CHAPTER 1

OUTCOMES-BASED
EDUCATION
BY:
JOEM CERIO PERIA
Instructor

Session Objectives:
Explain the meaning of outcomes in OBE
State the relationship among institutional
outcomes, program outcomes, course outcomes,
and learning outcomes
Draw the implications of OBE principles in the
teaching-learning process
Determine whether or not given practices are in
accordance with OBE principles

Legal Bases
CHED Memo 46.S.2012 mandates OBE standards for
higher education institutions.
The Enhanced BEC, more popularly known as the K to
12 Curriculum of the DepEd, introduced content
standards, performance standards, and competencies in
the K to 12 Curriculum Guide (CG).
The Technical Education Skills Development Authority
(TESDA) use Competency Standards in its Training
Regulations long before CHED talked about OBE and
before DepEd introduced its K to 12 standards and
competencies.

What is OBE?
It is an education that is anchored and focused on
outcomes. It is a student-centered approach that
focuses on the intended learning outcomes resulting
from instruction. (Nicholson, 2011)
It is an approach in planning, delivering, and
assessing instruction. It is concerned with planning
instruction that is focused on outcomes, choosing
the methodology that leads to the intended
outcomes and an assessment process that
determines the attainment of intended outcomes.

The OBE as an Approach

Identifying
desired
outcomes

Determining
assessment
measures for
the
achievement
of outcomes

Deciding on
strategies
and
methodologi
es to achieve
those
outcomes

Learning Principles of OBE (Spady,

1994)
Clarity of focus
Designing down
High Expectations
Expanded Opportunities

Meaning of Outcomes
end target of OBE
clear learning results that learners have to
demonstrate, what learners can actually do with
what they know and have learned
actions, products, performances that embody
and reflect the learners competence in using
content, information, ideas, and tools
successfully
culminating demonstration of learning, not
curriculum content.

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 demo teaching or microteaching where you
apply the principles of teaching that you learned
will be the outcome.

Exit Outcomes vs. Enabling

Outcomes
1. Enabling Outcome to
explain the principles of
teaching science
2. Enabling Outcome to
chose an appropriate
teaching method

Exit Outcome to apply

the principles of
teaching science with
the use of an appropriate
method in a
demonstration teaching

EXIT OUTCOMES are the big outcomes. ENABLING

OUTCOMES are the small outcomes. The attainment of
these small outcomes lead to the attainment of big
outcomes we used to call, in other words, terminal

 Key Stage Standard

Learning Area
Standard
Grade Level
Standard
Content and
Performance

LEARNING AREA
STANDARD:
The learner demonstrates understanding
and appreciation of key concepts and
principles of mathematics as applied, using
appropriate technology, in problem
solving, critical thinking, communicating,
reasoning, making connections,
representations, and decisions in real life.

KEY STAGE STANDARD:

K3
At the end of Grade 3, the learner demonstrates
understanding and appreciation of key concepts and skills
involving numbers and number sense (whole numbers up to
10 000 and the four fundamental operations including money,
ordinal numbers up to 100th, basic concepts of fractions),
measurement (time, length, mass, capacity, area of square
and rectangle), geometry (2-dimensional and 3-dimensional
objects, lines, symmetry, and tessellation), patterns and
algebra (continuous and repeating patterns and number
sentences), statistics and probability (data collection and
representation in tables, pictographs and bar graphs and
outcomes) as applied, using appropriate technology, in critical
thinking, problem solving, reasoning, communicating, making
connections, representations and decisions in real life.

KEY STAGE STANDARD:

Grades 4-6
The learner demonstrates understanding and appreciation of key
concepts and skills involving Numbers and Number Sense (whole
numbers, number theory, fractions, decimals, ratio and
proportion, percent, and integers); Measurement (time, speed,
perimeter, circumference and area of plane figures, volume and
surface area of solid/space figures, temperature and meter
reading); Geometry (parallel and perpendicular lines, angles,
triangles, quadrilaterals, polygons, circles, and solid figures);
Patterns and Algebra (continuous and repeating patterns, number
sentences, sequences, and simple equations); Statistics and
Probability (bar graphs, line graphs and pie graphs, simple
experiment, and experimental probability) as applied - using
appropriate technology - in critical thinking, problem solving,
reasoning, communicating, making connections, representations,
and decisions in real life.

Grade 3

GRADE LEVEL
STANDARD:

The learner demonstrates understanding and

appreciation of key concepts and skills involving
numbers and number sense (whole numbers up to
10 000; ordinal numbers up to 100th; money up to
PhP1000; the four fundamental operations of whole
numbers; proper and improper fractions; and similar,
dissimilar, and equivalent fractions); geometry (lines,
symmetry, and tessellations); patterns and algebra
(continuous and repeating patterns and number
sentences); measurement (conversion of time,
length, mass and capacity, area of square and
rectangle); and statistics and probability (tables, bar
graphs, and outcomes) as applied - using appropriate
technology - in critical thinking, problem solving,

Grade 4

GRADE LEVEL
STANDARD:

The learner demonstrates understanding and

appreciation of key concepts
and skills involving
numbers and number sense (whole numbers up to
100 000, multiplication and division of whole
numbers, order of operations, factors and multiples,
addition and subtraction of fractions, and basic
concepts of decimals including money); geometry
(lines, angles, triangles, and quadrilaterals); patterns
and algebra (continuous and repeating patterns and
number sentences); measurement (time, perimeter,
area, and volume); and statistics and probability
(tables, line graphs and experimental probability) as
applied - using appropriate technology - in critical
thinking, problem solving, reasoning, communicating,

Grade 5

GRADE LEVEL
STANDARD:

