

PROGRAM LEVEL OBEProgram Targeting

GraduateAlumniAdmitted StudentProgram Curriculum3-4 yearsProgram Graduate OutcomesProgram Educational ObjectivesMISSION-VISION and CORE VALUES

Institutional Graduate OutcomesProgram Educational Objectives (Common Elements)

Technical or Disciplinal AdvancementCore Value PersistencePropelling Success CharacteristicProgram Graduate OutcomePG01PG02PG04PG05PG06PG07PG08PG09PG10PG11Institutional Graduate OutcomeG01G02G03G04G05CoreCurriculumCo-CurriculumDisciplinalCurriculumBased on standard and internationally accepted graduate outcomes

Harmonized with Institutional Graduate Outcome Institutional Brand International AccordsAgreements between countries that aims to institute common and minimum quality standards for certain professional disciplinesIndustry Based StandardsSignatories are committed to improve their industry-based quality accreditation bodies and systems based on agreed minimum quality standardsMutual recognition of graduates across signatory countriesEducation Standards subscribes to OBE Philosophy

Basis for Accreditation Bodies and Systems that are primarily led by Industry AssociationsStandards and accreditation system subscribes to OBE Philosophy

INTERNATIONAL ACCORDStandardsSIGNATORY COUNTRYRepresented by Industry and Professional AssociationStandards and Accreditation SystemHIGHER EDUCATION INSTITUTIONQuality Education SystemVoluntaryAccreditationCHEDGovernment Regulatory Body on Higher EducationStandards, Permit and Recognition SystemCompulsoryComplianceGovernment-Industry CoordinationOBETechnical Panel

Institutional Graduate OutcomesStandard BSIS Program Graduate OutcomesInstitutions BSIS GraduateSee page 25-28See Appendix AOBE-Curriculum Development Generic Process Flow

Revisit Program Body of Knowledge and UnderstandingReference Graduate Outcomes

Importance of the Curricular StoryCurriculum DevelopmentConsistent to the declaration of the Institution of what it isInvolves the dissection of the Body of Knowledge into components distributed across time, these components are called COURSESDISSECTION is a factor of coverage, difficulty, required time to complete outcome, activities that will engage learningCOURSES are arranged in an order in which LEARNING should happenThe curricular story should be articulated and well understood by all faculty members in order to guide the focus of each courses

Able to develop web-based transaction-based systems for an organization based on solid analysis and solution enhancement theories and concepts

Able to develop web-based transaction-based systems for a medium-scale business

Able to develop simple standalone desktop based transaction records systems for a small business

Curricular Story (see page 30)INTR-ISPRG1ORGINTITDB1SAENTARCPRG2PRG3BPROCFINNWIINFRADB2UEXPRJMNISSTRATSDMGNTCP1PRCCP2PISSUEBMATHPERFSTATQMATWEBOBE-Curriculum Development Generic Process Flow

Revisit Program Body of Knowledge and UnderstandingReference Graduate Outcomes

What drives Curriculum Development?Understanding of the Discipline itselfUnderstanding of the Body of Knowledge for the DisciplineDisciplinal Core are evolving due to:Technological InnovationsComplexity of Societal Problems requiring interdisciplinary considerations

