Impact of Institutional Implementation of OBE Assessment: Process vs. Output

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Glen R. Mangali

Abstract

The study explored and analyzed the institutional implementation of OBE under Basic Education ( Elementary and High School) , Senior High School and Colegiate level in one private school in Manila, Philippines.  It sought to identify the cognitive and behavioral view of teachers on OBE assessment,  determine the assessment focus of OBE Institutional implementation in Letran and develop themes on how students and teachers view OBE assessment. The study used a case study method approach. In this approach, the OBE as assessment was studied and examined in the lens of students and teachers. The respondents are 68 faculty members and 268 students  in Basic Education, Senior High School, College of Liberal Arts and Sciences (CLAS), College of Business Administration and Accountancy (CBAA), College of Education (CoE) and College of Engineering and Information Technology ( CEIT). Outcomes based approach to assessment has distinct features. It focuses on the application of the knowledge acquired and demonstration of the acquired skills and values through outputs or end products. Students are assessed based on the judgment made about by the learners against set criteria. The criterion used is based on the outcomes set for a course, which is also aligned to the program and institutional outcomes. The result of the study can be used to establish the distinct features of OBE Assessment in Colegio De San Juan De Letran Manila, development of handbook covering the standards and guidelines in OBE implementation in the Colegio. It is recommended that there is upskilling and reskilling teachers and school heads’ through transformative professional development program. Colleges and Universities should engage all stakeholders for support and collaboration to strengthen the program.

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