OUTCOME-BASED
EDUCATION (OBE) AND
ASSESSMENT GROUP 1
FORTUNADO
MORTEGA
NERA
INTRODUCTION
Outcome based education has become the talk among
those who involved in teaching. The commission on
Higher Education issued CHED Memorandum Order 46,
series of 2012, Policy standard to Enhance Quality
Assurance through Outcomes-Based ang Typology-Based
Quality Assurance. OBE is not new. It is importantly new.
The instructional cycle of mastery learning which has been
applied in the classroom since the 60's is in the essence the
same OBE and OBTL in principle.
THE MEANING OF OBE
OBE means Outcome-Based
Education. Simply put, it is
education based on outcome.
This outcome may refer to
immediate outcome or
deferred outcome.
OBE, SPADY’s VERSION
Spady spouses transformational OBE. In
transformational OBE, learning outcomes comprise the
knowledge, understanding, skills, and attitudes that
learners should acquire to enable them to reach their
full potential and lead successful and fulfilling lives as
an individuals, as a member of a community and work.
He also describes outcomes as clear learning results that
we want students to demonstrate at the end of learning
experience. For Spady, the outcomes he refers to are the
deferred outcomes.
OUTCOME-BASED TEACHING AND
LEARNING (OBTL),BIGGS VERSION
Biggs and Tang (2007) make use of term
outcome-based teaching-learning (OBTL) which
in essence is OBE applied in the teaching-
learning process. They define outcomes as
learning outcomes and course outcomes. In
Biggs and Tang’s OBTL, outcomes, are
statements of what we expect students to
demonstrate after they have been taught.
OUTCOMES IN DIFFERENT LEVELS
Biggs and Tang made mention of different levels of
outcome-institutional outcomes, program outcomes
and course outcomes. The most broad are
institutional outcomes and the most specific are
learning outcomes. Arranged from most broad to
most specific, outcomes start with institutional
outcomes, followed by program outcomes, and
learning outcomes.
OUTCOMES IN DIFFERENT LEVELS
PRINCIPLES OF OBE
The four principles of OBE cited by Spady (1996) are:
1. Clarity of focus
2. Designing down
3. High expectations
4. Expanded opportunities
PRINCIPLES OF OBE
1. Clarity of Focus- simply means that outcomes
which students are expected to demonstrate
at the end of the program are clear.
2. Designing down- means basing the details of
our instructional design on the outcomes, the
focus of instruction.
PRINCIPLES OF OBE
3. High expectations- is believing that all
learners can learn and succeed, but not all in
the same thing or in the same way.
4. Expanded opportunities- most learners can
achieve high standards if they are given
appropriate opportunities.
CONSTRUCTIVE ALIGNMENT
Constructive alignment is Biggs’ term of “ designing
down” as given by Spady. Constructive alignment is
a process of creating a learning environment that
supports learning activities that lead to
achievement of learning outcomes, the teaching-
learning activities and the assessment task are
alined. It is a learning environment that is highly
focused on the attainment of leaning outcomes.
Thank You
FOR YOUR
ATTENTION
GROUP MEMBERS
Fortunado, Myra Lyn Mortega, Jean Lorence Nera, Evette Marie
