ANTHONY M. PENASO, PhD, DSc, EdD, DM, DPA

Vice President for Academic Affairs& Dean, Graduate School

Central Mindanao UniversityMusuan, Bukidnon

SEMINAR-WORKSHOP ON

OUTCOMES-BASED SYLLABUS

DESIGN, TEST CONSTRUCTION

AND ITEM ANALYSIS

NEGROS ORIENTAL

STATE UNIVERSITY

JULY 15-16, 2013Dumaguete City

A syllabus is a legally-binding contract between the instructor and the student.

The syllabus should present this information in a way that is

Reasons to make this promise

Objections

Two Fundamental Criteria:

What are outcomes?

OBE (Education)

OBC(Curriculum)

What the What the student should student should

achieve?achieve?

OBLT(Learning & Teaching)

OBA(Assessment)

How to make the student achieve the

outcome?

How to measure what the student has

achieved?

The Process The Process FlowFlow

CONTENT-BASED LEARNING SYSTEM

OUTCOMES-BASED LEARNING SYSTEM

Passive students Active learners

Assessment process – exam and grade driven

Continuous assessment

Rote learning Critical thinking, reasoning, reflection and action

Content based/broken into subjects

Integration knowledge, learning relevant/ connected real life situations

Textbook/worksheet focused & teacher-centered

Learner-centered and educator/ facilitator use group/ teamwork

Content Based Learning Versus Outcomes Based Learning

(Source: Spady, 1994)

CONTENT-BASED LEARNING SYSTEM

OUTCOMES-BASED LEARNING SYSTEM

See syllabus as rigid and non negotiable

Learning programs seen as guides that allow educators to be innovative and creative in designing programs/ activities

Teachers/trainers responsible for learning - motivated by personality of teacher

Learners take responsibility for their learning, learners motivated by constant feedback/ affirmation of worth

Emphasizes what teacher hopes to achieve

Emphasizes outcomes – what learner becomes & understands

Content placed in rigid time frames

Flexible time frames - learners work at own pace

Outcomes Based Principles(Source: Spady, 1994; Killen, 2000)

OBE Principles Explanation Application to practice

Clarity of focus Focus on what learners should be able to do successfully

Help learners develop competencies

Enable predetermined significant outcomes

Clarify short & long term learning intentions

Focus assessments on significant outcomes

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

Develop systematic education curricula

Trace back from desired end results

Identity “learning building blocks” Link planning, teaching &

assessment decisions to significant learner outcomes

High expectations

Establish high, challenging performance standards

Engage deeply with issues on learning

Push beyond where normally have gone

Expanded opportunities

Do not learn same thing in same way in same time

Provide multiple learning opportunities matching learner’s needs with teaching techniques

Jason L. Frand, “The Information-Age Mindset: Changes in Students and Implications for Higher Education,” Educause Review 35(5): 14-24, Sept.-Oct. 2000.)

“Planning without action is futile, action without planning is fatal”.

-Unknown

PLANNING YOUR SYLLABUS

1. Develop a well-grounded rationale for your course.

2. Define and delimit course content

4. Structure your students’

active involvement in learning

3. Decide on desired learning

outcomes and assessment measures

5. Identify and assemble

resources required for

active learning

EXAMPLES OF GOALS:

GOAL: To develop problem-solving abilities

BLOOM’S REVISED TAXONOMY

BLOOM’S REVISED TAXONOMY CIRCLE

PLANNING YOUR SYLLABUS

1. Develop a well-grounded rationale for your course.

2. Define and delimit course content

4. Structure your students’

active involvement in learning

3. Decide on desired learning

outcomes and assessment measures

5. Identify and assemble

resources required for

active learning

1. Develop a well-grounded rationale for your course.

2. Define and delimit course content

3. Decide on desired learning

outcomes and assessment measures

Examples of learning outcomes, in addition to the conceptual knowledge and technical skills

of a discipline or field:

[Kurfiss (1988) pp. 9-10 of Judith Grunert, The Course Syllabus. Boston: Anker, 1997.]

4. Structure your students’

active involvement in learning

Decide what topics are appropriate to what types of student activities and assignments

Decide on a mix of strategies to use to shape basic skills and procedures, present information, guide inquiry, monitor individual and group activities, and support and challenge critical reflection.

The strategies you choose must fit with the outcomes you hope to achieve.

4. Structure your students’

active involvement in learning

5. Identify and assemble

resources required for

active learning

2. What an outcomes-based syllabus includes in addition to this basic information:

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Creating an Objective-based Syllabus

Danielle Mihram, DirectorCenter for Excellence in TeachingUniversity of Southern California

Outcome Based Education (OBE)

Puan Dalmataksiah Binti Mohd Zain

ACKNOWLEDGMENTS

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Syllabus Writing WorkshopTom McCambridgeAssistant Professor

Webpage address: http://public.clunet.edu/~mccamb

Outcomes Based/Outcomes Focused Education Overview

 Mollie Butler, RN, PhD

ACKNOWLEDGMENTS

Thank you very much for listening!

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Questions