Adrian Joseph B.
Lawas
BSED 2C 2nd Sem
Assignment # 2
COLLABORATE
1. Are lesson objectives found in teachers' daily lesson plans, competencies written in the K
to 12 Curriculum Guide and competency standards used by trainers and assessors from the
Technical Education and Skills Development Authority (TESDA) the same in essence as the
outcomes in OBE / OBTL? Explain your answer.
While lesson objectives found in teachers daily lesson plans, competencies written in the K
to 12 Curriculum Guide, competency standards used by trainers and assessors from
TESDA, and outcomes in Outcome-Based Education or Outcome-Based Teaching and
Learning share similarities in terms of their purpose of guiding teaching and learning, they
are not necessarily the same in essence. Lesson objectives, competencies, competency
standards, and outcomes in OBE/OBTL all contribute to guiding teaching and learning, they
differ in scope, specificity, and focus. Lesson objectives and competencies are more
immediate and specific, addressing short-term instructional goals and broader educational
expectations, respectively. On the other hand, competency standards and outcomes in
OBE/OBTL are broader and more comprehensive, emphasizing long-term skills,
knowledge, and abilities essential for success in various contexts.
2. In the language of lesson objectives, there is such a thing as enabling objectives and
terminal objectives. Between these two levels of objectives, which one may correspond to
Spady's broad outcomes? Which one may correspond to Biggs' more specific learning
outcomes?
In the language of lesson objectives, enabling objectives and terminal objectives serve
different purposes and levels of specificity. Corresponding these to Spady's broad
outcomes and Biggs more specific learning outcomes can be understood. In summary,
terminal objectives may correspond to Spady's broad outcomes as they represent
overarching goals, while also aligning with Biggs more specific learning outcomes by
specifying observable criteria for success. Enabling objectives, on the other hand, align
more closely with Biggs more specific learning outcomes as they break down the larger
goals into manageable components but may not directly correspond to Spady's broad
outcomes.
3. Study these comic strips and state common erroneous assessment practice/s suggested
by the comics.
These comic strips express each strip on how OBE and Lesson Objective impacted them in
the present moment as they have an expression of anger, disappointment and surprise.
4. If all teachers apply OBE or OBTL, which will most likely be the assessment results -
good results and happy learners or poor results and frustrated learners? Explain your
answer.
If all teachers apply Outcome-Based Education (OBE) or Outcome-Based Teaching and
Learning (OBTL), the most likely assessment results would be good results and happy
learners. This is because OBE/OBTL approaches prioritize aligning teaching, learning, and
assessment activities with clear and measurable learning outcomes.
5. "Content without purpose is only trivia." Do you agree? Why or why not?
Yes, I agree with the statement "Content without purpose is only trivia." Content that lacks a
clear purpose may indeed be trivial or meaningless There's no denying purpose, for as I
Know, without purpose there would not be Content.
