Module 2 : Preparing an outcomes-based syllabus

I. Introduction :

In the previous, we discussed on how to evaluate a

course syllabus. The basic principles of OBE, features of
OBTL framework and Principles of Constructive Alignment
were discussed in order to develop a checklist in
evaluating a course syllabus. You were asked to evaluate
one of the course syllabi on the courses that you are
enrolled in this semester.

Relatively, this lesson will guide you on how to

prepare a course syllabus applying the Spady’s Principles
of Outcome-Based Education and Bigg’s Constructive
Alignment Principles. The preparation of an outcomes-
based syllabus shall include but not limited to the
following: a) writing culminating outcomes of significance,
b) selecting appropriate teaching and learning activities,
and c) designing assessment tasks. Further, it is also
necessary that constructive alignment principles are
applied in the preparation and design of the course
syllabus.

II. Intended Learning Outcome

At the end of the topic you will be able to prepare a

course syllabus applying the essential features of OBTL
framework.
III. Pre-activity
In this pre-activity, it is necessary to review some of
the key points in our previous discussions on how to
evaluate the course syllabus within an OBTL framework.
You have to organize the words and phrases inside the box
and briefly discuss what you have learned about it.

Organize and discuss

You have to think of a phrase or statement based on the words
inside the box.
1 Education Four (4)
of

Principles Power
2 3
Teaching as a OBTL for
and Constructive

version of the Model

Learning
Alignment as
Outcomes-based OBE

1. Write the phrase/statement:____________________________

Brief discussion:_____________________________________
__________________________________________________

2. Write the phrase/statement:____________________________

Brief discussion:_____________________________________
__________________________________________________

3. Write the phrase/statement:____________________________

Brief discussion:_____________________________________
 Have you answered all the items and discuss it
briefly? If you do, then you are
ready to proceed in this lesson.
However, if you were able to
answer any of the items above, you need to review your
Module 1 and internalize the important principles in
designing your course syllabus.

IV. ACTIVITY
After you have reviewed or recalled the Power
Principle of OBE, the OBTL Framework, and Principles of
Constructive Alignment which were discussed thoroughly
in the previous module, which are essential in designing
and preparing a course syllabus under the outcomes-based
learning system. Try this activity below on how ready are
you in preparing your own course syllabus.

Consider yourself as a new faculty in the School of

Teacher Education (STEd). Dr. Ryad Apron, your Dean,
requires you and other faculty to make an outcomes-based
course syllabus. He also asked the newly hired faculty to
fill out the following checklist. Read the instructions and
do the checklist.

Preliminary assessment in preparing your course syllabus

Instructions: Place a check mark () against the item that

you do in preparing your syllabus in the course you teach.
Put a cross mark (X) if the item does not apply to you.
Your honest answer will guide the STEd administration on
how to help you in preparing the course syllabus.
 I write culminating course outcomes that are
1 aligned to program and institutional outcomes of
___ the university.
I write outcome that is based on the community
2 of practice of the Teacher Education
___ professionals.
I specifically identify artefact as evidence of
3
___ outcome
I write statement based on outcome, not on
4
___ process
I used tangible verb in stating the outcome,
which reflect the level of learning required. No
5
vague verbs are use such as ‘know’ and
___ ‘understand’ and etc…
___ 6 I write observable and measurable outcomes.
I write outcomes of what the learner does, not
7
___ what the teacher does.
___ 8 I write 2 to 5 outcome-statements for a course.
I select content that a logically organized based
9
___ on outcomes.
I select teaching and learning activities (TLAs)
10 that are constructively aligned with the
___ outcomes.
I create learning opportunities to develop skills
11
___ needed for targeted outcomes.
I create teaching and learning activities that are
12
___ grounded on the course content
___ 13 I include ICT integration whenever applicable
I use assessment tasks to evaluate students’
14
___ performances.
I align assessment tasks with the intended
15
___ learning outcomes and TLAs
I integrate formative assessment within
16
___ summative tasks.
I allow flexibility for students to demonstrate
17
___ their learning outcomes
I provide extended opportunities for students to
18
___ practice before they are graded.

If your check marks range from 17-18, it means

you are doing well in preparing your course
syllabus with minor revisions. However, if your cross marks ranges from 5 or
more, it means you are not quite ready to prepare in designing your course
syllabus. This implies that 3you have to undergo major revisions in your
course design. Hence, this lesson will guide you in preparing an outcomes-
based syllabus.

V. ANALYIS
After you have completed the task, how many checks
did you make? The more check marks indicate that you are
well-oriented in preparing an outcomes-based syllabus.
Examine the items that you did not check and reflect on
how you can improve it. Being a new faculty in STEd and
your first teaching experience, why do you think it is
necessary to have a syllabus in the course you teach and
how are you going to prepare it? Read on to find it out.

VI. ABSTRACTION

What is a syllabus?

A course of study is a subset of both a program of

study and a field of study. It is a set of organized learning
experiences, within a field of stud offered over a specified
period of time (such as a year, a semester, or a quarter) for
which the student ordinarily receives academic credit
(Glatthorn, A.A., Boschee, F., Whitehead, B.M., and
Boschee, B.F., 2012). An example of course of study is
what we called “syllabus”.

Some authors considered syllabus as a collection of

topic on the same subject that are necessary to meet the
objectives (Debim, F., and Olshtain, E., 1986) while others
consider it as series of statements of what is to be learned
(Farrant, 1980). However, in this lesson you are going to
prepare an outcomes-based syllabus. What are the features
of an outcomes-based syllabus? Is it based on content or
outcomes?

Features of an outcomes-based syllabus

 Generally, an outcomes-based syllabus is based on
the principles of OBE. It focus on what the student is able
to do upon completion of the course, and how well they
should do it, when they were unable, or only partially able,
to do it before teaching (Biggs and Tang, 2011). Moreover,
the outcomes are systematically structured in line with
course, program, and institutional outcomes.

Relatively, this outcomes-based syllabus is anchored

on the outcomes-based learning system. The culminating
outcome of significance drives teaching and learning
process. It is a plan of how outcomes are to be achieved
within a semester and part of the plan is to provide
expanded opportunity to students to complete the tasks.
Teachers plan to facilitate learning in an active
environment by engaging students to construct their own
meaning and perform various thinking skills, either
individually or in teams/groups. The assessment process
involves in formative, summative and performance-based
assessments. Moreover, the student must show evidence
of learning on how well they do it in accordance to a
particular context, standards or competencies.

