Benefits of OBE:

1. Clarity: This means that everything teachers do must be clearly focused on

what they want students to know, understand and be able to do.
2. Flexibility: The OBE does not specify a specific method of instruction,
leaving instructors free to teach their students using any method. Every
student has the flexibility and freedom of learning in their ways.
3. Comparison: OBE can be compared across different institutions.
4. Involvement: Student involvement in the classroom is a key part of OBE.
Completely involves students taking responsibility for their goals.
some advantages:
1. OBE is a flexible, empowerment-oriented approach to learning.
2. It aims at equipping learners with the knowledge, competence and
orientations needed for success after they leave institution.
3. Hence its guiding vision is that of a competent future citizen.
4. The Citizenship competencies are the grouping of cognitive, emotional and
communicative abilities, knowledge and attitudes that together enable
each citizen to act in a constructive manner in a democratic society

Outcomes:
Outcome Type Focus Time Frame Level
PEO Graduate achievements & goals 3–5 years post-graduation Broadest
PLO (PO) Skills, knowledge at graduation By program end Program-level
CO (CLO) Specific course abilities By course end Course-level

SMART:
SMART is an acronym used to help design clear, effective, and measurable objectives or
outcomes in education, project planning, and performance management.
A good outcome is SMART: Specific, Measurable, Achievable, Realistic, Time-
bound.
S = Specific: Student can tell what they should be able to achieve from
reading the outcomes.
M = Measurable: Student is able to recognize when they have achieved the
outcomes.
A = Attainable or Aggressive but Achievable: It is genuinely possible to
complete the outcomes in the time, and with the resources available.
R = Realistic or Results-Oriented: Outcomes are appropriate for the
student and the situation.
T = Time-Bounded: Outcomes have a time limit for completion.

Bloom’s Taxonomy:
Bloom’s Taxonomy is a classification of the different objectives and skills that teachers set for
their students (educational objectives, or learning outcomes).
Bloom's Taxonomy classifies the different learning goals and skills teachers want students to
achieve.
It was created in 1956 by Dr. Benjamin Samuel Bloom, an educational psychologist.
It uses a tiered system to show different levels of thinking and expertise students need to reach
specific learning outcomes.
Teachers use it to design learning objectives that cover both what students learn and how
deeply they learn it. They also use it to create assessments that accurately measure student
progress.

Organizing student outcomes helps us choose the right ways to assess learning in class.

There are three different versions of Bloom's Taxonomy, and which one you use depends on
the original learning goal.

These goals are:

Knowledge-based: What students should know.

Skills-based: What students should be able to do.

Affective: Students' values, attitudes, and interests. Each of these has its own specific
taxonomy.

Within each taxonomy, the levels are arranged from simplest to most complex.

More complex learning outcomes (higher levels) will need more advanced assessment
methods.
 Domains of Bloom’s Taxonomy:
Cognitive domain:
Cognitive domain learning refers to the student’s ability to think and use their brain power.