The learner demonstrates understanding and

appreciation of key concepts and skills involving
numbers and number sense (whole numbers up to
10 000 000, order of operations, factors and
multiples, fractions and decimals including money,
ratio and proportion, percent); geometry (polygons,
circles, solid figures); patterns and algebra (sequence
and number sentences); measurement (time,
circumference, area, volume, and temperature); and
statistics and probability (tables, line graphs and
experimental probability) as applied - using
appropriate technology - in critical thinking, problem
solving, reasoning, communicating, making
connections, representations, and decisions in real

Walk-through on Grade
4 Curriculum Guide

Guide questions:
1. What are content standards? Performance standards?
How are they stated?
2. How do these grade 4 standards relate with Grades 3 and
5 standards?
3. How many strands comprise the contents of the
mathematics curriculum for Grade 4? What are they? What
specific topics are covered in each of the strands? Can you
name them?
4. What are learning competencies? How are learning
competencies stated?
5. Why are the learning competencies coded?

Guide question:
6. How will you relate the grade 4 learning competencies
with Grades 3 and 5 competencies? Cite examples for
such relationships. Use the table for your output.
Content
Strand

Learning Competencies
Grade 3

Grade 4

Grade 5

7. What challenges do you foresee in the implementation of

the curriculum? How will you address these challenges? What
assistance do you need to address the possible challenges
you have noted?

Content Standards

Performance
Standards

Learning
Competencies

Identify and set the

essential knowledge
and understanding that
should be learned
(What should the
learner know and able
to understand)

Describe the abilities

and skills that learners
are expected to
demonstrate in relation
to the content
standards and
integration of the 21st
century skills

Refer to the
knowledge,
understanding,
skills and attitudes
that learners need
to demonstrate in
every lesson and/or
learning activity

(What can the learners

do with what they
know?
How well must learners
do their work?
Demonstrates
Is able to recognize and Visualizes numbers
understanding of whole represent whole
up to 100,000 with
numbers up to 100,000 numbers up to 100,000
emphasis on
in various forms and
number 10,001
contexts.
100,000

CURRICULUM GUIDE
Content

Numbers
and
Number
Sense

Content
Standards

Performance
Standards

Learning
Competencies

Identify and set

the essential
knowledge and
understanding
that should be
learned

Describe the
abilities and
skills that
learners are
expected to
demonstrate in
relation to the
content
standards and
integration of
the 21st
century skills

Refer to the
knowledge,
understanding,
skills and
attitudes that
learners need
to
demonstrate
in every lesson
and/or
learning
activity

Demonstrates
understanding
of whole
numbers up to
100,000

Is able to
recognize and
represent
whole numbers
up to 100,000
in various
forms and

Visualizes numbers
up to 100,000 with
emphasis on
number 10,001
100,000
Gives the place
value and value of
a digit in numbers
up to 100, 000

Code

M4NS-Ia1.4
M4NS-Ia10,4

CONTENT
STANDARD

Know and understand

Answers What
students
know and be able to
understand?

The learner demonstrates

understanding of whole numbers
up to 100,000

PERFORMANCE
STANDARD

The learner is able to

represent whole numbers
up to 100,000 in various forms
and contexts.

Do, perform
and
demonstrate
(including
21st
Century
Skills)

LEARNING
COMPETENCIES

Specific
statements of
knowledge,
process/skills
and attitude
that students
are expected
to
demonstrate
to attain the
content
standard

OUTCOMES IN DIFFERENT
LEVELS
Institutional Intended Learning Outcomes (IILOs)
Program Intended Learning Outcomes (PILOs)
Course Intended Learning Outcomes (CILOs)

Institution VisionMission
Statement, Goals
and Philosophy

Learning
Outcomes

Course
Outcomes

Institutional
Outcomes
Attributes of
Ideal Graduate

Program
Outcomes

NCBTS
UNESCO ICT
Competenci
es for
Teachers

CMO 30, s.
2004_PSGs

21st Century
Skills

PROGRA
M
OUTCOM
ES

Philippine
Qualificatio
n
Framework

ASEAN
Qualificatio
ns
Reference
Framework

Institutional
Outcomes

HEI Type

TRADITIONAL/TRANSITIONAL and
TRANSFORMATIONAL OBE
Traditional/Transitional OBE emphasizes student
mastery of traditional subject-related academic
outcomes (usually with a strong focus on subjectspecific content) and some cross-discipline outcomes
(such as ability to solve problems or to work
cooperatively)
Transformational OBE emphasizes long-term, crosscurricular outcomes that are related directly to
students future life roles (such as being productive
worker or a responsible citizen or a person).

ACTIVITY

There should be a perfect curriculum alignment. The outcomes are

aligned with instruction and instruction is in turn aligned to
assessment. Is this alignment shown in these examples? Explain your
answer.
a) Example 1
a) Learning Outcome: Interpret the given data in a line graph
b) Strategy/Method: Using Deductive Method, Using Line Graphs
c) Assessment Task: Written Quiz
a)

Present the following data by the use of a graph.

b) Example 2
a) Learning Outcome: Design an experiment to determine the effect of light
on leaf coloration
b) Strategy/Method: Experimentation, Practical Work Approach
c) Assessment Task: Written Quiz
a)
b)

Distinguish between control and experimental groups

Enumerate in order the steps that are involved in an experiment

The following are practices of OBE. Say

YES when the given is in accordance
with OBE lesson and NO, if not.
1. In a teacher study group, the teachers got the content
of Grade 3 Science then formulated the outcomes.
2. Another teacher study group formulated first the
outcomes the determined the content to be taught.
3. A group of teachers was asked to prepare a curriculum
guide. They outlined the scope and sequence of the
course.
4. Teachers base their assessment task on content.
5. Teachers base their assessment on learning outcomes.

THANK YOU!!!