Chapter 1 (Outcome-Based Education)

CHAPTER 1

 Outcome-Based Education

Maricel H. Magbanua                                                                          BSEd II-ENGLISH

Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal. There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes. The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted.

The focus on outcomes creates a clear expectation of what needs to be accomplished by the end of the course. Students will understand what is expected of them and teachers will know what they need to teach during the course. Clarity is important over years of schooling and when team teaching is involved. Each team member, or year in school, will have a clear understanding of what needs to be accomplished in each class, or at each level, allowing students to progress. Those designing and planning the curriculum are expected to work backwards once an outcome has been decided upon; they must determine what knowledge and skills will be required to reach the outcome

CHED Memo 46.s. 2012- mandates outcomes- based education(OBE) standards for higher education institutions; while Enhanced Basic Education Curriculum- K to 12 Curriculum of the Department of Education introduced (content standards, performance standards, competencies in the K to 12 Curriculum Guide) additionally Technical Education Skills Development Authority (TESDA) ‒ used competency standards in its Training Regulations long before CHED talked about OBE and before DepEd  introduced its K to 12 standards and competencies.

Spady (1994) gave four basic principles of Learning OBE

1.    Clarity of Focus - which is the teachers should focus on helping students to develop the knowledge and skills that will enable them to achieve the articulated intended outcomes.

2.    Designing down - teachers should design an instruction if their outcome is already clear.

3.    High Expectations - teachers should establish high, challenging standards of performance in order to encourage students to engage deeply in what they are learning.

4.    Expanded Opportunities - teachers must strive to provide expanded     opportunities for all students.

This learning principles serves as the learning outcome of OBE, these definitions of “outcomes” imply that the knowledge that you learn about principles of teaching do not qualify as outcomes, the outcome is what you can actually do with what you have learned about principles of teaching. Your demonstration teaching or microteaching where you apply the principles of teaching that you learned will be the outcome.

The OBE or Outcomes also came in different levels

● IILOs – Institutional Intended Learning Outcomes (Institutional Outcomes)

● PILOs- Program Intended Learning Outcomes (program outcomes-like outcomes of Bachelor of Secondary Education)

● CILOs –Course Intended Learning Outcomes (are course outcomes –like The Teaching Profession as a course, commonly referred to as subject)

●ILOs- the more specific learning outcomes, your instructional targets in the classroom.

Spady Two (2) Outcome-based Educational Paradigm

traditional/translational OBE- emphasizes student mastery of traditional subject-related academic outcomes (usually with a strong focus on subject-specific content) and some cross- discipline outcomes (such as the ability to solve problems or to work cooperatively)

Reflection

            OBE is the clarity of the lesson which the teacher should possess. I’ve learned that Outcomes-Based Education 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. This means starting 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 this learning ultimately happens (Spady, 1994).  I’ve also learned that OBE assess the student’s growth and competency in relation to these outcomes.

OBE moves from subject-specific outcomes and cross discipline outcomes to long-term, cross-curricular outcomes that are directly related to students’ future life roles. Performance assessment bring testing methods more in line with instruction. assessment should approximate closely what it is students should know and be able to do. OBE emphasizes the performance assessment it should assess higher level cognitive skills rather than narrow and lower level discreet skills. Direct measures of skills of interest. Learning OBE is enhancing every teacher/students to think critically, and perform due to their capacity. OBE enhances the curriculum it serves as the guide to every teacher, it is an education that is anchored and focus on outcomes.

This lesson, gives us an overview about on how to deal with the Curriculums goals and aims, I also learned that in OBE it helps you to decides on what are your strategies and methodologies in order to achieve that possible outcome.

We can apply Outcomes-Based Education (OBE) trough teaching in different curriculum, it can help us future teacher to achieve our goals, aims and objectives. We can apply OBE to real life situation that can help us enhanced our learning process.  We can now appertain Outcomes-based Education in the process of designing programme curriculum, the outcomes of the learning are emphasized and pre- determined. OBE is expected from the learning after the students have graduated in order to equip them with the necessary skills and capabilities before they enter the work place. Then go backward with: curriculum design, programme outcomes and course outcomes, development of instructions, delivery modes appropriate assessments methodologies.

Learning and applying OBE enrich our capabilities to attain our goals and aims. I learned that OBE is one factor that support every curriculum to be implemented to obtain the main objectives. Applying it, refers to the real world scenario, it serves as the backbone of our objectives to achieve our goal.