 Focus: The cognitive domain deals with thinking skills like critical thinking, problem-solving, and
building knowledge.
 Levels of Thinking: It categorizes thinking skills from simple to complex:
o C1 – Remember (lowest)
o C2 – Understand
o C3 – Apply
o C4 – Analyze
o C5 – Evaluate
o C6 – Create (highest)
 Progression: This hierarchy goes from simple memorization to creating new things using what's
been learned.
 Linear Learning: Students are expected to move through these levels in order, starting with
remembering and working up to creating.
 Choosing Verbs for Outcomes: When writing learning goals, pick verbs that clearly describe the
expected action (e.g., for "remember," use "define," "list," "recall").
 Examples Provided: The document likely includes examples of learning outcomes, assessments,
and the reasoning behind them for each level of this cognitive hierarchy.
 Verbs
Sample Assessment
Level Description Commonly Sample LO Rationale
/ Activity
Used
Find, Define,
A multiple-
Label,
Remember choice test
Recall or Describe,
the names allows the
retrieve Memorize,
and A multiple-choice educator to
facts, basic Locate,
C1 – Remember relationship test with questions see whether
concepts or Recognize,
(Knowledge) s of a list of to test memory of students have
previously Identify,
characters learners effectively
learned Record,
in a memorized
information Name, Tell,
play/drama the given
List, Select,
material.
Retell
Writing a
summary
encourages
Change,
Explain learners to
Convert,
ideas, Understand think about
Rewrite,
concepts, or and explain Write a short (1- the most
C2 – Transform,
construct the main page) paper important
Understand Paraphrase,
meaning ideas of a summarizing parts and to
(Comprehension Express,
from oral, play or important events in decide which
) Match,
written, or piece of the play aspects of the
Illustrate,
graphic literature play are
Restate,
material essential to
Paraphrase
convey,
showing their
understandin
 Verbs
Sample Assessment
Level Description Commonly Sample LO Rationale
/ Activity
Used
g of main
ideas.
Use, Apply,
Change,
Solve,
Choose,
In doing this
Sketch,
assignment,
Use Modify,
learners must
information Make,
integrate and
or concepts Dramatize, Apply the
demonstrate
in new Discover, main ideas Write an advice
their
situations, Classify, of the play column responding
C3 – Apply understandin
such as Prepare, in a to one of the main
g of the
models, Show, different characters
character’s
diagrams, or Produce, context
actions and
presentation Construct,
responses in
s Paint,
new
Demonstrate
situations.
, Build,
Illustrate,
Calculate,
Compute
Through
Analyze, Be able to
analysis,
Classify, analyze the
students
Draw Survey, relative
deepen
connections Separate, roles or
Write an analytical understandin
among ideas Subdivide, importance
comparison of two g by
C4 – Analyze by breaking Highlight, of various
characters’ actions considering
into parts Point out, characters
or motivations relationships
and showing Compare, or plot
between
relationships Contrast, elements in
people, ideas,
Investigate, relation to
or events in
Categorize each other
the play.
Justify a Appraise, Evaluate the Learners will
Write a response to
stand or Criticize, decisions of consider the
one of the events in
C5 – Evaluate decision by Judge, the rationale and
the play, supporting
critiquing Defend, characters consequence
or rejecting actions;
based on Evaluate, in the play, s for
 Verbs
Sample Assessment
Level Description Commonly Sample LO Rationale
/ Activity
Used
standards or Recommend, and support or create a short characters’
criteria Conclude, your oral presentation actions,
Justify, evaluation which helps
Support, with textual develop the
Argue, evidence ability to
Assess make
judgments
about validity
of decisions.
Learners
Compose,
integrate
Construct,
devices and
Design,
techniques
Produce new Hypothesize, Create a
into a new
or original Invent, new and Create a short story
setting,
work by Formulate, unique using similar plot
showing
C6 – Create integrating Modify, Plan, piece of devices in a new
creative
knowledge, Predict, writing context/time/settin
writing skills
methods, or Propose, using similar g
and
ideas Rearrange, plot devices
understandin
Synthesize,
g of structure
Generate,
and
Develop
technique.

C1: Remember

 Goal: Recall facts or information.

 Verbs: List, Name, Identify, Recall.
 Activity Example: Multiple-choice quiz.
 Rationale: Checks if students can remember essential info.

C2: Understand

 Goal: Explain or summarize ideas.

 Verbs: Explain, Summarize, Paraphrase, Describe.
 Activity Example: Write a summary.
  Rationale: Shows comprehension of key ideas and concepts.

C3: Apply

 Goal: Use knowledge in new situations.

 Verbs: Use, Apply, Demonstrate, Illustrate.
 Activity Example: Solve a real-world problem or give advice as a character.
 Rationale: Shows students can utilize knowledge outside original context.

C4: Analyze

 Goal: Break down information to examine relationships.

 Verbs: Analyze, Compare, Contrast, Categorize.
 Activity Example: Compare motivations of different characters.
 Rationale: Encourages deeper understanding by examining connections and parts.

C5: Evaluate

 Goal: Make judgments and justify decisions.

