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Outcome-Based-Education: Basis For Enhanced Teacher Education Curriculum

This document discusses outcome-based education (OBE), which focuses on defining clear learning goals for students and organizing curriculum, instruction, and assessment around achieving those outcomes. It identifies four key principles of OBE: clarity of focus on learning outcomes, designing curriculum backwards from the outcomes, high expectations for all students, and expanded opportunities for students to achieve outcomes. The document also describes how teaching, learning, and assessment relate to OBE's student-centered approach.

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MARIA SHIELA LEDESMA
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237 views20 pages

Outcome-Based-Education: Basis For Enhanced Teacher Education Curriculum

This document discusses outcome-based education (OBE), which focuses on defining clear learning goals for students and organizing curriculum, instruction, and assessment around achieving those outcomes. It identifies four key principles of OBE: clarity of focus on learning outcomes, designing curriculum backwards from the outcomes, high expectations for all students, and expanded opportunities for students to achieve outcomes. The document also describes how teaching, learning, and assessment relate to OBE's student-centered approach.

Uploaded by

MARIA SHIELA LEDESMA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Outcome-Based-

Education:
Basis for Enhanced
Teacher Education
Curriculum
Maria Shiela L. Lozada
Objectives:
 Define what is outcomes-based education
 Identify the four principles in OBE
 Describe how teaching and learning relate to OBE
 Describe how assessment of achieved learning
relate to OBE
 Describe the learner’s responsibility in learning
through OBE
Outcome-Based Education
 also known as standard-based education
 An educational theory that centered on goals.
William Spady
(Father of OBE)
Among the many advocates of OBE in the early years
was W. Spady (1994).

He defines 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.
 What do we want these students to
learn?
 Why do we want students to learn these
things?
 How can we best help students to learn
these things?
 How will you know when the students
have learned?
Spady premised that an Outcomes-Based Education;

Schools and Teachers


All students can learn
control the conditions that
and succeed, but not
will determine of the
at the same time or in
Successful learning students are successful in
the same way.
promotes even more school learning.
successful learning.
Four Essential
Principles in
OBE
Principle 1: Clarity Focus
A clear focus on what teachers want students to learn is the primary
principles in OBE. Teachers should bear in mind that the outcome of
teaching is learning.
Principle 2: Designing
Backwards
This principle is related to the first. At the
beginning of a curriculum design, the learning
outcome has to be clearly defined.
Principle 3: High
Expectations
Establishing high expectations, challenging standards of
performance will encourage students to learn better.
Principle 4: Expanded
Opportunities
In OBE all students are expected to excel, hence equal
expanded opportunities should be provided.
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 then should be made.
 Teachers must prepare students adequately.
 Teachers must create a positive learning
environment, students should feel, that regardless
of individual uniqueness, the teacher is
always there to help.
 Teacher must help their students to understand,
what they have appropriate strategy should be used
taking into account the learning outcome teachers
want the students to achieve.
 Teachers must provide students enough
opportunities to use the new knowledge and skills
that they gain.
 Teacher must help students to bring each learning to
a personal closure that will make them aware of
what they learned.
From Traditional View From OBE View
Instruction Learning
Inputs and Resources Learning Outcomes
Knowledge is transferred by the teacher Knowledge already exist in the
minds of the learners
Teacher dispenses knowledge Teachers are designers of methods
Teachers and students are independent Teachers and students work in teams
and inisolation
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 students’ learning. Since in OBE,
there is a need first to establish a clear vision of what the
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. Procedures 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 teacher s and students how students
are progressing.
6. Assessment should support every student’s opportunity to learn things
that are important.
To be useful in OBE system, assessment should be guided by the
following Principles:

7. Assessment should allow individuality or uniqueness to be


demonstrated.
8. Assessment should be comprehensive to cover a wide range of learning
outcomes.
Learner’s Responsibility for
Learning
In OBE, students are responsibility 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. In this way, they will
be able to know whether they are learning or not.
To guide the students in OBE learning, they should ask themselves
the following question.

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?
References:

THANK YOU! https://www.studocu.com/ph/docume


nt/davao-del-norte-state-college/educ
ation/dahan-2a-module-7-outcomes-b
ased-education-basis-for-enhanced-te
acher-education-curriculum/2953833
8

https://maricelmagbanua.blogspot.co
m/2017/03/chapter-1-outcome-based-
education.html

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