WELCOME

IN-HOUSE
ORIENTATION AND SEMINAR
WORKSHOP
SY 2018 - 2019
 ACTIVITIES
DAY 1
1. GETTING TO KNOW EACH OTHER.
2. DISTRIBUTION OF TEACHING LOAD and
SCHEDULE.
3. THE OBE SYLLABUS FORMAT
CLASS SCHEDULE

FEEL FREE
TO REACT
WITH THE SCHEDULE
 PARTS of OBE SYLLABUS
1. LUCST VISION
2. LUCST MISSION
3. LUCST PHILOSOPHY
4. EDUCATIONAL GOAL
5. INSTITUTIONAL OUTCOME
6. PROGRAM DESCRIPTION
7. PROGRAM VISION
8. PROGRAM MISSION
PARTS of OBE SYLLABUS
9. PROGRAM OUTCOMES
10. PO AND IO ALLIGNMENT
11. COURSE OUTCOME
12. CO AND PO ALLIGNMENT
13. COURSE LEARNING OUTCOMES
14. CLO AND CO ALLIGNMENT
15. MISCELLANEOUS PARTS
 WHAT IS AN OUTCOME
OUTCOMES
- are statements of what a learner
is expected to know, understand and be
able to do at the end of a period of
learning
-graduate attributes
 STRUCTURE
ACTION WORD + FOCUS/OBJECT + CONDITION
ACTION WORD – identifies the performance to be
demonstrated
- verbs from the Revised Blooms Taxonomy
FOCUS/OBJECT – specifies what learning will be
demonstrated in the performance
CONDITION – a broad statement of the criterion or
standard for acceptable performance.
 STRUCTURE
ACTION WORD + FOCUS/OBJECT + CONDITION

Example: Produce bakery products in accordance with

industry standards

present a legal argument to support a defense

based on available and valid evidences.
 WORKSHOP 1
REVISE THE INSTITUTIONAL
OUTCOME
FROM THE OBE SYLLABUS
TEMPLATE
 PROGRAM OUTCOMES
SOURCES:
PSG’s
PQF
INSTITUTIONAL
 WORKSHOP 2
ENCODE THE PROGRAM
OUTCOMES ON THE TEMPLATE
AND ALLIGN THEM WITH THE
INSTITUTIONAL OUTCOME
 COURSE OUTCOMES
-knowledge, skills and values
derived from the course.
- expected graduate attributes
of the subject or course.
 WORKSHOP 3
CONSTRUCT YOUR COURSE
OUTCOME OUTLINING THEM
AS KNOWLEDGE, SKILLS AND
VALUES and ALLIGN THEM
WITH P.O.
AT THE TEMPLATE
COURSE LEARNING OUTCOMES
- Outcomes derived
from each outlined topic
of the course
 COURSE LEARNING OUTCOMES
ALLIGNMENT WITH COURSE OUTCOME
I-INTRODUCED
E – ENHANCED
D - DEMONSTRATED
 COURSE LEARNING OUTCOMES
ALLIGNMENT WITH COURSE OUTCOME
I-INTRODUCED
- the outcome is introduce
or simply discussed.
 COURSE LEARNING OUTCOMES
ALLIGNMENT WITH COURSE OUTCOME
E - ENHANCED
- the outcome is introduced
or discussed and applied inside
the classroom.
 COURSE LEARNING OUTCOMES
ALLIGNMENT WITH COURSE OUTCOME
D-DEMONSTRATED
- the outcome is demonstrated
outside the classroom

- a performance task is given

 WORKSHOP 4
OUTLINE THE COURSE TOPICS
AND CONSTRUCT YOUR
COURSE LEARNING OUTCOMES
(CLO) AND ALLIGN THEM
WITH YOUR COURSE
OUTCOMES USING I-E-D.
 MISCELLANEOUS PARTS
COPY PASTE YOUR CLO AND
COURSE OUTLINE AT THE
COURSE LEARNING
ACTIVITIES PLAN
 MISCELLANEOUS PARTS
OBE LEARNING ACTIVITIES/ASSESSMENT
TASK
• Use both traditional and authentic
tasks
• Use appropriate assessment tasks
• Align assessment task with
outcomes
 MISCELLANEOUS PARTS
OBE LEARNING ACTIVITIES/ASSESSMENT
TASK
Examples:
- Performance Test
- laboratory work
- Case analysis
- Reporting
- Group presentation
 MISCELLANEOUS PARTS
TEACHING – LEARNING ACTIVITIES
Should be:
- Interactive
- Engaging
- Collaborative
- Reflective
 MISCELLANEOUS PARTS
TEACHING – LEARNING ACTIVITIES
Examples:
- Case Study -Discussion
- Role playing -Simulation
- Film viewing -Game
- Lecture - experimentation
 TABLE OF SPECIFICATION
Rationale:
1. to improve type of test.
2. to develop critical thinking of
students.
3. to
TABLE OF SPECIFICATION
Topics No. of No. of Knowledge Making Transfer Type of Placement of %
hours items 40% Meaning 30% Test items
30%
 TYPE OF EXAMS
KNOWLEDGE
OBJECTIVE TYPE OF EXAMS
- IDENTIFICATION-SIMPLE RECALL
- MATCHING TYPE
-TRUE OR FALSE
- MULTIPLE CHOICE
 TYPE OF EXAMS
MAKING MEANING
OBJECTIVE TYPE OF QUESTIONS THAT REQUIRE
APPLICATION OR ANALYSIS
- IDENTIFICATION – NO ILLUSTRATION OF SOLUTION
- MODIFIED TRUE OR FALSE
- MODIFIED MULTIPLE CHOICE
- OBJECTIVE TYPE ESSAY
 TYPE OF EXAMS
TRANSFER
-higher form of thinking requires
evaluation, application, synthesis and analysis.
- evaluative essay
- problem solving
- case analysis