OBE-Curriculum Development Generic Process Flow

Revisit Program Body of Knowledge and UnderstandingReference Graduate Outcomes

CURRICULUMMAPPINGHow do we develop course learning outcomes?There are 7 criteria I can leave you to guide your learning outcomes development effortsLets see an example firstLO1Analyze different artifacts collected about the organization requiring an electronic database and translate them to user requirementsLO2Design a relational database from a formulated set of user requirements and recommendations of other students following relational design principles and using standard design notations and toolsLO3Assess and formulate recommendation In a well-constructed document, on the database design of other students on the achievement of formulated user requirements based on sound relational design principlesLO4Translate Design to actual database and Compose SQL statements that will retrieve information requirements of the organization represented by its need for reportsLO5Document your own realizations from your list of important characteristics, skills and attitudes of a professional database designer as you experienced it with other studentsCriteria for assessing Learning OutcomesWhat are we expecting students to be able to achieveExpressed in the perspective of the learnerLets see an example firstLO1Analyze different artifacts collected about the organization requiring an electronic database and translate them to user requirementsLO2Design a relational database from a formulated set of user requirements and recommendations of other students following relational design principles and using standard design notations and toolsLO3Assess and formulate recommendation In a well-constructed document, on the database design of other students on the achievement of formulated user requirements based on sound relational design principlesLO4Translate Design to actual database and Compose SQL statements that will retrieve information requirements of the organization represented by its need for reportsLO5Document your own realizations from your list of important characteristics, skills and attitudes of a professional database designer as you experienced it with other studentsLearning OutcomeDomain of LearningLevelAnalyze different artifacts collected about the organization requiring an electronic database and translate them to user requirementsAnalysis (Cognitive)Cognitive Level 4Design a relational database from a formulated set of user requirements and recommendations of other students following relational design principles and using standard design notations and toolsDesign (Cognitive)Design using tools (Psychomotor)Cognitive Level 5Psychomotor Level 7Assess and formulate recommendation In a well-constructed document, on the database design of other students on the achievement of formulated user requirements based on sound relational design principlesAssess (Cognitive)Cognitive Level 6Translate Design to actual database and Compose SQL statements that will retrieve information requirements of the organization represented by is need for reportsCompose (Psychomotor)Psychomotor Level 7Document your own realizations from your list of important characteristics, skills and attitudes of a professional database designer as you experienced it with other studentsRealizations (Affective)Affective Level 4COMPETENCYLearning Outcomes as CompetenciesSKILLS (Psychomotor)KNOWLEDGE (Cognitive)ATTITUDE (Affective)A person is competent when he can perform something based from what he knows and how he uses what he knows. When he performs, he creates valuation that guided his decisionsTargets of Course Learning Outcomes

See Appendix BCriteria for assessing Learning OutcomesINDUSTRIAL COMPETENCYDomains of Learning are representedHighest, Acceptable and Attainable Level of DomainThe same outcomes are expected when they start their work as a professionalPerformance-Based

