Socialstudies

1. 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
2. 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
3. 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
4. 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
5. 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
6. 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
7. 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;
8. 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
9. 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
10. 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.
11. What makes teaching to be OBE is the Student Outcomes
12. Email : roselie_alday@yahoo.com
13. 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
14. 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
15. OVERALL GOAL FUNCTIONAL LITERACY FOR ALL FILIPINOS
16. 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
17. VISION –grounded on human development –achieved through an enhanced
curriculum –with socio-economic relevance
18. 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
19. –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
20. –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.
21. 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
22. 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.
23. 5. Be legally employed. 6. Be globally competitive.
24. 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.
25. 2. An enhanced curriculum will decongest academic workload, giving students
more time to master competencies and time for extracurricular activities. To
Individuals and Families
26. 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.
27. 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
28. 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
29. 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.)
30. 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
31. 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
32. ?Engineering and Science Education Program ?Special Program in Foreign
Language (Spanish, Japanese, Chinese, Arabic, French, German) ?Economics,

Business, and Life Sciences
33. 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)
34. 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
35. 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 recipient of 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
SUPPORT CO, RO, DO School
36. 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 SUPPORT CO, RO,
DO School
37. Alignment of curriculum to the business and industry needs (Key Employment
Drivers for 2011-2020) DOLE Project Job Fit 2020 vision
38. Industry Prospects Growth 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)
39. Industry Prospects 6. 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
Prospects 6. 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
40. Key Employment Generators (KEG) Key Employment Generators (KEG)
41. 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
42. Emerging Industries •Renewable Energy •Power and Utilities •Diversified
Farming and Fishing •Creative Industries
43. Assessment, Scoring, and Evaluation C+ Pass/Fail A A- 85% F S Unsatisfactory
67% D C B 93%
44. 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.
45. 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
46. 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
47. 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
48. 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.
49. 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."
50. 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)
51. 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
52. 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
53. 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.
54. 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
?
55. 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.
56. 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
57. 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.
58. Assessing Scientific Process Skills ? Scientific Process Skills
(intellectual skills closely associated with inquiry learning)

59. Basic Scientific Process Skills ? Observing ? Communicating ? Classifying ?
Measuring ? Inferring ? Predicting
60. 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
61. Enhanced Scientific Process 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
62. 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.
63. 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.
64. 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.
65. Record Keeping ? Keep copies of your grade book or computer program in
widely separated locations. ? Keep up to date. ? Respect confidentiality
laws....
66. OBE ? http://www.google.com.ph/url?sa=t&rct=j
&q=&esrc=s&source=web&cd=1&ved=0C BoQFjAA&url=http%3A%2F%2Fwww.psite4. org
%2Findex.php%2F13th-regcon- files%2Fdoc_download%2F23-facts-about-
obe&ei=CCSmU9GvDdSQuASH6ICoCg&u sg=AFQjCNGQa5lcXRzdTNVK4RTvsS0AknR
BSA&sig2=5Lb0XX4FczexTjqFjH8dBg
67. K12 ? http://www.google.com.ph/url?sa=t&rct=j
&q=&esrc=s&source=web&cd=12&ved=0 CB8QFjABOAo&url=http%3A%2F%2Fxa.yim g.com%2Fkq
%2Fgroups%2F18637725%2F78 0381561%2Fname%2Fk12.ppt&ei=HSKmU7r
gAZGJuASn6YHQCg&usg=AFQjCNFq8liA3 LDz9bGmRvoQcRYFIXmdSg&sig2=Y_7SXH
QV7zoNzsSRUaxEVw
68. ASSESSMENT ? http://www.google.com.ph/url?sa=t&rct=j
&q=&esrc=s&source=web&cd=3&ved=0C CMQFjAC&url=http%3A%2F%2Fwww.phy.il stu.edu
%2Fpte%2F311content%2Fassess%2 6eval%2Fassess_score_evaluate.ppt&ei=Ij KmU6b_Io-
iugSYtoLoDA&usg=AFQjCNG8hsctQbCbO kpl00avkWMvJkjj- g&sig2=KDIZDNtT2TDfSFfy3IvqVQ

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