Chapter 1 - Outcomes-Based Education

CHED Memo 46.s.2012 mandates outcome-based education (OBE) standards for higher education
institutions. Wherein the Department of Education introduces context standards, performance
standards and competencies in the K to 12 curriculum. OBE stands for outcome-based education. It is an
educational that is anchored and focused on outcomes. It is a student-entered approach to education
that focuses on the intended learning outcome resulting from instruction. This is an approach in
planning, delivering and assessing instruction. It is concerned with planning instruction that is focused
on outcomes. OBE is an approach wherein we identify our desired outcome, we decide on strategies and
methodologies to achieve those outcomes and we determine assessment measures for the achievement
of outcomes. OBE has its four basic principles. First is, clarify the focus, where they want the students to
know, understand, and be able to do. Second, designing down, teachers design instructions. Third, high
expectations, teachers should establish high, challenging standards of performance. Lastly, expanded
opportunity, teachers must strive to provide expanded opportunity for all students. For OBE to succeed
it must penetrate the whole system. There are two approaches existing within Spady's outcome-based
education. First is the traditional/translational one, it emphasizes student mastery of traditional subject-
related academic outcome. Next is the transformational OBE, where it emphasizes a long-term, cross-
curricular outcome that is related directly to student's future life roles.

Outcome-based Education is educational approach that merely focused on outcomes. It

gives emphasis on what the students should attain or learn at the end of the course. It is a nice approach
for it is a learner-centered. Outcome-based education also emphasizes to student's future role such as
being productive worker or a responsible citizen. It also focuses on subject that is needed to be learned
by students. It includes strategies and method that are needed to attain the desired goal. It helps
students to develop the knowledge and skills that will enable them to achieve the articulated intended
outcome. Good thing about this curriculum is that, it gives importance and concern to student's future
life role. It don't just focus to what students must learn or attain it is also concern with the future of the
students.

The new curriculum that is being implemented by the Department of Education which is
the K to 12 focuses on skills and knowledge which the students should learn and acquaint at the end of
the school year. Since that Outcome-based Education has a lot of benefits, this is applicable in imparting
knowledge to students. It wasn't just use to deliver ideas and knowledge; it is also concern with how the
students apply their learning. As a student it is somewhat relevant to think of something or to come-up
with a method of learning wherein it can be use in school purposes and future needs. Thinking with the
end in mind wherein we are looking forward right away to the things that are necessary and are needed
to attain and to achieve. As a future teacher it is required to us to think of something that has a
significant value to learners or to the things that they need to learn. By that, Outcome-based education
is needed to be applied in schools and universities to attain good quality students that would help to
change the world. I will follow the right and correct curriculum that is appropriate to my students.
Working and having this approach means achieving and attaining positive outcome for learners
beneficial.

Outcome-based education (OBE) is an educational theory that bases each part of an educational system
around goals (outcomes). By the end of the educational experience, each student should have achieved
the goal. There is no single specified style of teaching or assessment in OBE; instead, classes,
opportunities, and assessments should all help students achieve the specified outcomes. The role of the
faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted.

The focus on outcomes creates a clear expectation of what needs to be accomplished by the end of the
course. Students will understand what is expected of them and teachers will know what they need to
teach during the course. Clarity is important over years of schooling and when team teaching is involved.
Each team member, or year in school, will have a clear understanding of what needs to be accomplished
in each class, or at each level, allowing students to progress. Those designing and planning the
curriculum are expected to work backwards once an outcome has been decided upon; they must
determine what knowledge and skills will be required to reach the outcome

CHED Memo 46.s. 2012- mandates outcomes- based education(OBE) standards for higher education
institutions; while Enhanced Basic Education Curriculum- K to 12 Curriculum of the Department of
Education introduced (content standards, performance standards, competencies in the K to 12
Curriculum Guide) additionally Technical Education Skills Development Authority (TESDA) ‒ used
competency standards in its Training Regulations long before CHED talked about OBE and before DepEd
introduced its K to 12 standards and competencies.

Spady (1994) gave four basic principles of Learning OBE

1. Clarity of Focus - which is the teachers should focus on helping students to develop the knowledge
and skills that will enable them to achieve the articulated intended outcomes.

2. Designing down - teachers should design an instruction if their outcome is already clear.

3. High Expectations - teachers should establish high, challenging standards of performance in order to
encourage students to engage deeply in what they are learning.

4. Expanded Opportunities - teachers must strive to provide expanded opportunities for all students.

This learning principles serves as the learning outcome of OBE, 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 principles of teaching. Your
demonstration teaching or microteaching where you apply the principles of teaching that you learned
will be the outcome.

