MODULE 7

CURRICULUM REFORMS IN TEACHER EDUCATION

LESSON 7.1

Outcome-Based
Education for Teacher
Preparation Curriculum
REPORTER: MARICEL A. RIVERA
Desires Learning 2

Outcomes
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 achieve learning outcomes will be assesed.
Summarize the prospective teacher’s roles and responsibilities in the
implementation of the Outcome-Based Education.

SURIGAO DEL NORTE STATE

UNIVERSITY / 2025
Definition of Outcome-Based Education (OBE)
3
W. Spady (1994) 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 the 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 acquire to make them reach their full
potential and lead fulfilling lives as individuals in the community and at work.

SURIGAO DEL NORTE STATE

UNIVERSITY / 2025
 To defined and clarify further, answers to 4

following question should be addressed by the

teachers.

1. What do we want these student to learn?

2. Why do we want students to learn this
things?
3. How can we best help students to learn this
things?
4. How will you know when the students have
learned?
 Spady premised that in
outcomes-based education; 5
SURIGAO DEL NORTE STATE
UNIVERSITY / 2025

All students can learn and succeed, but not all the
same time or in the same way.
successful learning promotes even more successful
learning and
Schools and teachers control the conditions that
determine if the students are successful in school
learning.
 6

Four essential principles in OBE

SURIGAO DEL NORTE STATE

Clarify of focus - A clear focus on what teachers want students to learn is the primary
UNIVERSITY / 2025

1 principle in OBE. Teachers should bear in mind that the outcome of teaching is learning. To
achieves this, teachers and students should have a clear picture in mind of what knowledge,
skills, values must be achieve at end of the teaching-learning process

Designing Backwards - This principle is related to the first. At the beginning of a curriculum

2 design, the learning outcome has to be clearly defined. what to achieve at the end of
formal schooling is determined at the beginning. Decisions are always traced back to
desired results. This means that planning, implementing and assessing should be
connected to the outcomes.
 7

Four essential principles in OBE

SURIGAO DEL NORTE STATE

High Expectations - Establishing high expectations, challenging standards pf performance

UNIVERSITY / 2025

3 will encourage students to learn better. This is linked to the premised that successful
learning, promotes more successful learning as mentioned by Spady in 1994. This is parrallel
to thorndikes’s law of effect, which says that success reinforces learning, motivates, builds
confidence and encourages learners to do better.

Expanded Opportunities - in OBE all students are expected to excel, hence equal

4 expanded opportunities should be provided. As advocate of multiple intelligences say,

“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
8
Tips on how should teaching-learning be done in OBE:
Teachers must prepare students adequately. This can be done if the teachers know waht
they want the students to learn and what learning outcomes to achieve. Prerequisite
knowledge is important, thus a review is necessary st the start of a lesson.
Teachers must create a positive learning environment. Students should feel, that
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
learn it (what use it will be now and in the future) and how 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 outcome teachers want the students to achieve. Also

SURIGAO DEL NORTE STATE

UNIVERSITY / 2025
 9

to consider are the contents, that characteristic of the students, the resource avaiable 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 this, they can explore with new learning, correct
errors and adjust 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.

SURIGAO DEL NORTE STATE

UNIVERSITY / 2025
additional key points in teaching-learning in OBE which
show the shifts from a traditional to an OBE view. 10

SURIGAO DEL NORTE STATE

UNIVERSITY / 2025
Assessment of Learning
Outcomes in OBE 11

Assessment in Obe should also be guided by the

four principles of OBE which are clarify 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 the
students are expected to learn (desired learning
outcome), then assessment becomes an embedded
part of the system.
 To be useful in OBE system, assessment should be
guided by the following principles:
12

1. Assessment procedure should be valid. Procedure and

SURIGAO DEL NORTE STATE

tools should actually assess what one intended to test.

UNIVERSITY / 2025

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
QUALITATIVE METHOD
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.
 To be useful in OBE system, assessment should be
guided by the following principles:
13

6. Assessment should support every student’s opportunity to

SURIGAO DEL NORTE STATE

learn things that are important.

UNIVERSITY / 2025

7. Assessment should allow individuality or uniqueness to be

demonstrated.
8. Assessment should be comprehensive to cover a wide range
QUALITATIVE METHOD
of learning outcomes.
 Learner’s Responsibilty for Learning 14

In OBE, students are responsible for their own learning and progress,
SURIGAO DEL NORTE STATE

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
UNIVERSITY / 2025

only facilitate that learning, define the learning outcomes to be achieves, and
assist the students to achieve those outcomes. Students have bigger
responsibility to achieve those outcomes. In this way, they will be able to know
whether they are learning or not.

One of the great benefits of outcome-based education is that it makes

students aware of what they should be learning, what they are learning it, what
they are actually learning and what they should do when they are learning. All of
these will conclude with the achieved learning outcomes.
 In terms of students perspectives there are common 15
questions that will guide them as they learn under OBE
Curriculum framework.
To guide us as students in OBE learning, we should
ask ourselves these following questions.

We as student,

1. What do we have to learn?

2. What do we have to learn it?
3. What will we be doing while we are learning?
4. How will we know that we are are learning, what we
should be learning?
5. Will we have any say in what we learn?
6. How will we be assessed?
Thank
You!
SURIGAO DEL NORTE STATE
UNIVERSITY / 2025