This document discusses outcomes-based education (OBE). It defines outcomes as the clear learning results that students must demonstrate after significant learning experiences. OBE focuses on intended learning outcomes from instruction rather than course credits. It is a student-centered approach defined by identifying desired outcomes, strategies to achieve them, and assessment measures. The document compares course objectives to learning outcomes and explains why defining outcomes prior to planning is important. It provides examples of OBE approaches and emphasizes that OBE focuses on long-term, cross-curricular outcomes related to students' future roles.

2. WHAT DO WE MEAN BY
OUTCOMES?
Outcomes are clear learning
results that learners have to
demonstrate at the end of
significant learning
experiences

4. Outcomes based education (OBE)
is a process that involves the
restructuring of curriculum,
assessment and reporting practices
in education to reflect the
achievement of high order learning
and mastery rather than the
accumulation of course credits”
(Tucker, 2004).

5. Increasing knowledge
Developing skills
values
Positively influencing
attitudes
Judgment

7. OBE
It is a student-centered approach
to education that focuses on the intended
learning outcomes resulting from
instruction (Nicholson, 2011).

8. OBE AS AN APPROACH
Identifying
desired
outcomes
Deciding on
strategies and
methodologies to
achieve those
outcomes
Determining
assessment
measures for the
achievement of
outcomes

9. CHED MEMO 46. S. 2012 mandates
outcomes-based education (OBE)
standards for higher education
institutions.
The Enhanced Basic Education
Curriculum of the Department of
Education, introduced content
standards, performance standards and
competencies in the K to 12 Curriculum
Guide.

10. LEARNING PRINCIPLES OF
OBE
 Clarity of focus
 Design down
 High expectations
 Expanded opportunities

11. WHY IS IT IMPORTANT TO
KNOW THE OUTCOMES PRIOR
TO PLANNING AND TEACHING?

12. What do you want the students to learn?
(Learning Outcomes)
Why should they learn it?
(Motivation)
How can you best help students learn it?
(Teaching Strategies)
How will you know if they have learnt it?
(Assessment)

13. COMPARISON
 What THE TEACHER
expects students to
know and be able to do
(as a whole) at the end
of instruction
 Not behavioral in
nature
Verbs: Know,
Understand
 What THE STUDENTS
are be able to do
(specific) at the end of
instruction
 Stated in behavioral
terms
Verbs: Identify, Discuss,
Evaluate
Course Objective
Course Learning
Outcome

14. COMPARISON
 One course objective
may generate several
learning outcomes
 Objectives are
intended results or
consequences of
instruction, curricula,
programmes, or
activities.
 Several learning
outcomes are derived
from one course
objective
 Outcomes are
achieved results or
consequences of what
was learned –
evidence that some
learning took place.
Course Objective
Course Learning
Outcome

15. WHY OBE?
 Provide direction in the planning of a
learning activity
 Focus learner’s behavior on that is to be
changed
 Serve as guidelines for content, instruction
and evaluation
 Identify specifically what should be learned
 Convey to learners exactly what is to be
accomplished

16. EXAMPLE
Objective: To provide participants with a
good understanding of outcome-based
education
Outcome: Participants must be able to
demonstrate their grasp of OBE by, e.g.
writing learning outcomes for the
courses they teach

17. 2 APPROACHES OF OBE:
1. TRADITIONAL/TRANSITIONAL
- emphasizes student mastery of
traditional subject-related academic
outcomes
2. TRANSFORMATIONAL
- emphasizes long term, cross-
curricular outcomes that are related
directly to students’ future life roles.

18. This means that 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……