OUTCOMES-BASED

EDUCATION
CHAPTER1
Reporters:
Abas, Kent Rayzard
Aveguetero, Khetmelo
Badaran, Mocha Alexa
De eyoy, Merlyn Mae
Overview

• Given the current status of OBE in the country,

this lesson aims to shed light on some critical
aspects of the framework with the hope of
elucidating important concepts that will
ensure proper implementation of OBE. Also, it
zeroes in inferring implications of OBE
implementation for assessment and
evaluation of students‟ performance.
LESSON 1

UNDERSTANDING
OUTCOMES-BASED EDUCATION
 Education
 Derived from the Latin term “educatum”
means the act of teaching or training.
 Other groups of educationalists say it has
come from another Latin word “educare”
which means to bring up or to raise.
 For a few others, the word education has
originated from another Latin word
“educere” which means to lead forth or to
come out.
It all indicates education seeks to
nourish the good qualities in man
and draw out the best in every
individual, it seeks to develop the
inner, innate capacities of man.
OBE(Outcomes-Based
Education)
Clearly focusing and organizing
everything in an educational system
around what is essential for all students
to be able to do successfully at the end
of their learning experiences.
It is a recurring education reform model, a
student-centered learning philosophy that
focuses on empirically measuring student’s
performance, which are called outcomes
and on the resources that are available to
students, which are called inputs.
Dr. William Spady
 For him, outcome-based education or OBE is
paradigm shift in the education system that’s
changing the way students learn, teachers think
and schools measure excellence and success.
 In 1968, he introduced OBE in the Philippines in
order to share the benefits of it.
 He observed the US education system was
more bent on how to make them achieve good
scores.
 He acknowledged that all students can
learn and succeed, but not on the day in
the same way.

 Outcomes-Based Education expects

active learners, continuous assessment,
knowledge integration, critical thinking,
learner centered, and learning program.
Educational Landscape for Higher Education

 The CHED required the implementation of

Outcomes-Based Education(OBE) in
Philippine universities and colleges in
2012 through CHED Memorandum Order
No. 46.
 As a leading learning solutions provider in
the Philippines, learning are aligned with
OBE through the following features:
Learning Objectives - Statements that
describe what learners/students are
expected to develop by the time they finish a
particular chapter.
Teaching Suggestions - This section
covers ideas, activities, and strategies that
are related to the topic and will help the
instructor in achieving the Learning
Objectives. 
Chapter Outline - This section shows the
different topics/subtopics found in each
chapter of the textbook.

Discussion Questions - It contains end-of-

chapter questions that will require students
to use their critical thinking skills to analyze
the factual knowledge of the content and its
application to actual human experiences. 
Experiential Learning Activities - This
includes activities that are flexible in nature.

Objective type of tests to test knowledge of

students may include any of the following: 

- Identification 
-True or False 
- Fill in the blank 
- Matching type 
- Multiple Choice
Assessment for Learning - This
include rubrics that will describe and
evaluate the level of
performance/expected outcomes of the
learners. 
 The Outcomes Of Education

o Learning outcomes are statements

that describe significant and essential
learning that learners have achieved,
and can reliably demonstrate at the end
of a course or a program.
o Identify what the learner will know and
be able to do at the end of the course
Example that are specific and relatively
easy to measure are;
• Can read and demonstrate good
comprehension of text in areas of the
student’s interest or professional field.

• Can demonstrate the ability to apply basic

research methods in psychology, including
research design, data analysis, and
interpretation.
• Can identify environmental problems,
evaluate problem-solving strategies, and
develop science-based solutions.

• Can demonstrate the ability to evaluate,

integrate, and apply appropriate
information from various sources to create
cohesive, persuasive arguments and to
propose design concepts.
 Principles of OBE
• Clarity of focus
• High Expectations
• Expanded Opportunity
• Design Down
 Types of Outcomes
 Immediate Outcomes
Are competencies and skills are acquired upon
completion of a subject, a grade level, a segment
of a program, or a program itself.

 Deferred Outcomes
The ability to apply cognitive psychomotor, and
effective skills in various competencies in various
situations many years after completion of a
subject, grade level or a program