Samar Colleges, Inc.
COLLEGE OF GRADUATE STUDIES
Catbalogan City
Subject: : EE 207
Subject Code: : MA019
Course: : MAEd- Elementary Education
Course Description Title : Advanced Teaching Strategies 1
Professor : Ruperto N. Torrechiva, MAEd
Academic Term and School Year : 1st Sem S.Y. 2021-2022
Topic : Outcome-Based Education
Discussant : Janet A. Basallote
Reporter No. :1
Reference : https://link.spinger.com/referenceworkentry
Spady, Willaiam (1994) Outcome-Based Education
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Outcome-Based Education
In this chapter, the student should be able to:
1. What do we mean by Outcome-Based Education?
2. What are the Four Essential OBE Principles?
INTRODUCTION
As education is a continues learning process and does never-end or does not stop, educators
also does not stop in development of different models which will help in uplifting the
teaching and learning process.
What is Outcome-Based Education?
OBE is the educational system preparing students to meet the highest standards of a particular
profession. These standards are designed back into program outcomes, competencies, and
converted into instructional goals and objective for students to be confidently globally
competitive.
Outcome-based education is a model of education that rejects the traditional focus on what
the school provides to students, in favor of making students demonstrate that they “know and
are able to do” whatever the required outcomes are. OBE reforms emphasize setting clear
standards for observable, measurable outcomes.
OBE is a process of curriculum design, teaching, learning and assessment that focuses on
what students can actually do after they are taught. It attempts to embraces learning outcomes
with the knowledge, skills, attitudes and values that match the immediate social, economic,
and cultural environment of society. According to William Spady there are three types of
OBE
3 Types of OBE
1. Traditional OBE – Which measure the learning outcomes in terms of students’
mastery of the established curriculum.
2. Transitional OBE – which measures the learning outcomes of students in terms of
student in terms of generic or higher-order competencies such as critical thinking,
problem solving, communication skills and teamwork.
3. Transformational OBE- which measures the learning outcomes of students in terms of
broad category of disciplinary knowledge and skills, generic competencies, attitudes
and values required by the industry or society.
Four OBE Principles:
1. Focus on outcome - facilitate student’s achievements on the intended learning
outcomes
Clarity short and long term learning intentions
Assist learners to attain the outcomes
Focus assessments on outcomes
2. Expanded opportunities – Learners may require different instructional strategies and
additional learning opportunities (learner can learn and succeed, but not in the same
way)
Provide multiple learning opportunities to match different learner’s
needs
Shift from teacher centered to student centered approach
3. High Expectations – Most students can achieve high standards if they are given
appropriate opportunities
4. Designing backward (curriculum) – curriculum design begins with exit outcome,
followed by “building blocks” of learning.
INSTITUTIONAL VISION MISSION
PROGRAMME AIMS AND PROGRAMME EDUCATIONAL
OBJECTIVES
PROGRAMME LEARNING OUTCOMES
COURSE LEARNING OUTCOMES
BENEFITS OF OUTCOME-BASED EDUCATION (OBE)
1. Clarity – 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
2. Flexibility – with clear sense of what needs to be accomplished instruction will be
able to structure their lessons around the students’ needs. OBE does not specify a
specific method of instruction, leaving instructors free to teach their students using
any method.
3. Involvement – Student involvement in the classroom is a key part of OBE. Students
are expected to do their own learning, so that they will gain a full understanding.
KEY FEATURES TO JUDGE IF A SYSTEM HAS IMPLEMENTED AN OBE
a) Creation of a curriculum framework that outlines specific, measurable outcomes. The
standards included in the frameworks are usually chosen through the area’s normal
political process.
b) A commitment not only to provide an opportunity of education, but to require
learning outcomes for advancement. Promotion to the next grade a diploma or other
reward is granted upon achievement of the standards, while extra classes, repeating
the year, or other consequences entail upon those who do not meet the standards.
c) Standards-based assessment that determines whether students have achieved the
stated standards. Assessment may take any form, so long as the assessments actually
measure whether the student knows the required information or can perform the
required task.
d) A commitment that all students of all groups will ultimately reach the same minimum
standards. School may not ‘give up’ on successful students.
Teaching Learning in OBE
From Traditional View To OBE View
Instruction Learning
Inputs and resources Learning outcomes
Knowledge is transferred by the Knowledge already exists in the
teacher mind of the learners
Teachers and students are Teachers are designers of methods
independent and isolation teacher and students work in teams
Learners’ responsibility for learning
In OBE learners are responsible for their own learning progress.
It makes student aware of what they should be learning, why they are learning it, why
they are actually learning, and what they should do when they are learning.
Assessment of Learning Outcomes in OBE
Assessment procedure should be valid.
Assessment procedure should be reliable.
Assessment procedure should be fair.
Assessment procedure should reflect the knowledge and skills that are important to
the students.
Assessment procedure should tell both the teachers and students how students are
progressing.
Assessment procedure should every student’s opportunity to learn things that are
important.
Assessment procedure should allow individuality and uniqueness to be demonstrated.
Assessment procedure should allow be comprehensive to cover a wide range of
learning outcomes.
Categories of Assessment
1. Diagnostic
Diagnostic assessment happens at the start to gauge pre-knowledge
They usually serve as a barometer for how much pre-loaded information a
student has about a topic.
Diagnostic assessments come before Formative Assessment, analyzing what
students have learned in the past, many times from different teachers or
classes.
2. Formative
Assessment for Learning
Formative assessments are used in the middle of a lesson or year to determine
how students are progressing.
Taken during a unit to assess how students are learning the material that the
teacher has been teaching.
Provides specific timely feedback to improve students’ learning.
Covers small content areas
Has a strong positive and long lasting effect on learning.
3. Summative
Assessment of Learning
Documents students learning at the end of an instructional unit.
Covers complete content area
Provides grades for accountability purposes.
Has a weak fleeting effect on learning