The course design is learner-centered, which are

based on needs, diversity, and multiple intelligences of
students. The development of the course outline of the
syllabus is anchored on the Principle of Constructive
Alignment Model. The intrinsic alignment of ILOs, TLAs,
and ATs is operationalized in four major phases:

1. Defining the intended learning outcomes (ILOs);

2. Choosing teaching/learning activities likely to lead
to the ILOs;
3. Assessing students' actual learning outcomes to
see how well they match what was intended;
4. Arriving at a final grade (Biggs, 2003).

As you come to realize that the paradigm shift from

teaching to learning has change the way you plan your
course syllabus. You become more focus on the outcomes
not on the content of the course. Moreover, the teacher’s
role is to facilitate students to achieve learning outcomes.
In terms of assessment, the teacher is not the only
assessor of learning but allow students to go for self-
assessment or allow peer-assessment on how well they
achieve outcomes. This explains why we have to prepare
an outcomes-based syllabus for the course you teach.

Try this guided exercise by stating your own

definition of a course syllabus. Provide a convincing
justification for yourself why do you need to make an
outcomes-based syllabus?

Guided Exercise No. 6: What is a syllabus?

1. Construct your own meaning of the term syllabus.

_________________________________________________________
_________________________________________________________
_____________________________________

2. Give at least three reasons why it is necessary to

prepare and outcomes-based syllabus?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________
 Now, do you have your own functional definition of a
syllabus? If yes, then share your definition to your
classmates and also your reasons on the importance
of preparing an outcomes-based syllabus.
Otherwise, review CMO 46, series 2012 to enhance
your learning.

How to prepare an outcomes-based syllabus?

Basically, you are now aware on the features of an

outcomes-based syllabus and how important it is for
teacher to prepare a syllabus. Now, you are going to design
a course syllabus in accordance to OBTL framework. In
order to operationalize the process of crafting your
syllabus, you have to follow the phases of constructive
alignment model. First, you must learn how to write
learning outcomes; second, you must select the
appropriate teaching and learning activities; third, you
must design authentic assessment on how well the
students achieve outcomes; fourth, apply principles of
constructive alignment in the development of course
outline; and fifth, consider necessary components and
 formats that your university might adopt in designing your
syllabus.

Phase 1: Writing culminating course outcomes

Did you notice that in preparing course syllabus, the

essential and pivotal aspect in the design is the ‘outcome’?
Your plan in teaching strategies and assessment tasks
emanate in the way how you write your culminating
outcomes of significance. Specifically, the course design is
anchored on the outcome of students. Now, what do you
think your student be able to do upon completion of the
course? Complete the statement below.

By the end of the course, the student is able to…..

__________________________________________________________
__________________________________________________________
______________________________________

On the space below, write what you think outcomes

mean.

__________________________________________________________
__________________________________________________________
______________________________________

William Spady (1986) described outcomes (as

presented in Box 1 and 2) are clear learning results that we
want student to demonstrate at the end of significant
learning experiences. There are some misconceptions of
outcome because most people have thought over the years
that the outcomes were the curriculum content: What will
the kids know? What can they recall on a test? But
outcomes are not content they’re performances (Spady,
W.G. and Uy, F.A., 2014).

Box 1:

1986: Finally, A Definition with HUGE Implications!

An OUTCOME is a CULMINATING
DEMONSTRATION of LEARNING.

Therefore, outcomes require action,

 And happen at or after ‘the end’,

Box 2:

OUTCOMES:

 HAPPEN! They’re tangible Actions requiring

Competence, not just mental processing, and
they take many Forms
 Are ‘driven’ by strong Action Verbs
 Are defined by Words, NOT numbers & %
 HAPPEN SOMEWHERE!
 Performance Context is critical
Dr. William
Spady

AVOID

“Outcomes Aliases”

Attitudes Values
Feelings Beliefs
Aptitudes Goals
Objectives Activities
Assignments Scores
Grades Averages

Dr. William
Spady
 After deconstructing what ‘outcomes’ mean, you may
think, Where is the culminating point? Again, according to
Spady (1986), a culminating demonstration of the entire
range of learning experiences and capabilities that underlie
it in a performance context that directly influences what
and how it is carried out.

WHERE IS THE CULMINATING POINT?

ACQUISITION OF APPLICATION/ PERFORMANCE OF SKILL

STUDEN CONTENT? PRACTICE OF IN REAL-WORLD
SKILL? SITUATIONS?

By the end of the Discuss the Analyze the way Design a

course, the principles of the principles of marketing plan
student is able to… marketing marketing are for specific
done in a case market
study
segments
RAPATAN 2019

Three Critical Domains of Outcomes

SIGNIFICANT; FUTURE-
Performance ORIENTED AUTHENTIC
CONTEXT; CULMINATNG

Content ESSENTIAL CORE

KNOWLEDGE

Literacy BASIC TOOLS

(LITERACY/NUMERACY

Dr. William Spady

 Now, you are aware that outcomes-based systems
focus on the increasing students’ learning and ultimate
abilities to highest possible levels before they leave school
(Spady, W.G. and Uy, F.A., 2014). Is the OBE systems
practices are exercised in our current system? Do you
think it is necessary for a teacher to start designing the
course from the ultimate culminating outcomes of
significance? How to write a statement of course
outcomes? What are the parts?

The course outcomes are written in the context of

students. A statement that capacitate students what they
will be able to do through selecting appropriate knowledge
and skills in order to perform the intended outcomes.
Moreover, it is not just any performance but outcomes are
performed with qualifiers. An example below will guide you
on how to write a course outcome:

Example:

1. At the end of the course the student will be able

to design an outcomes-based syllabus in
accordance to OBTL framework.
2. At the end of the course, the student will have
reliably designed the appropriate Website for
different individual or corporate clients.

Let’s try to deconstruct the statement:

Related
Observable Authentic Standard
CO Subject object/
action Context Qualifier
Artifact
Who are What actions What is What is the Acceptabl
the students being context for e
subject need to do demonstrate action or performan
s? to d? performanc ce
demonstrate e? criteria or
 that they basis
learned?