Criteria for assessing Learning OutcomesOne outcome to represent one learning domainOne outcome to represent several learning domainOne outcome to represent a level of a/several learning domainsLearning OutcomeDomain of LearningLevelAnalyze different artifacts collected about the organization requiring an electronic database and translate them to user requirementsAnalysis (Cognitive)Cognitive Level 4Design a relational database from a formulated set of user requirements and recommendations of other students following relational design principles and using standard design notations and toolsDesign (Cognitive)Design using tools (Psychomotor)Cognitive Level 5Psychomotor Level 7Assess and formulate recommendation In a well-constructed document, on the database design of other students on the achievement of formulated user requirements based on sound relational design principlesAssess (Cognitive)Cognitive Level 6Translate Design to actual database and Compose SQL statements that will retrieve information requirements of the organization represented by is need for reportsCompose (Psychomotor)Psychomotor Level 7Document your own realizations from your list of important characteristics, skills and attitudes of a professional database designer as you experienced it with other studentsRealizations (Affective)Affective Level 4Criteria for assessing Learning OutcomesLearning OutcomeDomain of LearningLevelAnalyze different artifacts collected about the organization requiring an electronic database and translate them to user requirementsAnalysis (Cognitive)Cognitive Level 4Design a relational database from a formulated set of user requirements and recommendations of other students following relational design principles and using standard design notations and toolsDesign (Cognitive)Design using tools (Psychomotor)Cognitive Level 5Psychomotor Level 7Assess and formulate recommendation In a well-constructed document, on the database design of other students on the achievement of formulated user requirements based on sound relational design principlesAssess (Cognitive)Cognitive Level 6Translate Design to actual database and Compose SQL statements that will retrieve information requirements of the organization represented by is need for reportsCompose (Psychomotor)Psychomotor Level 7Document your own realizations from your list of important characteristics, skills and attitudes of a professional database designer as you experienced it with other studentsRealizations (Affective)Affective Level 4Criteria for assessing Learning OutcomesCriteria for assessing Learning OutcomesLearning OutcomeDomain of LearningLevelAnalyze different artifacts collected about the organization requiring an electronic database and translate them to user requirementsAnalysis (Cognitive)Cognitive Level 4Design a relational database from a formulated set of user requirements and recommendations of other students following relational design principles and using standard design notations and toolsDesign (Cognitive)Design using tools (Psychomotor)Cognitive Level 5Psychomotor Level 7Assess and formulate recommendation In a well-constructed document, on the database design of other students on the achievement of formulated user requirements based on sound relational design principlesAssess (Cognitive)Cognitive Level 6Translate Design to actual database and Compose SQL statements that will retrieve information requirements of the organization represented by is need for reportsCompose (Psychomotor)Psychomotor Level 7Document your own realizations from your list of important characteristics, skills and attitudes of a professional database designer as you experienced it with other studentsRealizations (Affective)Affective Level 4Learning OutcomeP1P2P3P4P5P6P7P8P9P10Analyze different artifacts collected about the organization requiring an electronic database and translate them to user requirementsX Design a relational database from a formulated set of user requirements and recommendations of other students following relational design principles and using standard design notations and toolsXXX Assess and formulate recommendation In a well-constructed document, on the database design of other students on the achievement of formulated user requirements based on sound relational design principlesXXTranslate Design to actual database and Compose SQL statements that will retrieve information requirements of the organization represented by is need for reportsX Document your own realizations from your list of important characteristics, skills and attitudes of a professional database designer as you experienced it with other students X Criteria for assessing Learning OutcomesOther Considerations in Developing Course Learning OutcomesCourse Learning Outcomes are developed together with Curricular Sequencing decisionsDevelop Learning Outcomes from 1st Course of 1st Year to the last course of 4th/5th Year in sequenceProgressive Learning Development consciousLearning is not isolated, it develops from previous learning. Writing a learning outcome for a course involves assumptions from pre-requisite learning outcomesLearning Outcomes per course is best done by a TEAMEducational Activities ManagementOBE-Curriculum Development Generic Process Flow

Revisit Program Body of Knowledge and UnderstandingReference Graduate Outcomes

Curriculum MapEach course has its course learning outcome mapThe collection of course learning outcome map forms the base of the Curriculum MapViewing the curriculum map helps us visualize and analyze the gaps within our curricular designCurriculum Map

OBE-Curriculum Development Generic Process Flow

Revisit Program Body of Knowledge and UnderstandingReference Graduate Outcomes

Understanding CourseDescriptionsLearning OutcomesLearning OutputsExample analysis

Anatomy of a CourseTOPICSOther Assessment TasksCourse Learning OutcomesLearning TasksAssessment CriteriaLearning Output(Major Assessment Tasks)International BOKSProgram Graduate OutcomesAnatomy of a CourseTOPICSOther Assessment TasksCourse Learning OutcomesLearning TasksAssessment CriteriaLearning Output(Major Assessment Tasks)International BOKSProgram Graduate OutcomesPART of CURRICULUM PLANNING Connecting Part of Curriculum Development to Course DevelopmentProvides consistency in expectations during the course implementationsCourse DescriptionSUMMARY OF THESE THREE ELEMENTS and not a list of topics covered

page 50-51Anatomy of a Course Learning OutputCompetency(Course Learning Outcomes)Learning Output(integrated output)CLO1CLO2CLO4CLO5SLO1SLO2SLO3SLO4SLO5SLO6Graduate Outcomes

PGO1PGO2PGO3PGO4PGO5PGO6CLO3Analysis Questions:

What is the purpose of the Learning Output?Does the learning output (and its sub-learning outputs) represent the achievement of a/some course learning outcome/s?Can the Learning Output be assessed using standard exams?Considerations for Learning OutputThe collection of Learning Output forms a portfolio of the learning to prove his/her competency achievements in the institutionThis is a collection of evidences that the student is able to achieve outcomes set forth by the curriculum that guarantees his/her readiness to join the professional workforceLearning Outputs should be authentic and should be almost near typical output required of the profession Anatomy of a CourseTOPICSOther Assessment TasksCourse Learning OutcomesLearning TasksAssessment CriteriaLearning Output(Major Assessment Tasks)International BOKSProgram Graduate OutcomesWhy Assessments are ImportantTo measure students level of achievement of learning outcomesLearning Outcomes achievement represented inPerformance of Learning OutputPerformance of Assessment TasksAssessments are designed to measure the gradual achievement of the Learning OutcomesAbout Learning OutcomesNot isolated to each otherAchievement of ALL LEARNING OUTCOMES translates to success in the courseLearning outcomes have inherent lower level outcomes that needs assessment tooHas an effect on the idea of Grading SystemHas an effect on design of other assessment tasksTaxonomy of Learning and AssessmentsLevelAttributes1KnowledgeRote Memorization, Recognition, Recall of factsWritten and Objective type of ExamsCan be assessed using compartmentalized problems2ComprehensionUnderstanding what the facts mean3ApplicationCorrect us of facts , rules or ideas4AnalysisBreaking down of information into component partsCriterion-Based / Performance AssessmentBest conducted with authentic and complex problems5SynthesisCombining parts to make a whole6EvaluationJudging the value or worth of information or ideasACACACACAssessment FrameworkLearning OutcomeLearning OutcomeLearning OutcomeAssessment TaskAssessment TaskLearning ActivityLearning ActivityLearning ActivityLearning Output ComponentAssessment TaskAssessment MethodAssessment MethodAssessment Method1234Learning OutputAssessment TaskAssessment Method5Grading SystemCONVERSION88Selecting Assessment MethodsBe cautious about methods overloading for the same outcomes being assessedExam on KnowledgeOral Presentation on KnowledgePresentation and Defense on Knowledge

Modern Assessment PrinciplesMeasurement of successesEmpower students to assess their own successPromotes ownership and understanding of achievementUsed to reinforce the learning processFormative and developmental across timeCommon and clear understanding of expectation levels and the criteria to achieve that level

Assessment Criteria (mapped to Grading System)My Assessment FrameworkLearning OutcomeLearning OutcomeLearning OutcomeAssessment TaskAssessment TaskLearning TaskLearning TaskLearning TaskLearning Output ComponentAssessment TaskAssessment MethodAssessment MethodAssessment Method1234Learning OutputAssessment TaskAssessment Method591Single Assessment CriteriaShows students that every task they are to perform is part of their achievement of success in the courseEncourages faculty members to maintain integration and sense of all tasks Encourages faculty members to do question construction and their equivalent translation to the criteria

CONVERSIONDeveloping RubricsReflects also the projected progression of achievementAchievement Level SystemAchievement Level Performance Descriptors

Achievement Level System3 or 4 Level Achievement System + 1 Unacceptable LevelExemplary, Satisfactory, Developing, Beginning, UnacceptableNumber system can pertain to the Grading System used by the Institution 4 highest to 1 lowest passing and0 as Unacceptable1 highest to 3 lowest passing and4/5 as Unacceptable

