2. William Spady
an academic, educational
psychologist, sociologist and considered the father
of Outcome-Based Education.
3. OUTCOME-BASED- EDUCATION (OBE)
William Spady defined OBE as
clearly focusing and organizing
everything in the educational system
around what is essential for ll the
students to be able do successfully at the
end of their learning experiences.
4. 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
Schools and teachers control
the conditions that will
determine if the students are
successful in school learning.
5. Four Essential Principle in OBE
Clarity of focus
1 High Expectations
3
Designing Backwards
2 4 Expanded Opportunities
6. ● A clear focus on what teacher want
students to learn is the primary
principle in OBE. Teacher should bear
in mind that the outcome of teaching is
learning.
Principle 1
Clarity of focus
7. ● This principle is related to first. At the
beginning of curriculum design, the
learning outcome has to be clearly
define.
Principle 2
Designing Backwards
8. ● Establishing high expectations,
challenging standards of performance
will encourage students to learn better.
Principle 3
High Expectations
9. ● In OBE all students are expected to
excel, hence equal expanded
opportunities should be provided.
Principle 4
Expanded Opportunities
10. 1. Teachers must prepare students adequately.
2. Teachers must create a positive learning environment.
3. Teachers must help their students to understand what they have to learn, why they
should learn it and how will they know that they have learned.
4. Teachers must use variety of teaching methods.
5. Teachers must provide students with enough opportunities to use the new knowledge and
skills that they gain.
6. Teachers must help students to bring each learning to a personal closure that will make
them aware of what they learned.
TEACHING-LEARNING IN OBE
Teaching is teaching if learners learn. Learning is measured by its outcomes.
Whatever approach to teaching is used, the intent should focus on learning
rather on teaching.
11. Here are additional key points in learning-teaching in OBE which show
the shifts from a traditional to an OBE view.
From the Traditional View To OBE View
Instruction Learning
Inputs and Resources Learning Outcomes
Knowledge is transferred by the teacher Knowledge already exists in the minds of the
learners
Teacher dispenses knowledge Teachers are designers of methods
Teachers and students are independent and in
isolation
Teachers and students work in teams
12. 1. Assessment procedure should be valid.
2. Assessment procedure should be reliable.
3. Assessment procedure should be fair.
4. Assessment procedure should reflect the knowledge and skills that are
important to students.
5. Assessment should tell both the teachers and students how students
are progressing.
6. Assessment should support every student’s opportunity to learn things
that are important.
7. Assessment should allow individuality or uniqueness to be
demonstrated.
8. Assessment should be comprehensive to cover a wide range of learning
outcomes.
ASSESSMENT OF LEARNING OUTCOMES IN OBE
To be useful in OBE System, assessment should be guided by
the following principles:
13. LEARNER’S RESPONSIBILITY FOR LEARNING
In terms of students perspectives there are common
questions that will guide them as they learn under the OBE
Curriculum framework. To guide the students in OBE learning,
they should ask themselves the following questions.
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?
14. If you are not willing to learn,
no one can help you. If you
are determined to learn no
one can stop you.
