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COLLEGE OF TEACHER EDUCATION

Technology for Teaching and Learning II

Name: Jasmine V. Fortunoba Date Started:

Course & Section: BTLED HE-3A Date Submitted:
Activity No. : 1 Rating:

OBE Framework

Instruction: In your own perception, discuss the given framework below in not less than 300
words. You may use separate sheet of paper if necessary.
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This outcomes-based framework is a structured approach that emphasizes defining

clear and measurable learning outcomes, designing curricula, delivering instruction, and
assessing student performance based on these outcomes. Outcome-Based Education (OBE)
enhance student creativity, engagement, and performance by aligning learning goals and course
outcomes. It also emphasis is placed on a clearly articulated idea of what students are expected
to know and be able to do, that is, what skills and knowledge they need to have, when they leave
the school system. The student learning outcomes constitute the criteria by which curriculum is
developed or redesigned, instructional materials are selected, teaching methods are adopted,
and evaluation is conducted. It also helps to clarify doubts regarding a particular course or
program. With the help of this framework, they can navigate throughout the academic cycle
without losing focus. On the other hand, teachers can use the approach strategically to keep
track of the ongoing progress and elevate teaching and learning habits. It also an educational
theory that bases each part of educational system around what is essential for all students to be
able to do successfully at the end of their learning experiences. For the educational system to
function effectively, OBE framework is identified. It guarantees that curriculum, teaching and
learning strategies, and assessment tools are continuously enhanced through an evaluation
 Excellence | Service | Leadership and Good Governance | Innovation | Social Responsibility | Integrity |
Professionalism | Spirituality

process. The implementation of an outcomes-based education, which promotes the practice of

constructive alignment between outcomes, learning activities and assessment tools needs an
environment where all stakeholders (teachers, students and the institutions) are engaged in the
process of transformative reflection and constant action. Each of these participants reflects in
interaction with the others in three domains: teacher and student, teacher and institution,
student and institution that would have built-in quality enhancement and mechanisms for not
only assuring quality but for enhancing quality.