Ideal is 3+1 LevelsDifficult in mapping to existing grading systems

Achievement LevelsRUBRIC DESIGNLevel of Performance1.02.03.04.00.0Beyond YesExpected YesLimited YesMinimum YesNoCriteriaCriteriaCriteriaCriteriaSample Achievement Level SystemPERFORMANCE DESCRIPTORSRUBRIC DESIGNLevel of Performance1.01.52.53.04/5Beyond YesExpected YesLimited YesMinimum YesNoCriteriaCriteriaCriteriaCriteriaSample Achievement Level SystemPERFORMANCE DESCRIPTORSRUBRIC DESIGNLevel of PerformanceHighestLowestFailBeyond YesExpected YesLimited YesMinimum YesNoCriteriaCriteriaCriteriaCriteriaAEBCDPERFORMANCE DESCRIPTORSGuide to Performance DescriptorsMy View about RubricsThey are supposedly used from DAY 1 up to the last DAY (Formative and Developmental)

All the criteria has to met in order to pass (Holistic)Should be used for Teacher Assessment, Self-Assessment and Peer Assessment (Owned)

It takes time to write a well-constructed rubricSample SyllabusYou are given a sample syllabusCheck how the learning output and other assessment tasks is componentized to reflect achievement of learning outcomesCheck how the level of achievement of these components are reflected in the Rubric

Achievement

Achievement

Achievement

Achievement

AchievementNeed for individuated assessment and assessment methods to validate individual achievement on group scenariosASSESSMENT DILLEMA POINTLearning Outcome achievements are in the context of an individual students achievementANATOMY OF A COURSETOPICSOther Assessment TasksCourse Learning OutcomesLearning TasksAssessment CriteriaLearning Output(Major Assessment Tasks)International BOKSProgram Graduate OutcomesKey ideas in Constructivist ApproachTeaching is facilitating LEARNINGFacilitating means Coaching, Moderating, Suggests, Provide Scenarios, Design activitiesLearning is a process that involves several tasks (Construction, Active Performance, Reflection, Collaboration, Inquiry, Evolve and Growing)Evaluating ones understandingConnecting ideas (past ideas or related ideas) togetherGetting multiple perspectives of the same idea and negotiating these ideas (consonant, dissonant, irrelevant) with their initial conceptionsProviding materials that can provide additional insightsFormulating questions that leads to gathering more literature about an ideaFormulating their final understanding and how it applies to the real world

What does it mean by Teacher as Facilitator of Learning?Asking good questionsGiving the right scenarios and problemsGuide questions that help students get the correct answer themselvesGiving the right activity that will invoke insights

Technology and Constructivist ApproachWhere resources could be providedWhere collaboration could be facilitated outside of classroom or asynchronouslyWhere experiences and interactions could be sharedWhere evaluations could be made open and done by all

ONLINE LEARNING SYSTEMS are still best to use to support constructivist approaches inside classroomsGoing Back to the Big PictureOBE as a SystemPeopleProcess, Procedures, PoliciesData and InformationTechnology and InfrastructureStrategyOBE as a PhilosophyMindsetApproachKnowledgePlanningOrganizingImplementationControllingEvaluationStudentsIndustryParentsFaculty MembersCommunityMission-Vision and Core ValuesGraduate OutcomesResults and AchievementsEducational ProcessManagementInvolvementAlignmentCurriculumInstructionAssessmentInternal Quality Assurance (Monitoring, Evaluation, Improvement)Quality AssuranceExternal Quality Assurance (Benchmarking, Audit, Assessment)AccreditationOBE Improvement in Quality of Education

FocusAlignmentConscious and ConsensualManagedInvolvementPurposiveRole of OBE ManagersHarness the good points of OBE and provide mechanisms to avoid its not-so-good pointsKnow its total picture before demanding from faculty membersTo make them understand that the disconnect in the system is temporaryComing up with operational mechanisms for all these elements to work together in achieving graduate outcomesComing up with administrative support systems for all the operational mechanisms to work together in achieving graduate outcomesTraining and Development (non-content)FundingRewards and Incentive SystemsSupport Offices and StaffOffice Environment and Technology