CO1 Studen Design Syllabus An In

: t outcomes- accordan
based ce to
approach OBTL
in framewo
designing rk
a syllabus

CO2 Studen Design Website For Criteria

: t different of
individual designin
or g reliable
corporate website
clients

Basically, the parts of the course outcomes are:

1. Subject 2. Artifact

CULMINATING
PERFORMANC
At the end of the course the student
E
will be able to design an outcomes-
based syllabus in accordance with
OBTL framework.
3. Observable action 5. Standard 4. Authentic
qualifier context

Now, you already know the basic structure of writing a

learning outcome. Try to answer Guided Exerice No. 7, if the

Guided Exercise No. 7: Structure of outcome statement

Verify the following statements:

1. By the end of the course, I will be able to demonstrate

to students how to set up computer systems.
 following statements are acceptable learning outcomes. Explain
your answer.

Based on the structure given in writing course

outcomes, are you able to identify what are the
acceptable learning outcomes in Guided
Exercise No. 7? If you got perfect, it means that
you are proficient in identifying course outcomes. If you have one mistake, it
means that you need to make possible corrections of your mistake. If you
have two or more mistakes, it implies that you have to review the parts of
the course outcomes.

Now, you are aware to some misconceptions on what

outcomes mean. Outcomes are not teacher-focused, not process-
focused, and not activity-based. Moreover, outcomes are not
objectives. Most teacher tend consider learning outcomes as
goals or objectives. These terms complement with each other
but not the same. Answer Guided Exercise no. 8 below to
differentiate between learning goals, objectives, and outcomes.

Guided Exercise No. 8: Goals, objectives and outcomes

Differentiating between learning goals, objectives and

outcomes

Which of the following images best describe the following:

a) learning goals, b) learning objectives; and c) learning
outcomes? Write your answer in the box provided below. Give a
brief description on each answer.

A. B. C.
 Basically, learning goals are what we intend
students to learn, while learning objectives are
steps students need to take to reach the goal,
and learning outcomes are actual evidence on
how closely students have achieved the goal

Generally, outcomes are learner-focused stating what the

students will be able to do at the end of the course. A tangible
verb is used to describe what the students will be able to do to
demonstrate what they have learned. The student must be able
to acquire foundational knowledge and skills in order to perform
the required skills in accordance with an authentic context and
standards based on the community of practice of the profession.
All these elements are essential in writing a course outcome.

Now, it is time to do it yourself and answer Guided

Exercise No. 9 below. You have to write your own course
outcome in one of your major subjects. Use the checklist in
assessing your course outcomes. If there are flaws in your
outcome statement, make the possible corrections accordingly.

Guided Exercise No. 9

Writing course outcome statement

1. Write one outcome statement.

____________________________________________________________________
____________________________________________________________________
_______________________________________________

2. Use the checklist to assess the construction of the course

outcome
No Indicator Y N Remark
. s
1 The outcome is based on the community
of practice of the Teacher Education
professionals.
2 The outcome is based on standards
3 An artifact is identified as evidence of
the outcome.
4 The statement is focused on outcome,
not on process
5 A tangible verb is used in stating the
outcome.
6 No vague verbs are used such as know
and understand etc.
7 The verbs used reflect the level of
learning required
8 The outcomes are observable and
measurable
9 The outcomes are written in terms of
what the learner does, not what the
instructor does
10 The outcome reflects knowledge, skills,
and attitudes require in the workplace
11 Outcome is woven to include various
aspects of the course (such as work
effectively in teams)
12 The course has appropriate number of
course outcome(s).
13 The outcome is aligned with the program
outcomes and VMG of the institutions

3. What is/are the flaw(s) of the outcome statements?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________

4. Write a new outcome statement for the course.

____________________________________________________________________
____________________________________________________________________
 ____________________________________________________________________
________________________________________

If you meet all the indicators in the checklist, it implies

that you have a correct and acceptable learning
outcome. If there are two or more indicators that are
not met, it means that you have to make possible
revision of your outcome statement. Review the
structure of writing course outcome.

Phase 2: Selecting appropriate teaching and learning activities

Selecting appropriate teaching and learning activities is

crucial to students learning development. It is necessary that
there is alignment between TLAs and ILOs. The TLAs should
provide students opportunities and experiences to develop their
skills with appropriate context relevant in achieving the ultimate
culminating outcomes of significance.

Read the scenario below and try to observe what the

teacher does and students do in a particular class in School of
Teacher Education (STEd).

While conducting course monitoring, Dr. Aljon

visited a particular class. She asked a copy of the course
syllabus to determine what intended outcome is to be
achieved by the students. The teacher planned that the
students will be able to ‘analyze’ the various ways and
models of course design. While observing the activities in
the class, Dr. Aljon found out that the teacher made a
good introduction of the topic, while the students were
attentively listening. The teacher discussed well the topic
by providing clear explanations and examples, while the
students were taking down notes. As the teacher tried to
elaborate the topic, the students seemed to understand
the topic while listening to the lecture. The teacher
showed some powerpoint slides about the topic, while the
 students were watching and taking down important points.
The teacher posted questions on slides and provided most
of the answers, while the students write and copy answers
to questions. Before the end of the class, the teacher
summarized the lesson and there was one student who
asked a question on the applicability of 4As model to
course design. The teacher did not give any feedback,
rather assigned it to the student who asked the question
to be reported on their next class engagement.

Guided Exercise No. 10: Selecting TLAs

In the scenario presented above:

1. Is there any aspect that needs to be improved?

Specify and explain.
_______________________________________________________
_______________________________________________________
________________________________________

2. What specific teacher activity that needs to be

changed?
_______________________________________________________
_______________________________________________________
________________________________________

3. What specific student activity that needs to be

done?
_______________________________________________________
_______________________________________________________
________________________________________

4. Is there alignment of the teaching and learning

activities to the intended outcome? Explain.
_______________________________________________________
_______________________________________________________
________________________________________

5. Is lecture a good teaching strategy? Why?

 _______________________________________________________
_______________________________________________________
________________________________________

6. What is the flow of information? Explain

_______________________________________________________
_______________________________________________________
________________________________________

7. What would be the appropriate teaching and

learning activities that the teacher should provide
to develop students skills needed for
demonstrating targeted ILOs?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________
 INTERFACE OF LEARNING OUTCOMES AND TEACHING STRATEGIES