 Verbs: Evaluate, Judge, Justify, Critique.
 Activity Example: Debate or defend a character’s action.
 Rationale: Develops critical thinking and ability to form reasoned opinions.

C6: Create

 Goal: Produce new or original work.

 Verbs: Create, Design, Compose, Invent.
 Activity Example: Write a new story with similar themes.
 Rationale: Highest level, requiring synthesis and creativity.

Psychmotor Domain:
The psychomotor domain is about how learners physically perform tasks, actions, and
movements.
It focuses on developing coordination, motor skills, and body control.

Level Name What It Means (Simple)

Automatic responses (e.g., blinking, pulling hand from
P1 Reflex Movements
heat)
Level Name What It Means (Simple)
Basic Fundamental
P2 Simple actions (e.g., walking, jumping, lifting)
Movements
P3 Perceptual Abilities Using senses to guide movement (e.g., catching a ball)
Body strength, flexibility, endurance (e.g., running long
P4 Physical Abilities
distance)
P5 Skilled Movements Complex, practiced skills (e.g., playing piano, driving a car)
Non-Discursive Expressing feelings through movement (e.g., dance,
P6
Communication gestures)

Sample
Psychomotor Verbs Sample
Description Assessment/Acti Rationale
Level Used LO
vity
Reflex (involuntary) to flex, to Instinctiv Learners must
P1 – Reflex A game of
movements are stretch, to ely react (dodge)
Movements dodgeball
automatic reactions straighten, respond the balls being
 Sample
Psychomotor Verbs Sample
Description Assessment/Acti Rationale
Level Used LO
vity
elicited without to extend, to a thrown at
learning in response to to shorten, physical them. Helps
stimuli. These are not to tense, stimulus develop their
learned, such as to relax reflexive skills.
involuntary reactions,
segmental,
intersegmental, and
suprasegmental
reflexes.
Basic fundamental
to crawl,
movements (e.g.,
to creep, Perform a Learners run
walking, or grasping)
to slide, to simple and catch the
are inherent
P2 – Basic walk, to action ball; these
movement patterns A game of
Fundamental jump, to (including actions build
formed by combining dodgeball
Movements run, to running on reflex and
reflex movements and
step, to and fundamental
are the basis for
grasp, to catching) movement.
complex skilled
handle
movements.
Refers to Name
interpretation of more
to catch, Using visual
various stimuli in the than one
to bounce, information to
environment through game of
to eat, to A game of catch locate, receive,
P3 – auditory, kinesthetic, catch or
write, to or soccer (other and use
Perceptual and visual soccer
balance, to than dribbling or information to
Abilities discrimination needed (other
bend, to passing) adjust their
to make adjustments. than
draw, to movement or
May include hand-eye dribbling
explore position.
coordination and or
synchronization. passing)
to endure,
Require endurance,
to Sustain This activity is
strength, agility, and
improve, an a measure of
P4 – Physical flexibility, producing a
to activity Run for 25 the learner’s
Abilities high level of physical
increase, for a set minutes steadily stamina and
(Fitness) fitness as measured by
to stop, to period of physical
muscular/cardiorespir
start, to time fitness.
atory endurance.
sprint, to
 Sample
Psychomotor Verbs Sample
Description Assessment/Acti Rationale
Level Used LO
vity
touch, to
run, to jog
to waltz,
to type, to
Adapt
play Teams/individ
Result from acquiring one’s
(instrumen uals change
a degree of efficiency behaviou
ts, sports), strategy and
when performing a r and A soccer or other
P5 – Skilled to dance, behavior
complex task. High moveme strategic game
Movements to juggle, based on the
efficiency is achieved nt to (football, hockey)
to paint, to response of
in performing complex better
dive, to the other
tasks. achieve
fence, to team.
goals
golf, to
change
Involves
to gesture,
teamwork,
to stand,
strategic
Communication to sit, to
Express initiative, and
through bodily express
oneself purposeful
movements, posture, facially, to
P6 – Non- through movement.
gestures, creative dance A soccer or other
discursive purposef Successful
movements, facial skillfully, strategic game
Communicati ul movement
expressions, etc. May to perform (football, hockey)
on moveme integrates
also include acting or skillfully,
nt and senses,
sophisticated to paint
activity communicates
choreographies. skillfully,
meaning, and
to play
uses adaptive
skillfully
strategies.

