Outcomes-Based Education (OBE) focuses on defining clear learning outcomes that should result from educational experiences. It emphasizes designing curriculum backwards from desired outcomes, high expectations that all students can succeed, and expanded opportunities for students. OBE shifts the focus from teaching to learning, with teachers preparing students and assessing whether they achieve defined outcomes using valid, reliable and fair methods. Students are responsible for their own learning and should understand what is expected of them. When implemented well, OBE can improve learning by making outcomes clear to both teachers and students.

1. Outcomes-Based Education:
Basis for Enhanced Teacher
Education Curriculum
MODULE 7

2. Lesson 1
Outcomes-Based
Education for
Teacher
Preparation
Curriculum

3. Why do we hear a lot of educators talking about
OBE?
What is Outcome-Based Education about?
Should curriculum for teacher preparation be
influenced by this? Why?
How will OBE address the 21st century teachers?

4. W. Spady (1994) – defined
OBE as clearly focusing, and organizing
everything in
educational system
around the essential for
all the students to do
successfully at the end of
their learning experiences.

5. 1.What do we want these
students to learn?
2.Why do we want
students to learn these
things?
3.How can we best help
students to learn these
things?
4.How will you know
when the students have
learned?

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

7. Four
Essential
Principles
in OBE

8. Four Essential
Principles in OBE
Principle 1
Clarity of Focus
-a clear focus on what teachers
want students to learn is the
primary principle in OBE.
Teachers should bear in mind
that the outcome of teaching is
learning. Teachers and learners
should have a clear picture in
mind what knowledge, skills,
values must be achieved at the
end of the teaching-learning
process.

9. Four Essential
Principles in OBE
Principle 2
Designing Backwards
-at the beginning of curriculum
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.

10. Four Essential
Principles in OBE
Principle 3
High Expectations
-establishing high expectations,
challenging standards of
performance will encourage
students to learn better.
Successful learning promotes
more successful learning. Success
reinforces learning, motivates,
builds confidence and encourages
learners to do better.

11. Four Essential
Principles in OBE
Principle 4
Expanded Opportunities
-all students are expected to
excel, hence equal expanded
opportunities should be provided.
“Every child has a genius in
him/herself, hence is capable of
doing the best”-multiple
intelligence. Learners develop
inborn potentials if
corresponding opportunities and
support are given to nurture.

12. 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. It is
important that students
learn how to learn, hence a
teacher should be
innovative.

13. How then should teaching-learning be done in
OBE? Here are some tips:
1. Teachers must prepare students adequately. Teachers should know what
they want their students to learn and what learning outcomes to achieve.
Prior knowledge is important, thus review is necessary at the start of every
lesson.
2. Teachers must create a positive learning environment. The classroom
atmosphere should provide respect for diverse kind of learners. Students
should feel, regardless of individual uniqueness, the teacher is always there
to help.

14. 4. Teachers must use a variety of teaching methods. T Taking into account
the learning outcome what the students want to achieve. Considering the
characteristics of the students, the resources available and the teaching skill
of the teacher.
5. Teachers must provide students with enough opportunities to use the
new knowledge and skills that they gain. Students need to explore with the
new learning, correct errors and adjust their thinking.
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.

15. 6. Teacher must help students to bring each learning to a personal closure
that will make them aware of what they learned.

16. TRADITIONAL
AND OBE VIEW
IN THE
TEACHING-
LEARNING
PROCESS

17. Traditional View OBE View
Instruction Learning
Inputs and Resources Learning Resources
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
Teacher and students
work in teams

18. 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 objectives of improving
students’ learning.

19. Guiding Principles in OBE Assessment
1. Assessment procedure should be valid. Procedure 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 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.

20. Learner’s Responsibility for
Learning
In OBE, students are
responsible 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.
One of the great
benefits of outcomes-
based education is that
it makes students aware of
what they should be
learning, why they are
learning it, why they are
actually learning, and
what they should do when
they are learning.

21. In OBE students should
reflect on themselves.
Here are some guide for
students;
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?