HOW to USE:
1) Select a step: a cognitive
processing level you want the
learner to achieve by the end
of the session
3)
2) Select one word below your Teaching Strategies
step as the first word of the Related to Learning
learning outcome/objective Outcomes/Objective
3) Consider the teaching
Case studies Case studies
Concept mapping
Categorizing grid Critiques Develop plans
Debate
Cases Peer assessments Problems
Discussion Problems
Demonstrations Reflection Projects
Peer teaching Case studies
Lab Self-assessments Simulations
Practice test Critical incidents
Practice problems Simulations
Presentations Discussion CREATING
Projects test
Questions Questions
Analogies Role play Assemble
Reports
Simulations
Test EVALUATING
Audio Review Compose
ANALYZING Appraise
Examples Writing Construct
Assess
Illustrations APPLYING Analyze Create
Choose
Lecture Calculate Design
Visuals
UNDERSTANDI Apply Compare
Determine
Formulate
Demonstrate Estimate
NG Dramatize
Contrast
Evaluate
Generate
Classify Criticize Hypothesize
REMEMBERING Employ
Debate
Judge
Describe Illustrate Integrate
Define Measure
Discuss Deconstruct Plan
List Implement Reflect
Explain Diagram Prepare
Recall Interpret Revise
Express Differentiate Propose
Record Perform Select
Identify Distinguish
Repeat Practice Synthesize 2)
Goldman’s heuristic Question
Recognize Usefor selection of teaching strategies that fit various
Value
Relate Learning
1) outcomes/objectives (Goldman, 2017).
Outcomes/
Cognitive Objectives
Levels adapted from: Anderson, L.W., & Krathwohl, D.R. (2001). Taxonomy
processing
for learning, teaching, and assessing: A revision of Bloom’s taxonomy of
educational outcomes/objectives. New York: Longman.
 List of Teaching and Learning Strategies

Teaching and Explanation or example

Learning
Activities/Strategie
s

Think-pair-share Students individually think for a moment

about a question posed on the lecture, then
pair up with a classmate beside them to
share/discuss their thoughts

Generating Students individually (or in pairs) think up a

examples new example of a concept presented

Developing Student work in pairs to develop a specific

scenarios scenario of how and where a particular
concept or principle could be applied

Concept mapping Students draw a concept map (a graphic

representation such as a web) depicting the
relationships among aspects of a concept or
principle

Flowcharting Students sketch a flowchart showing how a

procedure or process works

Predicting Given certain principles or concepts,

students write down their own predictions
about what might happen in a specific
situation

Developing Students individually develop rebuttals for

rebuttals arguments presented in the lecture and then
pair up with another student to argue for
and against

Constructing Students develop a table or draw a graph

tables/graphs representing information presented

Analogical thinking Students propose a metaphor or analogy for

a principle or procedure
Problem posing Individual students make up a real-world
problem regarding a particular concept or
principle, then exchange problems with a
classmate for solving

Developing Students develop a critique of a common

critiques practice

Pair Students work in pairs-one summarizes

summarizing/check what’s been presented and the other listens
ing and checks for errors, correcting errors
when noted.

Source: King A. (1993) “From sage on the stage to guide on the

side”

You are now aware to some of the teaching strategies that

are learner-centered and its interface with the learning
outcomes. Select appropriate teaching and learning activities
that will facilitate students to develop skills needed for
demonstrating intended learning outcomes. The matrix below
will show how to do it.

Constructive alignment box

ILOs TLAs
At the end of the lesson To achieve the outcome, the
the student is able to: learning activities are:
Evaluate a course Advanced reading on Spady’s Power
syllabus in terms of its Principles of OBE and Bigg’s
alignment and Constructive Alignment Principles.
distinguishing features of
OBTL framework Individual/Group tasks.
Developing critiques on the various
aspects and components of a
course syllabus

Individual presentation of the self-

evaluation of one’s course syllabus
using a checklist.
 In order for the students to achieve the outcomes, the
teacher may assign advance readings relative to the outcomes
before the class. While during the class, the students will work
either individually or group in developing critiques on the various
aspects and components of a course syllabus through teacher’s
guided instructions and activities. Later, the students are asked
to present and report their self-evaluation results on the various
components of the syllabus.

Try to answer Guided Exercise No. 11 below. Select the

appropriate TLAs based on the ILOs presented in the first
column. Write the TLAs in the second column.

Guided Exercise No. 11: Aligning TLAs to ILOs

Constructive alignment box
ILOs TLAs
At the end of the lesson To achieve the outcome, the
the student is able to: learning activities are:

Prepare a course syllabus

applying the essential
features of OBTL
framework.

Design a mini-lesson plan

integrating print forms of
educational technology

Phase 3: Designing assessment tasks

Recall how your teachers assess and grade your work. Is

s/he assessing and grading the task or the intended learning
outcomes? What is the common practice of all your teachers in
assessing and grading you?

Self-guide check in assessing student learning

Instructions: Consider yourself as a teacher. How do you

assess student learning. Use the checklist. Place a check
mark () against the item that you do in assessing student
learning. Put a cross mark (X) if the item does not apply to
 you.

I plan interesting hands-on activities for

1 students but still use paper and pencil tasks to
___ assess learning.
I do not use alternative assessment in my
2
___ classroom.
I am interested in learning about alternative and
3
___ authentic assessment techniques.
I use one or more assessment strategies as a
4 summative measure at least once every
___ semester.
I use variety of formative assessments at least
5
___ four times during a semester.
I use some formative assessment strategies in a
6
___ summative format.
I encourage students to choose any medium to
7 demonstrate their understanding of concepts
___ and objectives.
I am open to increasing my knowledge of
8
___ alternative assessment techniques.

Total check
(Corcoran, C.A., Dershimer, E.L., and Tichenor, M.S., 2004)

It is necessary in designing assessment tasks that are

aligned to the intended learning outcomes. Relatively, selecting
appropriate assessment tasks should tell us how well the learner
has performed the task to achieve the learning outcomes. The
following are factors of designing appropriate assessment:

a. The criteria for the different grades, assigned to

describe how well the assessment tasks have been
performed, should be clearly outlined as rubrics that the
students fully understand;
b. One assessment task may address several ILOs;
c. One ILO may be addressed by more than one
assessment tasks;
d. In selecting assessment tasks, the time spent by
students performing them and by staff assessing
 students’ performances, should reflect the relative
importance of the ILOs; and
e. An important practical point is that the assessment task
have to be manageable, both by students in terms of
both time and resources in performing them and by staff
in assessing students’ performances.

