CHAPTER 1

Outcomes-Based Education

Summary

                Outcomes-Based Education (OBE) is an approach that is concerned with planning instruction and is focused on the outcomes. It involves choosing the suited methodology that leads to the intended outcomes and an assessment process which determines the attainment of the intended outcomes. The  Technical Education Skills Development (TESDA) was the first who used competency standards and Outcomes-Based Education in their training regulations before CHED and K to 12 does.

                The Outcomes-Based Education has its learning principles that reflect its nature and concepts. First, the Clarity of Focus in which the teachers must be able to identify what they really want the learners to know and understand as well as what they are able to do; Second, the Designing Down where the teacher then designs his or her instruction; Third, High Expectations wherein in this principle, the teacher should establish challenging performance where the learners will be engaged in and also set standards and; Lastly, Expanded Opportunities where the teacher must strive to provide fair opportunities for all students.

                The meaning of ‘outcomes’ in this approach can be the results that the learners have to demonstrate, can be actions and performances that reflects a learner’s acquired knowledge or it can be a culminating demonstration of learning. These outcomes can be in different levels namely the Institutional Intended Learning Outcomes (IILOs), Program Learning Intended Outcomes (PILOs), Course Intended Learning Outcomes (CILOs) , and the Instructional Learning Outcomes (ILOs). Also the OBE has two approaches that exists they are the Traditional OBE, that emphasizes the students mastery of the subject and the Transformational OBE that talks about the long-term results or the application of those subjects in the learners’ life.

Reflection

                Outcomes-Based Education is somewhat like a student-centered approach as it focuses mainly on the results a learner must acquire after an instruction. I like the OBE approach because the students are first acquainted with the learning results that they must acquire that help them prepare themselves for what activities and learning contexts they will encounter. I like the idea of having the desired outcome in mind first because it will serve as a path on how to plan your instruction and avoid the diversion of topic. The teacher is also guided with the OBE’s concepts and steps that are laid in its learning principles. These principles will really help me, as a future teacher, as it will serve as my basis in the application of the Outcomes-Based Approach in my classroom. If someday, I am going to apply OBE in my discussion, this is how I’m going to do it. First is to come up with the desired outcome or result on what the student will acquire after my instruction. Second, is to design, plan and think of a suited teaching strategies and activities that will surely be enjoyed by the students but at the same time give them the chance to unlock learning. Also, it will be based not on my outcomes only but also on the institution’s and the program itself. Lastly, I will make challenging questions for them as a sort of assessment to test their ability and will set standards to see if who among them still needs to be helped, who is improving and if there is any problem in my instruction. In the learning process not all students will learn the same thing that’s why I will also prepare exercises for the ones who has that struggle in learning. I will also try my best to combined the traditional OBE approach and the Transformational OBE approach for my students to become well rounded and competent individuals. I will make sure that the outcomes will be achieved because in the learning process, they serve as the finish line of both learners and teachers.

 What if the OBE is not formulated?  Is there any approach that are similar to the Outcomes-Based Education?