Lesson 7.

1: Outcome-Based Education for Teacher Preparation

➤ Define what is outcome-based education as this apply to teacher education

➤ Analyze the four principles in outcome-based education

➤ Describe how teaching and learning relate to OBE

➤ Explain how the achieved learning outcomes will be assessed

➤ Summarize the prospective teacher's roles and responsibilities in the implementation of the
Outcome-Based Education
Why do we hear a lot of educators talking about OBE? What is Outcome-Based Education about? Should
curriculum for teacher preparation be influenced by this? Why? How will OBE address the 21st Century
teachers?
In recent years, there has been an increasing attention on outcomes- based education for several
reasons. This include return of investments and accountability which are driven by political, economic
and educational reasons.
Definition of Outcomes-Based Education (OBE)
Among the many advocates of OBE in the early years was W. Spady (1994). 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. It starts with a clear picture of what is important
for students to be able to do, then organizing the curriculum, instruction and assessment to make sure
that learning happens. This definition clearly points to the desired results of education which are the
learning outcomes. This are made up of knowledge, understanding, skills and attitude that students
should as individuals in the community and at work.
To define and clarify further, answers to the following questions should be addressed by the teachers.
1. Why do we want these students to learn?
2. Why do we want students to learn these things?
3. How can we best help students to learn these things?
4. How will you know when the students have learned?
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 and Schools and teachers control the conditions that will
determine if the students are successful in school learning.
Four Essential Principles in OBE
In order to comply with the three premises, four essential principles should be followed in either
planning instruction, teaching and assessing learning.
Principle 1: Clarity of Focus
A clear focus on what teachers want students to learn is the primary principle in OBE. Teachers should
bear in mind that the outcome of teaching is learning. To achieve this, teachers and student should have
a clear picture in mind of what knowledge, skills, values must be achieved at end of the teaching-
learning process. This is like looking straight ahead so that the target will be reached.
Principle 2: Designing Backwards
This principle is related to the first. Al the beginning of a curriculum design, the learning outcome has to
be clearly defined. What to achieve at the end of formal schooling is determined as the beginning.
Decisions are always traced back to desired results. This means planning, implementing (teaching) and
assessing should be connected to the outcomes.
Principle 3: High Expectations
Establishing high expectations, challenging standards of performance will encourage students to learn
better. This is linked to the premise that successful learning as mentioned by Spady in 1994. This is
parallel to Thorndike's law of effect, which says that success reinforces learning, motivates, builds
confidence and encourages learners to do better.
Principle 4: Expanded Opportunities
In OBE all students are expected to excel, hence equal expanded opportunities should be provided. AS
advocates of multiple intelligences sa, "every child has a genius in him/herself, hence is capable of doing
the best." Learners develop inborn potentials if corresponding opportunities and support are given to
nurture.
Teaching-Learning in OBE
Teaching is teaching if learners learn. Learning is measured by its outcome. Whatever approach to
teaching is used, the intent should focus on learning rather than on teaching. Subjects do not exist in
isolation, but links between them should be made. It is important that students learn how to learn,
hence a teacher should be innovative. How then should teaching-learning be done in OBE? Here are
some tips:
Teachers must prepare students adequately. This can be done if the teachers know what they want the
students to learn and what learning outcomes to achieve. Prerequisite knowledge is important, thus a
review is necessary at the start of a lesson.
Teachers must create a positive learning environment. Students should feel, the regardless of individual
uniqueness, the teacher is always there to help. Teacher and student relationship is very important. The
classroom atmosphere should provide respect for diverse kind of learners.
Teachers must help their students to understand, what they have to learn, why they should it (what use
it will be now and in the future) and ow will they know that they have learned.
Teachers must use a variety of teaching methods. The most appropriate strategy should be used taking
into account the learning outcomes teachers want the students to achieve. Also to consider are the
contents, the characteristic of the students, the resources available and the teaching and the teaching
skill of the teacher. Even if OBE is learner- centered, sometimes more direct, time-tested methods of
teaching will be appropriate.
Teachers must provide students with enough opportunities to use the new knowledge and skills that
they gain. When students do their thinking. Application of learning is encouraged rather than mere
accumulation of these.
Teacher must help students to bring each learning to a personal closure that will make them aware of
what they learned.
Assessment of Learning Outcomes in OBE
Assessment in OBE should also be guided by the four principles of OBE which are clarity of focus,
designing backwards, high expectations and expanded opportunity. It should contribute to the objective
of improving student's learning. Since in OBE, there is a need first to establish a clear vision of what that
students are expected to learn (desired learning outcomes), then assessment becomes an embedded
part of the system.
To be useful in OBE system, assessment should be guided by the following principles:
1. Assessment procedure should be valid. Procedure and tools should actually assess what one intends
to test.
2. Assessment procedure should be reliable. The results should be consistent.
3. Assessment procedure should be fair. Cultural background and other factors should not influence
assessment procedure.
4. Assessment should reflect the knowledge and skills that are important to the students.
5. Assessment should tell both the teachers and students how students are progressing.
1. Assessment should support every student's opportunity to learn things that are important.
2. Assessment should allow individuality or demonstrated, uniqueness to be
3. Assessment should be comprehensive to cover a wide range of learning outcomes.
Learner's Responsibility for Learning
In OBE, students are responsible for their own learning and progress. Nobody can learn for the learner.
It is only the learner himself/herself who can drive himself/herself to learn, thus learning is a personal
matter. Teachers can only facilitate that learning, define the learning outcomes to be achieved, and
assist the students to achieve those outcomes. Students have the bigger responsibility to achieve those
outcomes. In this way, they will be able to know whether they are learning or not.,
As a student,
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?