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Philippine
Higher
Education
Professional Body Qualifications Body
Internal
Washington
Qualifications
Accord framework
ASEAN
Board of Qualifications/
Engineers Reference
Framework
Philippine
CHED PSGs-CMO Qualifications
Framework
Need for Continuing Quality Improvement
How can faculty use what
OUTCOMES they learn from program
BASED assessment to improve
their programs ?
ASSESSMENT
OF ACADEMIC
PROGRAMS
Discipline Grounded, Teachers who are steeped and grounded in content knowledge of a
professionally discipline and at the same time posses pedagogical knowledge to
competent and teach in any of the levels in Basic Education
innovative practitioner
Reflective Specialist Reflective practitioner with knowledge, dispositions and strong
orientation to the teaching profession and education engaging in
innovative teaching practice.
Humane, Ethical and Moral Well rounded individuals who manifest intellectual competencies,
Person conscious of their personal and civic responsibilities and possessing
practical skills for lifelong learning
Transformative Educator Teachers who can effectively navigate the expanding environments
from the home to the larger society and capable of educating Filipino
learners to understand the changes that are taking place in their
environment so as to effect constructive actions.
Critical, creative and Teachers who are critical and creative in the development and
responsible educational application of technology to facilitate and enhance instruction
technology expert
What is the Challenge?
• Graduates of Universities
contribute to the generation of
new knowledge by
participating in various
research and development
projects
1. Disciplinal Knowledge
2. Pedagogical Practice
3. Competency and Proficiency
4. Professional Accountability and
Responsibility
5. Research and Extension
RESPONSIVE
AND Discipline
Grounded
SPECIALIST
◦ Course Content ( List and Description of courses/
corresponding number of units; should follow the PNU
standard coding of courses )
◦ Curriculum Matrix of the Program Outcomes and
Course Intended Learning Outcomes ( CILO) the
corresponding title /description of courses which will
match the CILO
https://ccdreview.blogspot.com/2015/01/the-philippines-qualifications-framework.html
Teaching and learning take place in a whole system where
all aspects of teaching and assessment are tuned to support
high level learning .
Curriculum Map
Listed according to the degree of breadth and depth that these
courses contribute to achieving the program outcomes:
Degree of Emphasis: How Program Outcomes and Courses are
to be covered.
I- Introduced (basic concepts are merely introduced; program
outcomes are merely introduced)
P- Practiced (the concepts and principles are presented with
applications ; program outcomes are not just
introduced but practiced in the course)
D- Demonstrated I+ P with skills acquisition ( program
outcomes are practiced and demonstrated)
I –Introduced - Introduction
of concepts and principles
through lectures and
demonstration
P-Practiced-Practice of the
Outcomes measures done
with supervision
D- Demonstrated
demonstration by the
students of the Outcomes
Bachelor in Elementary Education
Program Outcomes Performance indicators C1 C2 C3 C4
Demonstrate in-depth 1. Identify various types of learners
understanding of the and provide them with appropriate,
diversity of learners in culturally relevant activities and
various learning areas. experiences
2. Develop and utilize relevant
materials that match the learning
styles , goals and culture
3. Select Instructional strategies for the
development of learner’s and
critical and creative thinking skills
4. Utilize developmentally appropriate
activities in teaching the different
learning areas.
Biggs, J. B. (2011). Teaching for quality learning at university: What the student
does. McGraw-Hill Education (UK).
Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of
Higher Education, 1(1), 5-22.
CHED -CMO 74,75,76 s 2017
Handbook on Outcomes Based Education, CHED
PNU Outcomes Based Teacher Education Curriculum 2011
Shuell, T.J. (1986) Cognitive conceptions of learning, Review of Educational
Research, 56: 411–36.
Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: University
of Chicago Press.