This primarily talks about the Outcomes-based Education that is used now in the K-12 Curriculum in the Philippines.

1. EDUC 121 | Principles of Teaching 2 1
Mariano Marcos State University
COLLEGE OF TEACHER EDUCATION
Laoag City
Name: Jesper C. Silva Course Code: EDUC 121
Section: BSEd III-A, English Course Subject: Principles of Teaching 2
Date: July 3, 2015
1. What are the advantages and disadvantages of Outcomes-Based Education (OBE)?
ADVANTAGES DISADVANTAGES
Relevance
Outcome-based education promotes fitness for
practice and education for capability. It ensures that
areas that have been underrepresented in the
traditional curriculum, such as appropriate attitudes
and professionalism, are given the emphasis that is
required.
Imposition of Constraints
Opponents viewed the implementation of the
outcome-based approach as imposing constraints
on children’s education. Their concern was that
education should be open ended, taking the child
where he or she was able to develop. While this can
be seen as a disadvantage in pre-university
education, it is an advantage in health-professions
education, focusing attention on fitness to practice.
Controversy
The process of identification of the outcomes within
an institution promotes discussion of fundamental
questions, such as what type of health professional
are we aiming to train and what are the core issues.
Inclusion of and Emphasis on Attitudes and
Values Was Inappropriate
Opponents of outcome-based education in pre-
university education claimed that “the proposed
outcomes watered down academic in favor of ill-
defined values and process skills” and that
“traditional academic content is omitted or buried in
a morass of pedagogic clap-trap in the outcome-
based education plans that have emerged to date.”
The inclusion of attitudes, values, and
professionalism is, however, an advantage in
health-professions education at a time when health
professionals are being criticized regularly in the
media for poor attitudes and a lack of
professionalism.
Clarity
An explicit statement of what the educational
process aims to achieve clarifies the curriculum for
both students and teachers and provides a focus for
teaching and learning.
[
Inhibition of Learning by Discovery
McKernan argued that education should be valued
for its own sake and not because it led to a pre-
identified outcome. “To define education as a set of
outcomes decided in advance of teaching and
learning, conflicts with the wonderful, unpredictable
voyages of exploration that characterize learning
through discovery and enquiry.” He does, however,
accept that this liberal notion of education is more
appropriate in the arts and humanities. In health-
Provision of a Framework
Outcome-based education provides a robust
framework for integration of the curriculum.
Accountability
By providing an explicit statement of what the
curriculum is setting out to achieve, outcome-based

2. EDUC 121 | Principles of Teaching 2 2
education emphasizes accountability. The outcomes
provide details against which the graduates of the
curriculum can be measured and facilitate the
quality-assurance process.
professions curricula, the graduate must be fit to
practice and the emphasis on outcomes promotes
this. Curriculum planning is facilitated, making
education more efficient as well as effective. The
search is on, in many parts of the world, for ways to
reduce the training time in many professions, but
particularly in medicine, in response to government
demand and the need to train increased numbers of
doctors. Outcomes provide the framework for
efficient curriculum planning in the top-down
approach described above.
Self-Directed Learning
If students are clear about what they are trying to
achieve, they can take more responsibility for their
own learning. Outcome-based education thus
promotes a student-centered approach to learning
and teaching.
Flexibility
Outcome-based education does not specify
educational strategies or teaching methods. What is
important is that the students achieve the outcomes
and nothow they getthere. Innovation in teaching is
possible and also encouraged by this approach and
different learning styles can be accommodated.
Guide for Assessment
As the outcomes are assessed, planning the
examinations is clarified. The outcomes provide the
framework for student examinations.
Contribution to Curriculum Planning
Identification of the exit learning outcomes enables
specification of phase learning outcomes. The
phase learning outcomes lead to the identification of
course or module outcomes. The course outcomes
lead to the identification of individual lesson
outcomes. Outcome-based education is thus a top
down approach to curriculum planning that aids
coherence and cohesion in student learning.
Facilitates Curriculum Evaluation
The outcomes provide benchmarks against which
the curriculum can be judged.
Continuum of Education
The outcomes provide pathways along which
individuals can progress in basic or undergraduate,
postgraduate and continuing education.

3. EDUC 121 | Principles of Teaching 2 3
2. Aren’t objectives in the lesson plan the same as the outcomes in the Outcomes-Based Education
(OBE)? Support your answer with a research.
OBJECTIVES IN LESSON PLAN OUTCOMES IN THE OUTCOMES-BASED
EDUCATION (OBE)
Objectives are intended results or consequences of
instruction, curricula, programs, or activities
Outcomes are achieved results or consequences of
what was learned; i.e., evidence that learning took
place
They focused on specific types ofperformances that
students are expected to demonstrate at the end of
instruction.
They are more student-centered and describe what
it is that the learner should learn.
They are often written more in terms of teaching
intentions and typically indicate the subject content
that the teachers intend to cover
They are more precise, specific, and measurable.
Reference: assessment.uconn.edu/docs/HowToWriteObjectiveOutcomes.pdf
Answer: Yes, they are not the same.
3. Based on the principles of OBE, is every student needs to attain a learning outcome?
OBE Principle Explanation
Clarity of focus Focus on what want learners be able to do successfully
Designing down Begin curriculum design with a clear definition of the significant
learning that learners are to achieve by the end of their formal
education
High expectations Establish high, challenging performance standards
Expanded opportunities Do not learn same thing in same way in same time
The table presented will be our basis in answering the question.
At its most basic, OBE is simply the establishment of expected goals or outcomes for different levels of
elementary-secondary education, and a commitment to ensure that every student achieves at least those
minimum proficiencies before being allowed to graduate. Take note the italicized statement.
To elaborate, its key aims are to ensure that all learners are successful in that they are equipped with the
knowledge,skills and qualities (values and attitudes) required after they exit the educational system and to
achieve and maximize selected outcomes for all students by structuring and operating education facilities to
be success oriented.
In the OBE curriculum, it starts with a clear picture of what is important for students to be able to do, then
organizes the curriculum, instruction and assessment to make sure the intended learning outcome will be
achieved by the learner. And with this comes now the OBE principles which are presented on the table.
Speaking ofoutcomes, there is this what we call intended learning outcome which means the identification
of what a student CAN DO as a result of a learning experience. It describes a specific task that he/she is

4. EDUC 121 | Principles of Teaching 2 4
able to perform at a given level of competence under a certain situation. So what we mean to this is that, if
a learner was not able to achieve that outcome, he needs to repeat it until he will achieve the desired
outcome.