In designing constructively aligned ATs to the ILO,

assessment is aligned to what the students should be learning.
This can be viewed the how teacher and student perceived
assessment. The figure below will show their perspectives.

Teacher Intended
Teaching Assessmen
Perspectiv outcomes

Student
Assessmen Learning Outcomes
Perspectiv

Figure 3. Teacher’s and student’s perspectives on assessment (Biggs

and Tang, 2011)

From the teacher’s perspective, summative assessment is

at the end of the teaching-learning sequence of events, but from
the student’s perspective the assessment is at the beginning.
However, if the intended outcomes are embedded in the
assessment, as indicated by the downward arrow, the teaching
activities of the teacher and the learning activities of the student
are both aligned towards achieving the same goal. In preparing
for the assessments, students will be learning the intended
outcomes.

Now, let’s try to evaluate how TLAs and ATs are

constructively aligned with the ILO.

ILO Content TLAs ATs

Design a mini- Audio forms of Advanced Group
lesson plan Educational reading on critiquing of
integrating Technology audio forms of the mini-
audio forms of educational lesson plan
educational technology
technology and relative Group self-
cognitive assessment
processes; with rubric of
group design
Group work
discussion on
mini-lessorn
plan design
and analyses

Hands-on
exercises with
audio forms

As evidence of achieving the outcome, the student is

assessed through: 1) group critiquing of the mini-lesson plan; and
2) group self-assessment with the rubric of group design work.
The ATs describe how well the students will be designing a mini-
lesson plan using the criteria set in the rubric. In this case, the
ILO is addressed by two ATs. Further, hands-on exercises are
given to students as formative assessments during the lesson.

Try to observe the next example how the assessment task

is designed to achieve the ILO.

Constructive alignment box

ILOs TLAs ATs
At the end of To achieve the As evidence of
the lesson the outcome, the learning achieving the unit
student is able activities are: outcome, the student
to: is assessed as
follows:

Evaluate a Advanced reading on Self- and peer-

course syllabus Spady’s Power assessment in
in terms of its Principles of OBE and evaluating course
alignment and Bigg’s Constructive syllabus using a
distinguishing Alignment Principles. checklist based on
features of Spady’s power
OBTL Individual/Peer tasks. principles of OBE and
framework Developing critiques Bigg’s constructive
 on the various aspects alignment principles.
and components of a
course syllabus Criteria
1. Parts/forms of
Individual presentation the syllabus;
of the self-evaluation 2. Features of
of one’s course outcomes-
syllabus using a based learning
checklist. systems
3. Course
outcomes;
4. Course outline
development;
and
5. Evaluative
measures

The verb ‘evaluate’ is specified in the teaching context,

where students will develop critiques on the various aspects and
components of a course syllabus as an active engagement in
order to achieve the outcome. Relatively, such verb ‘evaluate’ is
also specified in the assessment task by evaluating the course
syllabus through a checklist. The process of going through self-
and peer-assessment allow the students to ascertain if the
outcome has been achieved or how well they have evaluate the
course syllabus through the given criteria.

Try the exercise below. Select the appropriate TLAs and

ATs based on the ILOs presented in the first column. Write the
TLAs in the second column and the ATs at the third column.

Guided Exercise No. 12: Aligning TLAs and ATs to ILOs

Constructive alignment box
ILOs TLAs ATs
At the end of the To achieve the As evidence of
lesson the outcome, the achieving the unit
student is able learning activities outcome, the
to: are: student is assessed
as follows:
 Prepare a course
syllabus applying
the essential
features of OBTL
framework.

Design a mini-
lesson plan
integrating print
forms of
educational
technology

Traditionally, teacher is the main actor in designing

assessment task. However, students are now encouraged to
participate in setting the criteria for assessing the work,
selecting the evidence that would be relevant to submit to
judgment against those criteria, and making a judgment about
the extent to which these criteria have been met.

At this point you were able to tackle the different phases in

preparing your course syllabus. The first phase describes the
structure of writing a course outcome. The second phase
describes the appropriate way of selecting teaching and learning
activities. The third phase describes the ways of designing
assessment tasks. All phases must observed constructive
alignment to ensure TLAs and ATs are aligned to outcomes.

VII. ASSESSMENT

After learning all the phases of preparing a course syllabus,

it is good to note that you are now ready to identify teaching
and learning activities that are aligned to the learning
outcomes. You may recall on the particular course activities
in the last semester as your benchmark data on how those
TLAs were aligned to outcomes. If you found out that there
was no alignment, make the possible changes in your TLAs
Independent Task 3:

Write the activities that were done before the class,

during the class, and after the class. Consider also how the
activities were done as a class, peers, and individually.

Course:______________________________________________________

Learning outcome:____________________________________________

Before the class During Class After Class

Students as a Students as a
class class
1. 1.
2. 2.
3. 3.
Out of Class

Student as peers Student as peers

1. 1.
N/A
2. 2.
3. 3.
Students Students
individually individually
1. 1.
2. 2.
3. 3.
Students as a
class
1.
2.
3.
Student as peers
In Class

1.
N/A
N/A 2.
3.
Students
individually
1.
2.
3.
 Now, try to reflect the activities that led to achieving the learning
outcomes. On the other hand, try to identify activities that were not
align to outcomes, how could this be improved?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________
Your reflection
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________

*NA – not applicable

VIII. APPLICATION :

Now, it is right time for you to assess your learning by applying

the various phases of preparing a constructively aligned course
outline. Try this task by writing culminating course outcome,
selecting appropriate teaching and learning activities, and
designing assessment tasks. Consider activities conducted before,
during, and after the class.

Preparing a constructively aligned course outline

I. Writing culminating course outcome statement
1. Write one outcome statement
________________________________________________________________________
________________________________________________________________________
________________________________________________

2. Use the checklist to assess the construction of the course

outcome

No Indicator Y N Remarks
.
1 The outcome is based on the
community of practice of the Teacher
 Education professionals.
2 The outcome is based on standards
3 An artifact is identified as evidence of
the outcome.
4 The statement is focused on outcome,
not on process
5 A tangible verb is used in stating the
outcome.
6 No vague verbs are used such as
know and understand etc.
7 The verbs used reflect the level of
learning required
8 The outcomes are observable and
measurable
9 The outcomes are written in terms of
what the learner does, not what the
instructor does
10 The outcome reflects knowledge,
skills, and attitudes require in the
workplace
11 Outcome is woven to include various
aspects of the course (such as work
effectively in teams)
12 The course has appropriate number of
course outcome(s).
13 The outcome is aligned with the
program outcomes and VMG of the
institutions

3. What is/are the flaw(s) of the outcome statements?

________________________________________________________________________
________________________________________________________________________
________________________________________________

4. Write a new outcome statement for the course.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________

II. Selecting appropriate teaching and learning activities

 Consider a particular intended outcome of a course that you are
enrolled this semester. Identify the teaching and learning
activities. Are the activities aligned to the ILO? What are the
activities done by the teacher and students? Are TLAs help you
achieved the ILO?

