Commission on Higher Education
Samar Colleges, Inc.
COLLEGE OF GRADUATE STUDIES
Catbalogan City
Subject
Subject Code
Course
Course Description Title
Professor
Academic Term and School Year
Topic
Discussant
Reporter
:
:
EE 205
:
MA050
MAEd - Elementary Education
:
Advanced Teaching Strategies 3
:
Ruperto N. Torrechiva, MAEd
:
1st. Semester SY 2023
:
Outcome – Based Education (OBE)
:
Lores A. Golias
:
No. 1
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OUTCOME – BASED EDUCATION
Desired Learning Outcomes
1.
2.
3.
4.
5.
Define what is outcome- based education as this apply to teacher education.
Analyze the four principles in outcome- based education.
Describe how teaching and learning relate to OBE.
Explain how the achieved learning outcomes will be assessed.
Summarize the prospectives teacher’s roles and responsibilities in the implementation of
Outcome- Based Education.
Dr. William Spady (1994)
A leading definer, advocate, teacher and implementer of this success for all learner’s
paradigm.
OUTCOME-BASED EDUCATION (OBE)
Defined as clearly focusing and organizing everything in the educational system around
the essential for all the students to do successfully at the end of their learning experiences.
This definition clearly points to the desired results of education which are the learning
outcomes. This made up of knowledge, understanding, skills and attitudes that students need to
acquire and to unlock their potential and lead fulfilling lives in the community and at work.
Spady Premised that in OBE
•
All students can learn and succeed, but not at the time or in the same way;
•
successful learning promotes even more successful learning; and
•
Schools and teachers control the conditions that will determine if the students are
successful in the school learning.
FOUR PRINCIPLES IN OBE
1. CLARITY OF FOCUS
A clear focus on what teachers want students to learn is a primary principle of OBE.
Teachers should bear in mind, that the outcome of teaching is learning. To achieve this, teachers and
students should have a clear picture in mind of what knowledge, skills, values must be achieved at the end
of the teaching- learning process. This is like looking straight ahead so that the target will be reached.
2. DESIGNING BACKWARDS
This principle is related to the first. At the beginning of curriculum design, the learning
outcome has to be clearly defined. what to achieve at the end of formal schooling is determined
at the beginning. Decisions are always traced back to desired results.
This means that planning, implementing (teaching) and assessing should be connected to the
outcomes.
3. HIGH EXPECTATIONS
Establishing high expectations, challenging standards of performance will encourage students to
learn better. This is linked to the premise that successful learning, promotes more successful
learning. This is parallel to Thorndike’s law of effect, which says the success reinforces learning,
motivates, builds confidence and encourages learners to do better.
4. EXPANDED OPPORTUNIES
In OBE all students are expected to excel, hence equal expanded opportunities should be
provided. As advocates of multiple intelligences say,” every child has a genius in him/herself,
hence is capable of doing the best”. Learners develop inborn potentials if corresponding
opportunities and support are given to nurture.
Teaching – Learning in OBE
 Teacher is teaching if learners learn. Learning is measured by its outcome. Whatever approach
to teaching is used, the intent should focus on learning rather on teaching.
 Subjects do not exist in isolation, but links between them should be made.
Tips on how teaching- learning can be done in OBE
1. Teachers must prepare students adequately.
2. Teachers must create a positive learning environment.
3. Teacher must help their students to understand their learners.
4. Teachers must use a variety of teaching methods.
5. Teachers must provide students with enough opportunities to use the new knowledge and
skills that they gain.
6. Teachers must help students to bring each learning to a personal closure that will make
them aware of what they learned.
Shift from Traditional to an OBE view
TRADITIONAL VIEW
Instructional
Input and Resources
Knowledge is transferred by the teacher
Teacher dispenses knowledge
Teachers and students are independent and
in isolation
OBE VIEW
Learning
Learning Outcomes
Knowledge already exists in the minds of
the learners
Teachers are designers of methods
Teachers and students work in teams
Assessment in learning outcomes in OBE
1. Assessment procedure should be valid. Procedure and tools should actually asses what one
intends to test.
2. Assessment procedure should be reliable. The results should be consistent.
3. Assessment procedure should be fair. Cultural background and factors should not influence
assessment procedure.
4. Assessment should reflect the knowledge and skills that are important to the students.
5. Assessment should tell both the teachers and the students how students are progressing.
6. Assessment should support every student’s opportunity to learn things that are important.
7. Assessment should have individuality or uniqueness to be demonstrated.
8. Assessment should be comprehensive to covered a learning outcome.
Learner’s Responsibility for Learning
 students are responsible for their own learning and progress.
 Students have a bigger responsibility to achieved those outcomes.
 Teachers can only facilitate the learning, define the learning outcomes to be achieved,
and assist the students to achieve those outcomes.
 Students aware of what they should be learning, why they are learning it, what they are
actually learning, and what they should do when they are learning.