OUTCOME

S-BASED
EDUCATION

In life, which is more

important?
Destination or Journey?

o Playing well or winning?

o Shopping or owning?
o Great job or great pay?
o Driving outstation or arriving?
o Sleeping or awaking?
o Enjoying or finishing the book?
o Studying or taking exams?

O.B.E.

An educational method that focuses on what

students can actually do after they
are taught.

o An OBE curriculum means starting 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 this learning ultimately happens.
The four basic principles are (Spady, 1994):

o The curriculum centered on what the

expected outcome of that education
approach should be.
o The emphasis in an OBE education
system is on measured outcomes rather
than "inputs," such as how many hours
students spend in class, or what textbooks
are provided.

o Student-centered learning methods focus

on
empirically
measuring
student
performance (the "outcome"). OBE contrasts
with traditional education, which primarily
focuses on the resources that are available
to the student, which are called inputs.

Why is it important to
know the outcomes
prior to planning and
teaching?

What do you want the students to learn?

(Learning Outcomes)

Why should they learn it?

(Motivation)
How can you best help students learn it?
(Teaching Strategies)
How will you know if they have learnt it?
(Assessment)

Four Essential Principles

1.Clarity of Focus
2.Designing Back
3.High Expectations
4.Expanded
Opportunities

OBE Learning Outcomes

1.Knowledge
2.Understanding
3.Skills
4.Attitudes

Course Objective
What THE TEACHER expects students

to know and be able to do (as a whole)

at the end of instruction

Not behavioral in nature

Verbs: Know, Understand

One course objective may generate several learning

outcomes

Objectives are intended results or

consequences of instruction, curricula,

programmes, or activities.

Course Learning Outcome

What THE STUDENTS are be able to

do (specific) at the end of instruction

Stated in behavioral terms

Verbs: Identify, Discuss, Evaluate

Several learning outcomes are derived from

one course objective

Outcomes are achieved results or

consequences of what was learned

evidence that some learning took
place.

Why Learning Outcomes?

Provide direction in the planning of a learning
activity
Focus learners behavior on that is to be
changed
Serve as guidelines for content, instruction
and evaluation
Identify specifically what should be learned
Convey to learners exactly what is to be
accomplished
13

A Sample
Objective: To provide participants with a
good understanding of outcome-based
education
Outcome: Participants must be able to
demonstrate their grasp of OBE by, e.g.
writing learning outcomes for the courses
they teach

Exercise: Write the

objectives and
outcomes
for two lessons in the
subject you teach

What are the

characteristics of good
learning outcomes?

Achievable

Observable

Measurable / Accessible

Challenging

What is a
HIGHER-ORDER
Thinking Skill?

Post-Grad

Bachelor
Diploma

Blooms Taxonomy : Cognitive Domain

In 2001, there
was a revision
to Blooms

Learning is creating
meaning and
knowledge forms

ADVANTAGE OF OBE
o Focuses more on the results of the subject
matter than just being able to impart
knowledge in the students taking them.
o Student-centered methods and activities
o Commitment that all students of all groups
will ultimately reach the same minimum
standards. Schools may not "give up" on
unsuccessful students.

 Students are to be measured against a

fixed yardstick, a finish line, or "against the
mountain" rather than against other
students.

DISADVANTAGE OF OBE
o use of constraints,
o values are ill-defined and
o academics are watered down, and
o learning by discovery is inhibited.
o Standards can be too low or too high
o Dislike of specific outcomes
o Extra burden to on instructors and
educational institutions

SUBJECTS APPLICABLE FOR THIS

MODEL
Practically, OBE can be adapted or
used to any of the subject areas in the
elementary schools (Math, English, Science,
Filipino, AP, MAPEH, ESP, Mother Tongue)
provided that it can simply follow the steps
and procedure of making up an OBEoriented lesson design.

STEPS IN CREATING AN OBE

LESSON PLAN

 4 Steps of creating an OBE/CASS Based

Lesson Plan:
Outcome: The LOs and ASs are set before
the lesson begins.
Presentation: Teachers present information
clearly and creatively.
Activity: Transforms information into
knowledge.
Assessment: Occurs on a continuous basis
and informs future teaching and learning.

Context
Content
Link w/ Previous
Lesson

Large, general theme of a lesson; often a chapter or

module.
Specific topic of todays lesson; often a unit or section.
The Content of the previous lesson.

Link w/ Next Lesson The Content of the next lesson.

Forms of
Assessment
Resources

Simply lists the forms of assessment that were used.

Integration

List any LOs or ASs from other Learning Areas that were
included in the lesson.

Teacher Reflection

This box provides space for the teacher to reflect on the

lesson after it has been taught. Teachers can write what
went well, what didnt and how the lesson can be improved
in the future.

List the resources needed for the lesson. (ie. Textbooks,

rulers, chart, etc.)

LESSON PLAN
Teacher:
Learning Area:
Grade:
Context:
Content:

Term:
Week:
Duration:
Link Link w/ Next Lesson:
w/
Pre
viou
s
Les
son
:

Outcomes - LOs & ASs:

Presentation / Activity / Assessment:

List the Forms of Assessment:

Teacher Reflection:

Res Integration:
our
ces
:

#___

Teacher:
Grade:
Observed by:
Subject:
Date:
Follow-up Observation Date:
Suggestions for improvement:

Strengths:

Teacher Reflection:

TYPES OF ASSESSMENT
TOOLS AND METHODS

STEPS IN ASSESSMENT
DESIGN

The real challenge in teaching is not covering the material

for the learners, but uncovering the material with the
learners. The teacher is not the expert and
transmitter of knowledge into the empty vessels of
learners. Instead, the role of teacher is that of facilitator
and mediator to prepare the route for learners and [let
them] take responsibility for their own learning.

- New Modern Graded English Teachers Guide, Grade 4, p. 8

References
http://
celt.ust.hk/teaching-resources/outcome-based-education/institutional-re
sources/obe-principles-and-process
Spady, W. 1994. Outcomes Based Education: Critical Issues and Answers.
American Association of School Administration: Arlington, Virginia.
Readings on the paper of Mollie Butler, A PhD candidate titled Outcomes
Based/ Outcomes Focused Education

QUESTIONS

Thank you for

listening and
cooperating!