ILO: __________________________________________________________

Teaching and learning activities

Teacher activities Student activities

Who is performing the ILO verb(s)?

____________________________________
Is there a need to change the TLAs?
___________________________________
What possible changes would you make to improve the
teacher/student activities?
________________________________________________________

III. Aligning assessment tasks to intended learning outcomes

Use the same intended learning outcome in Item II, design

assessment task that will appropriately assess it.

Assessme Student activities to Artifact/ Criteria of

nt Task complete the task Requirement grading
 Is there a need to change the ATs?
___________________________________
What possible changes would you make to improve the ATs?
________________________________________________________________________
________________________________________________________________________
________________________________________________

IX. MAIN/FINAL TASK

Now, this is your final task after you were able to hurdle all those
guided exercises, independent task, assessment, and application of
the various phases in preparing a course syllabus outline. Follow the
instructions and prompts in the final performance task below to
achieve the one of the culminating outcomes of this course which is
to design an outcomes-based syllabus within an OBTL framework.

Final Performance-based Task

1. Final product

You are going to design an outcomes-based course syllabus

applying the principles of OBE and features of OBTL in conformance
to CHED’s requirements under CMO No. 75, series of 2017. You have
to prepare the parts, the learning systems, the outcomes, teaching
and learning activities, assessment tasks and the course outline
development using the Constructive Alignment model.

2. Task prompt(s):

1. This is an individual work and will be done at your own pace;

2. You are given flexibility to accomplish the task within the
semester. However, you can also submit it in the google
classroom account for this class as soon as you finish the
task;
3. You can also submit the hard copy of the syllabus at the office
of the Director of QAA, 3 rd Floor, Andaya Building BiPSU-Main
Campus, Naval, Biliran, if face-to-face engagement warrants
or send it to [email protected];
 4. You are required to utilize the given checklist in evaluating
course syllabus; and
5. Guide questions to guide you in conducting self/peer
evaluation of your course syllabus:
a. What are the parts of the course syllabus?
b. Is the design of the syllabus anchored in an outcomes-
based learning system?
c. What are the outcomes? How outcomes are written?
d. What are the teaching and learning activities?
e. What are the processes and procedures in assessing
students’ learning and grading system?
f. Is there a balance of power between teacher and
student in implementing classroom policies? and
g. What are the course requirements?
h. What other requirements needed in the course such as
but not limited to the following:
i. Off-campus activities;
ii. Extension/Outreach programs; and
iii. Development of instructional materials

X. Criteria for rating

Directions:
Your rating will be based on how proficient you are in
designing and evaluating the course syllabus based on the given
criteria. Please check () the column marked ‘indicated’ or ‘not
indicated’ to verify the condition or indicator is evident in your
course syllabus. If it is evident but needs improvement, you can
write your comment under the ‘remarks’ column.

COURSE SYLLABUS EVALUATION CHECKLIST

Not
No Indicat Remark
Condition/Indicator indicat
. ed s
ed
I. Parts/form of the syllabus
1. Course and Teacher information
2. Vision, Mission and Goals
3. Outcomes
- Institutional outcomes
- Program outcomes
- Program educational
objectives
- Course outcomes
4. Course description
5. Learning plan
- Course outcomes
- Weeks
- Topics
- Unit outcome
- Objectives
- Assessment
- Activities
- Resource/materials
6. References
7. Suggested readings
8. Course requirements
9. Grading criteria
10 Classroom policies
11. Consultation hours
12. Additional requirements

II. Features of outcomes-based learning systems

1. Culminating outcome of
significance drives teaching and
learning process
2. Uses intended learning outcomes
to guide the design of teaching-
learning activities
3. Teachers facilitate learning
through designing TLAs where
students are active learners as
they engage in activities which
involve meaning-making and
demonstration of various
thinking skills, reasoning,
reflection & action, either
individually or in groups.
Continuous assessment involves
4. using both formative and
summative assessments
5. Learner-centered, use
group/teamwork, collaborative…
Not
No Indicat Remark
Condition/Indicator indicat
. ed s
ed
II. Course outcomes
1. Culminating course outcome of
significance is in line with the
program outcomes and graduate
outcomes.
2. Culminating course outcome
describes what students will do
at the end of the course
3. Culminating course outcome is a
demonstration of authentic
learning in the context of
application of course content to
real life or professional teaching
practice.
4. Pedagogical
philosophy/approaches towards
attainment of the culminating
outcome is described
5. Includes a justification on the
contribution of the course to the
attainment of the overarching
program outcome.
6. There are 1 to 5 statements of
outcomes that will lead students
to be able to demonstrate the
culminating outcome of
significance.
7. Each course outcome is stated
using appropriate verb and
context that describes the
artifact/practice and standard or
expectations of quality
performance.
8. Each course outcome is a
demonstration of the application
of course content and
competencies.

III. Course outline development

1. A matrix shows logical division
of course units in terms of
content and outcomes.
2. There are 1 to 3 intended
learning outcomes (ILOs) for
 each unit lesson which support
or enable students to
demonstrate the course
outcomes
3. The ILOs are stated using an
appropriate verb and context
that describes the
artefact/practice and standard
4. The course content outlines the
topics which reflect a logical
organization of the content
knowledge based on the course
outcomes.
5. The teaching and learning
activities (TLAs) are
constructively aligned with the
ILOs.
Not
No Indicat Remark
Condition/Indicator indicat
. ed s
ed
6. The TLAs provide students
opportunities to develop skills
needed for demonstrating
targeted ILOs.
7. The TLAs provide students the
opportunity for either individual
or group application of relevant
content knowledge and skills
related to the ILOs.
8. The TLAs engage students in
active and reflective learning.
9. The TLAs are grounded on the
course content.
10. The TLAs include technology
integration whenever applicable
11. The TLAs provide extended
support for learning and applying
course content.
12. The TLAs provide extended
support for developing skills and
competences for demonstrating
the ILOs

V. Evaluative measures
1. The assessment tasks (ATs) are
aligned with the ILOs and TLAs
2. The ATs describes a variety of
tasks in written, oral or
performance modes
3. The ATs require demonstration
of knowledge and competencies
4. The ATs integrate formative
assessment within summative
tasks

5. The ATs allow students some

flexibility for students to
demonstrate their learning
outcomes

6. The ATs provide extended

learning opportunities for
students to practice before they
are graded.