The OBE or Outcomes also came in different levels

● IILOs – Institutional Intended Learning Outcomes (Institutional Outcomes)

● PILOs- Program Intended Learning Outcomes (program outcomes-like outcomes of Bachelor of

Secondary Education)

● CILOs –Course Intended Learning Outcomes (are course outcomes –like The Teaching Profession as a
course, commonly referred to as subject)

●ILOs- the more specific learning outcomes, your instructional targets in the classroom.

Spady Two (2) Outcome-based Educational Paradigm

traditional/translational OBE- emphasizes student mastery of traditional subject-related academic

outcomes (usually with a strong focus on subject-specific content) and some cross- discipline outcomes
(such as the ability to solve problems or to work cooperatively)

Reflection

OBE is the clarity of the lesson which the teacher should possess. I’ve learned that Outcomes-
Based Education focusing and organizing everything in an educational system around what is essential
for all students to be able to do successfully at the end of their learning experiences. This 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 (Spady, 1994). I’ve also
learned that OBE assess the student’s growth and competency in relation to these outcomes.

OBE moves from subject-specific outcomes and cross discipline outcomes to long-term, cross-curricular
outcomes that are directly related to students’ future life roles. Performance assessment bring testing
methods more in line with instruction. assessment should approximate closely what it is students should
know and be able to do. OBE emphasizes the performance assessment it should assess higher level
cognitive skills rather than narrow and lower level discreet skills. Direct measures of skills of interest.
Learning OBE is enhancing every teacher/students to think critically, and perform due to their capacity.
OBE enhances the curriculum it serves as the guide to every teacher, it is an education that is anchored
and focus on outcomes.

This lesson, gives us an overview about on how to deal with the Curriculums goals and aims, I also
learned that in OBE it helps you to decides on what are your strategies and methodologies in order to
achieve that possible outcome.

We can apply Outcomes-Based Education (OBE) trough teaching in different curriculum, it can help us
future teacher to achieve our goals, aims and objectives. We can apply OBE to real life situation that can
help us enhanced our learning process. We can now appertain Outcomes-based Education in the
process of designing programme curriculum, the outcomes of the learning are emphasized and pre-
determined. OBE is expected from the learning after the students have graduated in order to equip
them with the necessary skills and capabilities before they enter the work place. Then go backward with:
curriculum design, programme outcomes and course outcomes, development of instructions, delivery
modes appropriate assessments methodologies.

Learning and applying OBE enrich our capabilities to attain our goals and aims. I learned that OBE is one
factor that support every curriculum to be implemented to obtain the main objectives. Applying it,
refers to the real world scenario, it serves as the backbone of our objectives to achieve our goal.

Thanks for sharing.

The development and implementation of clear expectations regarding undergraduate and graduate
student learning outcomes is a key feature of learner-centered education. Outcomes-based education
has a number of advantages for instructors, educational developers, administrators and students,
including:

1. Providing a strategic way to enhance the quality of teaching and learning;

2. Helping to ensure the approval and accreditation of new and existing programs;
3. Providing a mechanism for ensuring accountability and quality assurance;

4. Helping students to take responsibility for their own learning;

5. Providing a means for students to articulate the knowledge, skills and experience acquired during
their program;

6. Providing a framework for collaborative curriculum planning;

7. Providing a tool for evaluating and improving the curriculum; and

8. Helping to encourage continuity between undergraduate, postgraduate and continuing education.

It seems that this model of education is very promising with the prerequisite of its proper
implementation.

Detailed, well-written learning outcomes or competence descriptors allow both teaching staff and
learners to have a clear picture of the behaviour that is expected of the latter at the end of a course.
This can help to provide direction and stability in the course,and can also help to guard against over-
reliance on a particular staff member or idiosyncratic interpretation of syllabuses. It is, of course,
strongly recommended that the studentsshould always be included in this pre-knowledge of objectives.
All too often in the past, their only clue as to what was required of them came from a study of previous
exam papers - a situation that is difficult to defend, since students have quite enough problems to face
without being involved in academic 'guessing games'.
Nor should this mutual awareness of objectives be limited to the more academic aspects of a course,
since it is also possible to employ an objectives-based approach when planning laboratory and other
practical work. Here, it should, in principle, be possible to provide the students with a clear indication of
the desired outcomes of such work before the start of each practical session. The need for such a
procedure was emphasized by the results of a research project that was carried out in one of the science
departments of a large Scottish university. This compared the tutors' intended (but unwritten) objectives
with the students' perceptions of the educational objectives of the various laboratory experiments, and
it was found that any resemblance between the two was purely coincidental!

Another advantage that clearly-articulated learning outcomes or competence descriptors can provide is
in adjusting teaching methods to facilitate the achievement of the stated objectives.

http://www2.rgu.ac.uk/celt/pgcerttlt/specifying/speci10.html