Mark Dave O.

Comita
BSEDE-2A
EDUC-108
WRITTEN TASKS:
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.

Yes, it is the same in essence as the outcomes in OBE/OBTL. Hence, the Commission on Higher Education
requires the Technical Education Skills Development Authority (TESDA) and all other higher education
institutions in the country to go to outcome-based education (OBE) in its CHED memo 46, s. 2012. Through
that, it is undeniably evident that the TESDA has OBE’s essence. From that point forward, K–12 also has the
same essence as the OBE because it is learner-centered and focuses on honing learners’ competencies through
quality differentiated instruction. One of which is the provision of opportunities for learners to create, learn, and
share what they know in both curricular and non-curricular activities. Using learning resources that engage
learners in active participation and interaction in different contexts that promote real-life application (Llego,
2023) Moving forward on the teacher’s objective written in their lesson plan, I can attest that it has the essence
of the OBE. As a 21st century learner, many changes have been made in the educational system.
Unlike the traditional system, which is primarily teacher-centered and focuses on what to teach rather than what
the learners would gain at the end of the instructional period. Teachers now,are being influenced by the OBE,
which can be seen clearly in the lesson objectives, which focus on what the learners would do at the end of the
discussion. Alignment on the activities and assessment is also evident, which is one of the qualities of OBE. To
sum up everything, the educational system in today’s world is clearly learner-centered, with the essence being
the same as the OBE, which continuously focuses on outcomes that allow learning to have functioning
knowledge.

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' specific
learning outcomes?
The terminal objectives correspond to Spady’s broad outcomes, which emphasize what the students should
do when the learning experiences are done in a broader sense. Spady’s version is concerned with long-term,
cross-curricular outcomes that are directly related to students' future life roles after formal education. Terminal
objectives are the final behavioral outcomes of a specific instructional event. Whereas the enabling objectives
correspond to Bigg’s learning outcomes, it is because both start with specifics. In Biggs’ and Tang's OBTL,
outcomes are statements of what we expect students to demonstrate after they have been taught. The idea is
coherent with the enabling objective because it is the specific learning objective of a course.
3. Study these comic strips and state common erroneous assessment practice/s
suggested by the comics.
From my viewpoint, the common erroneous practice that I noticed is the failure of the instructional period
because the evaluation items are not congruent with the lesson objectives. The students weren’t able to grasp
the lesson, which led them to fail, and it also means that a teacher has failed. Congruency in the lesson plan can
only be achieved if a teacher meets her objectives.
COLLABORATE
4. If all teachers apply OBE or OBTL, which will be most likely to be the assessment results
— good results and happy learners or poor results and frustrated learners? Explain your
answer.
It would be a good result because the students will definitely have something to apply for. A student will not
only have declarative knowledge but also functioning knowledge that would help them in discovering their
skills and, later on, could be something that would make their life better in the future.

5.
5.“Content without purpose is only trivia.” Do you agree? Why or why not?
I strongly agree. Everything should have a purpose, especially if it’s content, because it gives a sense of
direction, allows for motivation, can make a difference, creates clarity, avoids misconceptions, etc. If I am
going to relate it to our topic, a teacher should have a sense of purpose in everything that she does for her
students. For example, she integrated the OBE into her teaching because there is an underlying purpose to it,
like she likes it because it will give clarity of focus, so there is a clear end in mind or target. Next is designing it
down; if the focus is already determined, then it is followed by designing it down. Next is high expectation.
When the outcome or focus is determined, she will set high expectations for his students. And lastly, there will
be an expanded opportunity or opportunities where the lesson can be learned in a different manner or in a
different format or way.
RESEARCH
These are the issues and challenges in the implementation of OBE:

Planning Curriculum
The challenges of designing an appropriate curriculum for an OBE program are many. First, the OBE
curriculum assumes that all students are ready to learn at the same level. It is essential that teachers maintain
high expectations and make significant curricular changes, which may not be feasible within the mandated
objectives of the OBE. The biggest obstacle to designing an OBE curriculum is a lack of expertise in this area.
The OBE approach is based on outcomes rather than on inputs. Outcomes are expected to be concrete and
measurable and should not be subjective. A complete system of outcomes could range from the recitation of
facts to the analysis of complex issues. The curriculum should be built from the endpoint and not from the
beginning. This way, students will learn more in the long run, and teachers can tailor their courses to meet the
desired outcomes. Another challenge of OBE is defining a clear framework for the outcomes.