7. The basis for evaluation and

grading is criterion referenced.

8. The criteria for evaluation and

grading articulate ‘high
expectations for all students to
succeed.’

9. The criteria for grading students

are based on the extent to which
learning outcomes are attained
or demonstrated.

Result of the evaluation

Yes/ Self-evaluation result Appropriate

No Action/Feedback
I have indicated all the Congratulations! You have
conditions/indicators of an designed an outcomes-
outcomes-based syllabus based syllabus!
based on this checklist.
I failed to meet one (1) condition/ Your syllabus adopts some
 indicator in the following: principles of outcomes-
a. Features of outcomes- based learning system.
based learning system However, there are minor
b. Course outcomes errors that need appropriate
c. Course outline corrective actions.
development
d. Evaluative measures
I failed to meet two (2) or more There is a need to have an
conditions/indicators in the intensive review and
following: evaluation in your syllabus.
a. Features of outcomes- It is suggested that you
based learning system have to revise the major
b. Course outcomes errors of your syllabus.
c. Course outline
development
d. Evaluative measures
I have NOT indicated any of Consider revising your
the conditions/indicators as syllabus.
specified on this checklist.

XI. SUGGESTED READINGS

To further support your learning, you are highly encouraged
to read the following suggested readings to enhance your
knowledge and skills in preparing a course syllabus. These
materials will guide and provide specific techniques on the
various ways of designing your course syllabus applying the OBE
principles within an OBTL framework.

Search and download the books and articles listed in the

first column. Focus on the keywords listed in the second column
and jot down concepts, principles, models and other relevant
aspects to support your understanding in this lesson.

My interaction with the

Article/Book Title
information
Dr. Miguiel Q. Rapatan (2019) Outcomes-based syllbus
Powerpoint presentation on 1.
Designing an outcomes-based 2.
course syllabus 3.
 Biggs and Tang. (2011). Designing intended learning
Teaching for quality outcomes
learning at university. 1.
New York, USA: Open 2.
University Press, 3.
McGraw-Hill Education.

Read the following pages Selecting appropriate TLAs

1. Pg 113-131; 1.
2. Pg. 160-190; and 2.
3. Pg. 191 – 278 3.

(Tractenberg, R.E. et. al, 2020)

Guidelines for curriculum and Aligning ATs with ILOs
course development in higher 1.
education and training. 2.
3.

(Karanja, E. and Grant, D.M., 2020) Describe the role of the

Evaluating learner- syllabus.
centeredness course pedagogy 1.
in project management syllabi 2.
using a content analysis 3.
approach

Foundational literacy and Construct graphic organizer

content on and/or concept web on the
the field of curriculum theories, nature, concepts and
importance of curriculum.

XII. SUMMARY

This lesson guides you in preparing and designing an

outcomes-based course syllabus emphasizing the various
features of OBTL framework anchored on Spady’s Power
Principles of Outcome-based Education and Bigg’s Principles of
 Constructive Alignment. In writing a course outcome, you may
consider the following elements: a) who are the subjects?; b)
what actions students need to do to demonstrate that they
learned?; c) artifact – what is being demonstrated?; d) what is
the context for action or performance?; and e) what is the
acceptable performance criteria or bases? The artifact is an
evidence of learning that can be considered in terms of tangible
object or common practice of the profession. You should match
your content to outcomes and not the other way around. In
selecting the appropriate teaching and learning methods, the
TLAs should provide students opportunities and experiences to
develop their skills with appropriate context relevant in
achieving the ultimate culminating outcomes of significance. You
should also consider the matching of your assessment to
outcomes that will assess changes in performance as a result of
learning, for the purpose of seeing what, and how well,
something has been learned.

XIII. FEEDBACK AND ANSWER KEY

Guieded Feedback/answers
exercise
Pre- Organize and discuss
activity
1. Outcomes-based Education Four (4) Power
Principles
2. Outcomes-based Teaching and Learning as a
version of OBE
3. Constructive Alignment as the frameweork
for OBTL
(Please refer discussions on items 1 to 3 in
Lesson 1)

Guided 1. Construct your own meaning of the term

exercise syllabus.
no. 1 Read this learning material Curriculum
Practice (UNESCO, 2000)to define the term
syllabus and create your own.

2. Give at least three reason why it is

necessary to prepare and outcomes-based
syllabus?
 1. It is a blueprint for the entire course
a. It provides the teacher with a clear
road map for course development as
well as course management
b. It provides the students with the
roadmap for achieving the outcomes
2. It is a learning contract between teacher
and students within the learning
environment;
3. It is a backbone on how the intended
learning outcomes, teaching-learning
activities, and assessment tasks are
aligned to achieve what the students will
be able to do at the end of the course.

Guided After you have described the structure of the

exercise outcome statement and identified its parts, test
no. 2 yourself if the following statements are acceptable
learning outcomes. Explain your answer.

1. By the end of the course, I will be able to

demonstrate to students how to set up
computer systems.
Answer:
This is not an outcome statement because it
focuses on what the teacher will be able to
do at the end of the course.

2. By the end of the course, students will be

able to set up computer systems based on
the standard tasks and processes.
Answer:
This is an outcome statement that focuses
on what the student will be able to do at the
end of the course.
Guieded Feedback/answers
exercise
Guided 3. By the end of the semester, the course will
exercise inculcate culture of quality through PDCA
no. 2 cycle.
Answer:
This is not an outcome statement because it
is focused on the process.
 4. By the end of the semester, students will be
able to analyze the various ways of course
design.
Answer:
This is an outcome statement.

5. Students will write a lesson plan at the end

of each chapter
Answer:
This is not an outcome statement because it
is based on activity to be done every
chapter.

6. Students will design different learning plans

in relations to a variety of instructional
approaches and models.
Answer:
This is an outcome statement.