There is no silver bulletEverything depends on the situation, strengths and limits of the organizationRealities that OBE Managers need to understand #2OBE is not ABETABET is an accreditation system (there are other accreditation systems) with their own style and using philosophies of OBEBasing OBE to ABET (is a good reference) and using their style as the universal style to all disciplines may pose a lot of issues to other disciplinesAccreditation as target to the pursuit of OBEIs a good target (but should be a long-term target), the shorter term target should be improvement in education through outcome consciousnessPlacing accreditation to a short-term target may put additional pressure to faculty members causing them to move from being reflective-conscious to complying as the rush component is added into the arenaStakeholders InvolvementDirect and Indirect FeedbackParticipation in the ProcessDirect and Indirect EvaluationReality of Stakeholders Involvement They may conflict with each otherThey may conflict with the institutionCurricular Management StructureCurricular Management ResponsibilityAssessment FrameworkSupport OfficesOBE Stage PlanSustaining and Managing OBECurricular Management Structure NeededClear and visible alignmentAssessment and Assurance SystemMission and VisionInstitutional Graduate OutcomesProgram Graduate OutcomesCourse Learning OutcomesCourse Learning OutputCourse Learning ActivitiesCourse Assessment ActivitiesCourse Assessment CriteriaPROCESSESFACTSEVALUATIONACTIONLayers of alignment documents in OBEMISSION-VISION and CORE VALUESInstitutional Graduate OutcomesPerformance IndicatorsCurriculum MappingCourse Learning OutcomesProgram Graduate OutcomesProgram Educational ObjectivesCourse AssessmentsIntended Learning OutcomesProgram AssessmentsTeaching and Learning ActivitiesProgram Assessment Plan and PortfolioThere is a clear alignment of the items in the assessment to:Performance IndicatorsGraduate OutcomesCourse Learning OutcomesComplete at least a four-year cycle of annual assessmentsCURRICULUMand INSTRUCTION

FACULTY MEMBERS

Manages Curriculum and InstructionImplementers of OBEContinuously DevelopedHas Individual Aspirations (Plans)Conscious about how what they are achieving and doing is directly affecting students achievement of graduate outcomesADMINISTRATORS

Leadership and ManagementExpectations and DirectionsSupportMechanisms to ensure OBE worksManage the processes and complexities of OBE

ReflectionsWhy are you considering this as additional work?Are the things OBE expects you to do are really what you should have been doing but the system we live by just forgot to emphasize them?Does our system not acknowledging this reality of our plethora of responsibilities causing us to look at it as additional work?OBE ImplicationsSince OBE primarily targets students achieving desired graduate outcomes, institutions should not forget about faculty membersDirect planners and implementers of OBETheir responsibilities, plans and targets are likewise, should be aligned to mission-vision and will translate directly contribute to achievement of graduate outcomes of studentsThe system should acknowledge the responsibilities and duties imposed to them by OBEOBE ImplicationsRevisit of our faculty load system to consider the responsibilities that each faculty needs to perform and be accountable for within the bounds of work period

Planning, Organizing, Leading and Controlling of InstructionStudent Consultations and AdvisingCommittee Work (e.g. Curriculum Development)Research and Community EngagementActivityEstimate Hours to SpendInstruction24 hours per week24 lecture units not laboratory unitsInstructional Preparation and Organization___ hours per weekinstructional preparation and organization (assessment checking included)Instructional Support___ hours per weekinstructional support for studentsCommittee Work and Other Responsibilities___ hours per weekTOTAL:___ hours per week INSTITUTIONAL LEVELKeep the Big Picture AliveManage the complexity of this BIG PICTURETarget Phases where faculty members feel the benefit of their effort (not just always the institutional benefit)

NATIONAL LEVELAt our stage and the pressure exerted to the Philippines from the Global Community, we cannot do this with a school on its own mentality, we need a national effort to help everybody. We keep our levels of competition healthy, but we should not forget we need to SHARE (Share part of your Rubric, Share a part of the Syllabus, Share TLAs that work) as part of this country. Where do we go from here?Provide ways to make it happenProvide ways to make it worksirolimalabananwww.facebook.com/iamsiroli