 Analyzing Assessment Pattern

OBE aims to enhance adult learning and performance by examining the future of education. To meet this
goal, educators must design and model their programs around a dynamic template. Identifying PLOs and LOs is
an essential first step in improving OBE. Using educational objectives for program evaluation can improve the
performance of OBE. The process of identifying curricular objectives will allow for the creation of more
flexible and relevant programs. However, this process is not easy. Educators face a lot of problems in
prioritizing the weightage of assessments. They also find it difficult to map and measure the COs and POs.
There is also a huge possibility of errors in assessment.

 Managing Records of Students

Managing Records of Students is a fundamental challenge in OBE. A central guideline for course teachers
should provide the appropriate support to manage records of students. One of the most common complaints
against OBE is the high workload placed on instructors and educational institutions. This is partly true. Keeping
track of dozens of separate student outcomes takes more time than simply reporting that a student passed a
mathematics class. It is true that more data means higher costs, but the burden does not necessarily follow.
Rather, the burden of reporting is an underlying problem. Managing Records of Students is the key challenge of
OBE. The process can be cumbersome, especially if a number of students are enrolled in different subjects.

 Analyzing Student Database

One of the biggest challenges in OBE is analysing student databases. Keeping tabs on all the students and
managing the vast student database is a big hassle for educators. It is a draining task and needs a lot of time and
patience. The daily activities of the students need to be monitored, and their progress needs to be tracked. As
educators don’t have the proper knowledge and training to manage such a huge database, they face a lot of
problems. Fortunately, Camu’s OBE solutions can help educators to easily manage the database, manage
records, analyse assuagement patterns and plan curriculum easily with SIS and LMS features.
 Inappropriate outcomes
Many people oppose OBE reforms because they dislike the proposed outcomes. They may think that the
standards are too easy, too hard, or wrongly conceived
Standards can be set too high: Others object that the standards are too high. OBE models do not approve of
social promotion, so non-disabled students who perform significantly below the stated standard may be held
back or required to take additional instruction.

 Lack of evidence that OBE actually works

OBE is a loosely-bound collection of ideas, with little uniformity in the way it is implemented from case to
case. This makes it difficult to test OBE's effectiveness in a way that applies universally. The vagueness of
OBE's conception of a "measurable outcome" is a particular challenge, both in implementing an OBE regime
and in testing its effectiveness. In fact, there is little published evidence that OBE actually works.

REFERENCES:

https://www.k12academics.com/education-reform/outcome-based-education/criticism
https://hrmars.com/papers_submitted/8624/issues-and-challenges-of-outcome-based-education-obe-
implementation-among-malaysian-vocational-college-teachers.pdf
https://camudigitalcampus.com/camu-for-obe/challenges-faced-by-educators-in-adapting-obe
lass?
REFLECT
1. Reflect on one of your past teachers. In his/her teaching has he/she been outcome-
based or content-based? With which did he/she begin his/her lesson: “Today, class,
our lesson is... “ or “after this lesson, class, you should be able to...” At the end of
his/her lesson, did he/she check if the intended learning outcome was realized?
When I was in high school, most of my teachers were doing content-based education. They were merely
focusing on what to teach rather than thinking about what we should do at the end of the discussion. They don't
care if we apply the topic or not. I can clearly remember that my teacher once told us that even if she doesn't
teach, she can still get a salary, which filled me with dismay because I idolized her, but it turned out she was
after the money, not for us to really apply the knowledge.
Our teacher also always starts the discussion with "Today, class, our lesson is..." which was okay with us
because we were not informed about the teaching and learning process. However, now that I have the
knowledge, it makes me feel sad because I feel like we were lost before because we didn't know what we were
going to attain at the end of the discussions.
2. “Content without purpose is only trivia.” — How does this relate to you as a future
teacher?
I can relate to it because I realized that sometimes I have no sense of purpose when I talk, which leads me to
make people wonder. Now that I am knocked with my realization, I can practice being more aware and having
a sense of direction because it is very important in the sense that when I practice my profession, I can speak
with purpose, not just merely teach. I want my students to learn from me and watch them apply it to their lives.
I want to make a difference in their lives, and I believe it will be possible if I know my purpose for teaching.