Current Issues on Education
Theory, Curriculum and Practice
MARK P. ARMENTA
Survey about OBE
1. A teacher will not stop teaching until all
of the students learn.
2. Output with considerable time.
3. Product and practical exam.
4. Adjust program for assessments.
6. More on performance
7. We can teach in high school or college.
8. Assessment of outputs.
9. Extra income.
3 Different Views about OBE
1. As a theory in
2. As a systemic
structure for education.
3. As a classroom
(From Dr. Roy Killen of the University of New Castle in Australia
determine what things
are essential for all
students “to be able
What do you think an agriculturist should
be able to do?
1. Soil Analysis
2. Fertilizer Computation
3. Proper use of Tools
4. Methods of Planting
5. Asexual Reproduction
7. Proper Handling in Transportation
What do you think a doctor should be able
1. Clinical Skills
2. Perform Practical Procedures
3. Investigate a Patient
4. Manage a Patient
5. Health Promotion and Disease Prevention
6. Skills of Communication
7. Retrieve and Handle Information
Two Common Approaches to OBE
1. Student mastery of traditional
outcomes and some crossdiscipline.
2. Emphasizes long-term, crosscurricular outcomes that are
related to students’ future life
OBE Learning Outcomes
Three Basic Premises of OBE
1. All students can learn and succeed
but not all in the same time or in
the same way.
2. Successful learning promotes
even more successful learning.
3. Schools (and teachers) control the
conditions that determine whether
or not students are successful at
Four Essential Principles
1.Clarity of Focus
Ten Life Performance Roles
1. Learner and thinker
2. Listener and communicator
3. Implementer and performer
4. Problem finder and solver
5. Planner and designer
6. Creator and producer
7. Teacher and mentor
8. Supporter and contributor
9. Team member and partner
10.Leader and organizer
OBE as a curriculum
Three Basic Styles of
Rationale – explain why the program exists.
Aims – explain what the program can achieve.
Outcome Statements- indicate what students
are to learn
Content Statements – indicate what broad areas
of content will be used as vehicles for
Teaching Strategy Statement – indicate how the
learning activities will be organized.
Assessment Guidelines – indicate how student
learning will be assessed and reported.
OBE vs. Content Based
OBE Curriculum Outcome
Skills in problem solving and decision making.
Individual lesson under OBE
Use a spreadsheet to develop a what-if scenario to
generate possible solutions to a financial problem.
Content Base Subject
Individual lesson under content-based
Summarize the steps involved in producing a solution to
The Issue of Integration
1. Key competencies were not based on
2. KLA (Key learning areas) will be used instead
of subjects through “clustering” process.
Example outcome: Learners show critical
awareness of language usage.
Question: Can an English subject alone
OBE in the Classrooms
1. Review essential prerequisites.
2. Create a positive learning environment.
3. Help students to understand what they have
4. Use a variety of methods.
- Whole class instruction
- Group instruction
- Individual instruction
5. Provide sufficient opportunities
6. Personal closure to the lesson.
Assessment in OBE
1. A student can have a grade of
2. Emphasizes the record keeping by the
3. Uses criterion-referenced assessment.
4. Uses SOLO taxonomy – an
individualized assessment procedure.
SOLO – Structure of Observed Learning