TOMAS CLAUDIO COLLEGES
Morong, Rizal
GRADUATE STUDIES DEPARTMENT
Course Title
Professorial Lecturer
Topic
Presenter
Date of Presentation
: EDUC 210 CURRICULUM DEVELOPMENT
: DR. RACQUEL B. PUNZALAN
: Outcome-Based-Education: Basis for Enhanced
Teacher Education Curriculum
: MARIA SHIELA L. LOZADA
: DECEMBER 3, 2022
I. Introduction
Outcome-based education is a system where all the parts and aspects of education
are focused on the outcomes of the course. The students take up courses with a certain
goal of developing skills or gaining knowledge and they have to complete the goal by
end of the course.
There is no specific style or time limit of learning. The student can learn as per their
choice. The faculty members, moderators, and instructors guide the students based on
the target outcomes.
II. Content
William Spady (Father of OBE)
Among the many advocates of OBE in the early years was W. Spady (1994).
He defines OBE 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.
It starts with a clear picture of what is important for students to be able to do, then
organizing the curriculum, instruction and assessment to make sure that learning
happens.
 Spady premised that an Outcomes-Based Education;

All students can learn and succeed, but not at the same time or in the same way.

Successful learning promotes even more successful learning.

Schools and Teachers control the conditions that will determine of the students
are successful in school learning.
 Four Essential Principles in OBE
Principle 1: Clarity Focus
A clear focus on what teachers want students to learn is the primary principles in OBE.
Teachers should bear in mind that the outcome of teaching is learning.
Principle 2: Designing Backwards
This principle is related to the first. At the beginning of a curriculum design, the
learning outcome has to be clearly defined.
Principle 3: High Expectations
Establishing high expectations, challenging standards of performance will encourage
students to learn better.
Principle 4: Expanded Opportunities
In OBE all students are expected to excel, hence equal expanded opportunities should
be provided.
 Teaching-Learning in OBE
Teaching is teaching if learners learn. Learning is measured by its outcome. Whatever
approach to teaching is used, the intent should focus on learning rather than on
teaching. Subjects do not exist in isolation, but links between then should be made.
 Teachers must prepare students adequately.
 Teachers must create a positive learning environment, students should feel, that
regardless of individual uniqueness, the teacher is always there to
help.
 Teacher must help their students to understand, what they have appropriate
strategy should be used taking into account the learning outcome teachers want
the students to achieve.
 Teachers must provide students enough opportunities to use the new knowledge
and skills that they gain.
 Teacher must help students to bring each learning to a personal closure that will
make them aware of what they learned.
 Assessment of Learning Outcomes in OBE
Assessment in OBE should also be guided by the four principles of OBE which are
clarity of focus, designing backwards, high expectations and expanded opportunity. It
should contribute to the objective of improving students’ learning. Since in OBE, there
is a need first to establish a clear vision of what the students are expected to learn
(desired Learning Outcomes), then assessment becomes an embedded part of the
system.
To be useful in OBE system, assessment should be guided by the following
Principles:

Assessment procedure should be valid. Procedures and tools should actually
assess what one intends to test.

Assessment procedure should be reliable. The results should be consistent.

Assessment procedure should
be fair. Cultural background and
factors should not influence assessment procedure.

Assessment should reflect the knowledge and skills that are important to the
students.

Assessment should tell both the teacher s and students how students are
progressing.
other

Assessment should support every student’s opportunity to learn things that are
important.

Assessment should allow individuality or uniqueness to be demonstrated.

Assessment should be comprehensive to cover a wide range of learning
outcomes.
 Learner’s Responsibility for Learning
In OBE, students are responsibility for their own learning and progress. Nobody can
learn for the learner. It is only the learner himself/herself who can drive
himself/herself to learn, thus learning is a personal matter. Teachers can only
facilitate that learning, define the learning outcomes to be achieved, and assist the
students to achieve those outcomes. In this way, they will be able to know whether
they are learning or not.
III. References:
https://www.studocu.com/ph/document/davao-del-norte-state-college/education/dahan2a-module-7-outcomes-based-education-basis-for-enhanced-teacher-educationcurriculum/29538338
https://maricelmagbanua.blogspot.com/2017/03/chapter-1-outcome-basededucation.html