Perspectives and Practices on Outcomes- Based Assessment (OBA) among College Mathematics Educators in Northeastern Luzon Philippines

In the light of implementing outcomes-based education (OBE) in the Philippines, this study describes quantitatively and qualitatively how the forty-seven college mathematics educators of twenty-two tertiary education institutions in Isabela, Philippines understand and implement outcomes-based assessment (OBA). Mixed methods of research were utilized through a triangulation of true-false test, essay, interview, and document review to exhaust and draw out their knowledge, attitudes, and experiences toward OBA. Percent, mean, and content analysis were utilized to analyze the data. Findings revealed that more than half of the educators find it difficult to distinguish the features of OBA. Some cannot yet get away with traditional non-OBA practices such as permanently recorded and graded scores and attendance, and utilizing mostly pen-and-paper tests. Identified impediments to their implementation of OBA include their non-OBA-oriented beliefs, attitudes and understanding, and the institutional policies to quantitative markings. Hence, revisiting the theories and principles of OBE and OBA, regular trainings on these topics, and shifting to qualitative assessment using rubrics are essential measures for OBA to work effectively with educators in ascertaining that every student transforms according to the stipulated goals of their respective institutions.

Keywords –Outcomes-based Assessment, Outcomes-based Education, Perspectives, Practice