Guided Which of the following images best describe the

exercise following: a) learning goals, b) learning objectives;
no. 3 and c) learning outcomes? Write your answer in
the box provided below. Give a brief description on
each answer.

See the target.

Learning goals describe
what we intend students to
learn.

Aim for the target.

Learning objectives are the
steps students need to take
to reach the goal
 Hit the target.
Learning outcomes are
actual evidence on how
closely students have
achieved the goal

Guided All indicators must be achieved; otherwise,

exercise appropriate corrections must be done to have a
no. 4 good outcome statement.
The basic elements of a good outcomes
statements must consider the following:
1. It has a clear subject;
2. A tangible verb is used in stating the
outcome;
3. An artefact is identified as evidence of
learning;
4. There is a clear context;
5. It is stated in an observable and measurable
criteria in accordance to standards; and
6. It is based on the community of practice of
the profession.

Guided 1. The teaching and learning activities must be

exercise improved and aligned to the intended
no. 5 learning outcomes.

2. The teaching activity should focus on how to

facilitate students in ‘analysing’ various
ways of course design.

3. The learning activity should focus on how

the students are engaged in teaching
context in analysing various ways of course
design.

4. No, the teaching activity is lecture and

students’ learning activity is mere listening
 to the teachers’ discussion.

5. Read pg 134 – 140 of the book entitled

“Teaching for Quality Learning” by (Biggs
and Tang, 2011)

6. The flow of information in the particular

scenario is presented in the matrix below:

Teacher activity Student activity

Introduce Listen
Explain Listen, take notes
Elaborate Understand
(but correctly?
Deeply enough?)

Discuss application Listen, take notes

in area
Give examples of Listen, take notes
application
Show some PPT Watch, note points
slides
Questions on slides Write answers to the
questions
Wind up Possibly ask
question

7. The appropriate teaching and learning

activities in this context is shown below:
ILO TLAs
At the end of the To achieve the
topic, the outcome, the learning
students will be activities are:
able to:
Analyse the Advanced reading on
various ways and the different models of
models of course course design
design.
Individual/Group tasks:
Analyse the “what”
(content), “how” (form),
and “why” (function) of
 the different course
design models as
applied in creating
learning plan.

Individual/group
presentation:
Critical analysis on the
various applications of
the course design
models through case
studies.

Guided 1. Selecting TLAs

exercise Constructive alignment box
no. 6 ILOs TLAs
At the end of the To achieve the
lesson the outcome, the learning
student is able activities are:
to:
Prepare a course Advanced readings on
syllabus applying writing intended
the essential learning outcomes,
features of OBTL selecting appropriate
framework. TLAs and designing
assessment tasks.

In pairs/tandem
learning, students will
design learning
outcomes, select
appropriate TLAs, and
align ATs
Individual/peer tasks
Develop plans in
preparing and drafting
outcomes-based
syllabus

Hands-on exercises in
preparing and designing
an outcomes-based
syllabus
 Design a mini- Advanced readings on
lesson plan print forms of
integrating print educational technology
forms of and related cognitive
educational processes
technology
Group discussion in
planning and designing
a mini-lesson plan using
print forms of
educational technology

Hands-on exercises in
preparing and designing
mini-lesson plan with
print forms

Guided 1. Designing ATs

exercise Constructive alignment box
no. 7 ILOs TLAs ATs
At the To achieve the As evidence of
end of outcome, the achieving the
the learning unit outcome,
lesson activities are: the student is
the assessed as
student follows:
is able
to:
Prepare Advanced Performance
a course readings on based-task:
syllabus writing Student will
applying intended prepare their
the learning own outcomes-
essential outcomes, based syllabus
features selecting in
of OBTL appropriate conformance
framewo TLAs and to CHED’s
rk. designing requirements
assessment under CMO No.
tasks. 75 series of
2017. The
 In design of the
pairs/tandem syllabus shall
learning, adopt the
students will features of
design learning OBTL
outcomes, framework
select that focuses
appropriate on
TLAs, and constructive
align ATs alignment
Individual/peer principles.
tasks
Develop plans Criteria
in preparing 1. Parts/forms
and drafting of the
outcomes- syllabus;
based syllabus 2. Features of
outcomes-
Hands-on based
exercises in learning
preparing and systems
designing an 3. Course
outcomes- outcomes;
based syllabus 4. Course
outline
developmen
t; and
5. Evaluative
measures

Design a Advanced Group

mini- readings on critiquing in
lesson print forms of designing the
plan educational learning plan
integrati technology and
ng print related Group self-
forms of cognitive assessment
educatio processes with rubric of
nal group design
technolo Group work
gy discussion in
planning and Criteria
designing a 1. Parts of
mini-lesson learning
 plan using plan
print forms of 2. Appearance
educational of learning
technology plan
3. Elicit
Hands-on learning
exercises in
preparing and
designing mini-
lesson plan
with print
forms

References:

Biggs and Tang. (2011). Teaching for quality learning at university. New York,
USA: Open University Press, McGraw-Hill Education.

Biggs, J. (2003). Teaching for quality learning at university. Bukingham: Open

University Press/Society for Research into Higher Education 2nd
edition.

Corcoran, C.A., Dershimer, E.L., and Tichenor, M.S. (2004). A teacher's guide
to alternative assessment: Taking the first steps. Teacher Journals, 77,
5.

Debim, F., and Olshtain, E. (1986). Course design: Developing programs and
materials for language learning. Cambridge: Cambridge University
Presss.

Farrant, J. (1980). Principles and Practice of Education. Harare: Longman

Zimbabwe.
Glatthorn, A.A., Boschee, F., Whitehead, B.M., and Boschee, B.F. (2012).
Curriculum leadership: Strategie for development and implementation.
California, USA: SAGE.

Karanja, E. and Grant, D.M. (2020). Evaluating learner-centered course

pedagogy in project management syllabi using a content analyis
approach. Journal of Information Systems Education, Vol. 31(2).

Spady, W.G. and Uy, F.A. (2014). Outcome-based education: Critical issues
and answers. Quezon City, Philippines: MaxCor Publishing House, Inc.

Tractenberg, R.E. et. al. (2020). Guidelines for curriculum and course
development in higher education and training. Open Archieve of the
Social Sciences.

UNESCO. (2000). Curriculum practice. Commonwealth of learing. UNESCO.