P1: Reflex Movement

 Description: Involuntary, automatic actions (no conscious effort).

 Verbs: react, startle, blink
 Learning Outcome: Student reacts quickly to sensory events.
 Activity: Clap suddenly and observe students’ reflexes (like blinking or flinching).
 Rationale: Develops awareness and prepares the body for further skill learning.
P2: Basic Fundamental Movement

 Description: Basic learned movements needed for more complex actions.

 Verbs: walk, run, jump, throw, hop
 Learning Outcome: Student demonstrates a basic movement, like jumping or throwing.
 Activity: Have students do jumping jacks or simple ball throws.
 Rationale: Builds a foundation of movement skills for more complex tasks.

P3: Perceptual Abilities

 Description: Using senses to guide and improve movement accuracy.

 Verbs: catch, balance, track, match, distinguish
 Learning Outcome: Student catches a ball by watching and timing their movement.
 Activity: Toss a ball to students for them to catch.
 Rationale: Connects sensory input with physical response; improves hand-eye
coordination.

P4: Physical Abilities

 Description: Physical fitness like strength, speed, and endurance.

 Verbs: run, lift, endure, sustain, stretch
 Learning Outcome: Student can sustain a physical activity (e.g., run for 10 minutes).
 Activity: Have students run laps or do a timed plank.
 Rationale: Tests and develops physical capacity and endurance.

P5: Skilled Movement

 Description: Complex, practiced, and precise movements.

 Verbs: dribble, skate, assemble, swing, operate
 Learning Outcome: Student dribbles a basketball smoothly around cones.
 Activity: Dribbling drill or assembling a specific structure with tools.
 Rationale: Shows ability to perform advanced and coordinated skills.

P6: Non-discursive Communication

 Description: Using body movements for expressive, creative communication.

 Verbs: dance, gesture, mimic, perform, interpret
 Learning Outcome: Student expresses an emotion (like “joy”) through dance.
 Activity: Interpretive dance or role-play using gestures and movement.
 Rationale: Uses movement for artistic or nonverbal communication and self-expression.

Affective Domain:
The affective domain is about a learner’s attitudes, emotions, values, interests, and how they
react emotionally and socially.

It helps students:

 Understand their own values and feelings

 Learn how to respect and interact with others
 Build a strong personal and moral character

Key Focus Areas:

 Emotions
 Motivations
 Appreciations
 Values
 Attitudes

Verbs Sample
Affective
Description Commonly Sample LO Assessment/Activit Rationale
Level
Used y
A1 – The lowest Ask, Choose, Listen to Be an audience Learners
Receiving level where Describe, other member to another learn how to
 Verbs Sample
Affective
Description Commonly Sample LO Assessment/Activit Rationale
Level
Used y
students Identify, Use, students student’s listen
passively pay Follow, Hold, with presentation, then effectively as
attention (e.g., Point to, respect. write a summary. well as
awareness, Give, Name, remember
willingness to Reply, Select key details
hear, selected about
attention). presentation
s (used in
writing the
summary).
123
Active Read, Assist,
participation; Aid, Learners
attends and Conform, become
reacts to a Report, more
Speak
phenomenon. Perform, Present on a subject comfortable
effectively in
Emphasizes Practice, in front of the class, with public
A2 – front of an
compliance, Answer, answer questions speaking and
Responding audience
responding, Select, React, from peers about discussion,
and respond
willingness to Comply, their presentation. including
to others.
respond, or Discuss, responding
satisfaction in Write, Greet, to questions.
responding Present, 123
(motivation). Form, Help
Demonstrate
Learners
, Study,
Assigns value explore the
Invite, Work,
to an object, reasoning for
Report, Write an opinion
phenomenon Demonstrat their values
Explain, piece on any issue,
or piece of e and and learn to
Select, Join, explaining one’s
A3 – Valuing information. explain own articulate
Initiate, own values and
Ranges from values on an and defend
Justify, supporting that
simple issue. them, further
Propose, stance.
acceptance to developing
Share,
commitment. their value
Follow,
system. 123
Differentiate
Puts together Arrange, Compare Organize and Learners will
A4 –
different Integrate, value compare different see their
Organizing
values, Adhere, systems or cultural or value values in
 Verbs Sample
Affective
Description Commonly Sample LO Assessment/Activit Rationale
Level
Used y
information, Combine, different systems and context with
ideas; Relate, cultural evaluate reasons for others, begin
accommodate Compare, values. differences. to see why
s them within Organize, value
own values. Prepare, systems
Organizes Generalize, differ, and
values by Synthesize, gain skills for
contrasting Formulate, valuing
different Modify, various
ideas, Explain systems
resolving across the
conflicts, world. 123
relating, and
synthesizing.
Display, Learners
Values or
Influence, balance their
belief system
Solve, own values
now controls
A5 – Practice, A group project, with the
behavior Work well in
Characterizin Adhere, including group team's,
consistently; a team of
g Revise, work on any prioritize
develops a peers.
(Internalizing) Verify, assignment. tasks, and
value system
Perform, practice
guiding
Serve, Act, teamwork.
behavior.
Internalize 123

A1: Receiving

 Description: Learner is aware, willing to hear, and passively pays attention.

 Verbs: Ask, listen, follow, identify, name.
 Learning Objective Example: Listen to others with respect.
 Activity Example: Summarize a peer’s presentation.
 Rationale: Builds listening skills and attention to key details.

A2: Responding

 Description: Learner actively participates, reacts, or responds.

 Verbs: Respond, react, present, discuss, answer, practice.
 Learning Objective Example: Respond effectively to questions.
 Activity Example: Present and answer audience questions.
  Rationale: Develops comfort with active participation and discussion.

A3: Valuing

 Description: Learner attaches value to an event, object, or behavior; shows

commitment or preference.
 Verbs: Demonstrate, explain, justify, propose, share.
 Learning Objective Example: Explain and support personal values.
 Activity Example: Write an opinion piece justifying a value.
 Rationale: Encourages self-exploration and articulation of values.

A4: Organizing

 Description: Learner integrates values into priorities, organizes values, and resolves
conflicts.
 Verbs: Compare, arrange, organize, integrate, synthesize, relate.
 Learning Objective Example: Compare and organize different value systems.
 Activity Example: Evaluate and contrast cultural values.
 Rationale: Fosters broader understanding and respect for differing values.

A5: Characterizing (by a Value Complex)

 Description: Learner’s values become internalized, consistently influencing behavior.

 Verbs: Practice, act, display, perform, internalize, serve.
 Learning Objective Example: Consistently demonstrate teamwork values.
 Activity Example: Collaborate in a group project.
 Rationale: Reinforces value-driven behavior and consistent ethical action.

Social Domain:

The social domain involves learning skills related to working and interacting with others.
It includes skills such as:

1. Communication
2. Teamwork
3. Leadership
4. Management
How Is It Different from Other Domains?

 Unlike cognitive (thinking), affective (emotions), or psychomotor (physical skills)

domains,
the social domain is about how we perform and interact in social situations.
 All learning in this domain involves people skills and real-world interpersonal contexts.

Background Info:

 Earlier, Bloom’s taxonomy included the social domain within the affective domain.
 But newer learning theories show that social skills are unique and important enough to
be treated as a separate domain.
 There is interdependence among all four domains (cognitive, affective, psychomotor,
and social) in complex learning.

Benefit Description

1. Better teamwork and Learning how to communicate and work with others helps you
leadership lead and manage better.

2. Better use of knowledge Social context influences how we apply what we know.

3. Improved learning Including social skills in any learning process makes it easier to
transfer use that learning in real life.