OUTCOMES-BASED-

EDUCATION: BASIS
FOR ENHANCED
TEACHER EDUCATION
CURRICULUM

REPORTED BY:
SAYUD, ANGEL
MORENO, FROILAN
DEFINITION OF
OUTCOME-BASED-
EDUCATION (OBE)
W. SPADY
He defined OBE as clearly focusing, and
organizing everything in the educational
system around the essential for all the students
to do successfully at the end of their learning
experiences.
SPADY premised that in OUTCOMES-
BASED-EDUCATION
 All students can learn and succeed, but not at the same time
or in the same way.
 Successful learning promotes even more successful learning.
 Schools and teachers control the conditions that will
determine if the students are successful in school learning.
FOUR ESSENTIAL PRINCIPLE IN OBE
PRINCIPLE 1: CLARITY OF FOCUS
PRINCIPLE 2: DESIGNING BACKWARDS
PRINCIPLE 3: HIGH EXPECTATIONS
PRINCIPLE 4: EXPANDED OPPORTUNITIES
 TEACHING-
LEARNING IN
OBE
 Teachers must prepare students adequately.
 Teachers must create a positive learning environment.
 Teachers must help their students to understand what they have to learn,
why they should learn it and how will they know that they have learned.
 Teachers must use variety of teaching methods.
 Teachers must provide students with enough opportunities to use the new
knowledge and skills that they gain.
 Teachers must help students to bring each learning to a personal closure that
will make them aware of what they learned.
 FORM THE TO OBE VIEW
TRADITIONAL VIEW
Instruction Learning
Inputs and Resources Learning Outcomes
Knowledge is transferred by the teacher Knowledge already exists in the minds of the
learners
Teacher dispenses knowledge Teachers are designers of methods
Teachers and students are independent and Teachers and students work in teams
in isolation
ASSESSMENT OF LEARNING
OUTCOMES IN OBE
1. Assessment procedure should be valid.
2. Assessment procedure should be reliable.
3. Assessment procedure should be fair.
4. Assessment procedure should reflect the knowledge and
skills that are important to students.
5. Assessment should tell both the teachers and students how
students are progressing.
6. Assessment should support every student’s opportunity to
learn things that are important.
7. Assessment should allow individually or uniqueness to be
demonstrated.
8. Assessment should be comprehensive to cover a wide range
of learning outcomes.
LEARNER’S RESPONSIBILITY FOR
LEARNING
1. What do I have to learn?
2. Why do I have to learn it?
3. What will I be doing while I am learning?
4. How will I know that I am learning, what I should be learning?
5. Will I have any say in what I learn?
6. How will I be assessed?
THANK YOU FOR LISTENING