Chapter 1 Outcome Based Education

REMINDERS
Be on time when we have class.

10 minutes – Late
15 minutes - Absent
Set microphone on mute.
Click “Raise hand” button to answer.

Outcomes-Based
Education
Learning Outcomes
Draw the
Explain the State the implications
relationship of the OBE
meaning of
among principles in
outcomes different the teaching
in OBE outcomes learning
process
Introduction
Ched memo 46. S. 2012 mandates outcomes-

based education (OBE) standards for higher
education institutions.
The Enhanced Basic Education Curriculum,
more popularly called the K to 12 Curriculum of
the Department of Education, introduced
content standards, performance standards, and
competencies in the K to 12 Curriculum Guide.
OBE stands for
Outcomes-Based Education.
It’s an education that is anchored and

focused on OUTCOMES. It is a student
centered approach to education that
focuses on the intended learning
outcomes resulting from instructions
(Nicholson, 2011).
It is an approach in planning, delivering, and
assessing instruction. It is concerned with
• planning instructions that is focused on
outcomes,
• choosing the methodology that leads to the
intended outcomes and an
• assessment process that determines the
attainment of intended outcome.
OBE as Approach
Identifying
desired outcomes
Determining assessment Deciding on strategies and

measures for the methodologies to achieve
achievement of outcomes. those outcomes
Illustration of Outcome-Based Teaching –Learning (OBTL)

which is OBE applied in the classroom level.
Learning Principles of
Outcomes-Based
Education
Spady gave (1994) gave four basic principles
CLARITY OF FOCUS
• Teachers must begin with the end clearly in mind.
• Teachers be clearly focused on what they want to

students to know, understand, and be able to do.
• Generalizing, teachers should focus on helping

students to develop the knowledge and skills that
will enable them to achieve the articulated
intended outcomes.
DESIGNING DOWN
• Teachers now design instruction.

(based on Learning Outcomes)
• It includes the instructional design includes

designing assessment tasks.
(Motivation, Application, and Assessment/Evaluation)
(Pagganyak, Aplikasyon, at Pagtataya/Ebalwasyon)
HIGH EXPECTATIONS
• Teachers should establish high, challenging

standards of performance in order to encourage
students to engage deeply in what they are
learning.
• Helping students to achieve high standards is

linked closely with the idea that successful
learning promotes more successful learning.
EXPANDED OPPORTUNITIES
• Teachers must provide expanded opportunities for

all students.
This principle is based on the idea that not all learners

can learn the same thing in the same way and in the
same time. However, most students can achieve high
standards if they are given appropriate opportunities.
Meaning of Outcomes
WHAT ARE OUTCOMES?
Outcomes are the end target of OBE.
Various authors claim outcomes as
1. Clear learning results that learners have to demonstrate,

what learners can actually do with what they know and have
learned (Butler, 2004)
2. Actions, products, performances that embody and reflect a

learner’s competence in using content, information, ideas,
and tools successfully (Geyser, 1999).
3. Culminating demonstration of learning, not curriculum

content ( Spady, 1994)
These definitions of outcomes imply that the
knowledge that you learn about principles of teaching
do not qualify as outcomes.
The outcome is what you can actually do with what

you have learned about principle of teaching. Your
demonstration teaching where you apply the
principles of teaching that you learned will be the
outcome.
Spady two terms of outcome:
Exit outcome and Enabling outcome
• Exit outcomes are the “big” outcomes while the

enabling outcomes are the “small” outcomes.
• The attainment of the small outcomes leads to the

attainment of the big outcomes which we used to
call terminal outcomes.
Enabling Outcomes Learning to the Exit Outcome
Enabling Outcome – to
explain the principles of
teaching EPP Exit Outcome – to apply the
principles of teaching EPP
with the use of an
appropriate method in a
demonstration teaching
Enabling Outcome – to
choose an appropriate
teaching method
Outcomes in
Different Levels
For OBE to succeed it must penetrate the
whole system. Thus we have these outcomes
in different levels beginning with Institutional
outcomes down to the learning outcomes.
Outcomes in Different Levels
Institutional Vision-Mission Statement Goals and Philosophy
Institutional Outcomes Attribute of Ideal Graduates
Program Outcomes
Course Outcomes
Learning Outcome
Institutional Vision-Mission Statement Goals and Philosophy
The institutional outcomes reflects the vision
and mission statements, the philosophy and
core values of the institution.
Institutional Outcomes Attribute of Ideal Graduates
These institutional outcomes are supposed to
take flesh in every graduate, thus the
institutional outcomes are referred to as
graduate attribute.
Program Outcomes
Program outcomes are reflected in the course
outcomes and the course outcomes are in
turn reflected in the learning outcomes.
Course Outcomes
Learning Outcome
The realization of the learning outcomes leads
to the attainment of the course outcomes, the
program and institutional outcomes.
O

Chapter 1 Outcome Based Education

Uploaded by

Copyright:

Available Formats

Chapter 1 Outcome Based Education

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 1 Outcome Based Education

Uploaded by

Copyright:

Available Formats

REMINDERS

Be on time when we have class.

Set microphone on mute.

Click “Raise hand” button to answer.

Ched memo 46. S. 2012 mandates outcomes-

It’s an education that is anchored and

Determining assessment Deciding on strategies and

Illustration of Outcome-Based Teaching –Learning (OBTL)

• Teachers must begin with the end clearly in mind.

• Teachers be clearly focused on what they want to

• Generalizing, teachers should focus on helping

• Teachers now design instruction.

• It includes the instructional design includes

• Teachers should establish high, challenging

• Helping students to achieve high standards is

• Teachers must provide expanded opportunities for

This principle is based on the idea that not all learners

1. Clear learning results that learners have to demonstrate,

2. Actions, products, performances that embody and reflect a

3. Culminating demonstration of learning, not curriculum

The outcome is what you can actually do with what

• Exit outcomes are the “big” outcomes while the

• The attainment of the small outcomes leads to the

Institutional Outcomes Attribute of Ideal Graduates

You might also like