GROUP 1:OBE

Question 1

this mandates OBE standards for higher education institutions

Answer 1

CHED MEMO 46. S. 2012

Question 2

this introduced content standards, performance standards, and competencies in the K to 12 Curriculum Guide.

Answer 2

The Enhanced Basic Education
Curriculum of the Department of Education

Question 3

this is an educational method that focuses on what students can actually do after they are taught.

Answer 3

Outcome-based Education

Question 4

It is a student-centered approach to education that focuses on the intended learning outcomes resulting from instruction

Answer 4

Outcome-based Education

Question 5

this is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they “know and are able to do” whatever the required outcomes are.

Answer 5

Outcome-based Education

Question 6

these are competencies acquired upon completion.

Answer 6

Immediate Outcomes

Question 7

give examples of immediate outcomes

Answer 7

● Ability to communicate in writing and speaking
● Graduation from a program
● Mathematical problem solving skill
● Passing a required licensure examination

Question 8

these refer to the ability to apply the 3H in various situations many years after completion

Answer 8

Deferred Outcomes

Question 9

give examples of deferred outcomes

Answer 9

● Promotion in a job
● Awards and recognition
● Success in Professional practice or occupation.

Question 10

this educational method is future-oriented and visionary. it concerns with the future lives of the students.

Answer 10

transformational OBE

Question 11

he believes that OBE is the reorientation in the educational system towards what is essential for all
students to be successful at the end of their learning experiences.

Answer 11

Spady/ Spady’s Version of OBE

Question 12

These are statements of what we expect students to demonstrate after they have been taught

Answer 12

OBTL Outcomes or Learning Outcomes

Question 13

Bigg’s Three Levels of Thinking about Teaching

Answer 13

Level 1: What Students Are.
Level 2: What Teachers Do.
Level 3: What Students Do.

Question 14

This level focuses not on what students had or what courses they have taken. It’s a matter of what they can do when they exit the system.

Answer 14

Level 1: What Students Are.

Question 15

This level focuses on the efficiency of teachers during instruction.

Answer 15

Level 2: What Teachers Do.

Question 16

This level focuses on the the product of our teaching and the attainment of the learning outcome.

Answer 16

Level 3: What Students Do.

Question 17

These are outcomes that are drawn from the graduates’ attributes

*MSU

Answer 17

Institutional outcomes

Question 18

These are outcomes that graduates of the program are expected to demonstrate at the end of the program.

*College of Education

Answer 18

Program outcomes

Question 19

These are the particular subject outcomes.

*CPE106, CPE107

Answer 19

Course outcomes

Question 20

These are the most specific outcomes that the teacher is concerned with in his/her specific lesson.

Answer 20

Learning outcomes

Question 21

The principles of OBE
(CDHP)

Answer 21

Clarity of focus
Designing down
High expectations
Provide expanded opportunities

Question 22

This principle simply means that outcomes which students are expected to demonstrate at the end of the program are clear

Answer 22

Clarity of Focus

Question 23

This principle calls for basing the details of your instructional design on the outcomes.

Answer 23

Designing down

Question 24

This principle insists that not all learners can learn
the same thing in the same way and in the same amount of time but all are capable of mastery and meaningful learning.

Answer 24

High expectations

Question 25

Some learners may need more time than others. Therefore, teachers must provide this to their students.

Answer 25

expanded opportunities

Question 26

This is Bigg’s term for designing down

Answer 26

Constructive Alignment

Question 27

It is a process of creating a learning environment that supports the learning activities that lead to the achievement of the desired learning outcomes

Answer 27

Constructive Alignment

Question 28

It is a learning
environment that is highly focused on the attainment of learning outcomes.

Answer 28

supportive learning environment

Question 29

The assessment tasks and the specific criteria as bases of judgment of students’ performance are aligned to the intended learning outcomes.

Answer 29

Constructive Alignment

Question 30

The proponents of Understanding by Design

Answer 30

Grant Wiggins and Jay McTighe

Question 31

It suggests that instructors should consider the overarching learning goals and how students will be assessed prior to considering how to teach the content.

Answer 31

Backward Design

Question 32

OBE and OBTL in principle and in practice

Answer 32

UBD or Backward Design

Question 33

This is primarily concerned with improving student
comprehension

Answer 33

backward design

Question 34

The three stages of backward design

Answer 34

Stage One – Identify Desired Results
Stage Two – Determine Acceptable Evidence
Stage Three – Plan Learning Experiences and Instruction

Question 35

What should participants hear, read, view, explore or otherwise encounter?

Answer 35

Stage One – Identify Desired Results

Question 36

What knowledge and skills should participants master?

Answer 36

Stage One – Identify Desired Results

Question 37

What big ideas and important understandings participants should retain?

Answer 37

Stage One – Identify Desired Results

Question 38

How will I know if students have achieved the desired results?

Answer 38

Stage Two – Determine Acceptable Evidence

Question 39

What will I accept as evidence of student understanding and proficiency?

Answer 39

Stage Two – Determine Acceptable Evidence

Question 40

What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?

Answer 40

Stage Three – Plan Learning Experiences and Instruction

Question 41

What activities will equip students with the needed knowledge and
skills?

Answer 41

Stage Three – Plan Learning Experiences and Instruction

Question 42

What will need to be taught and coached, and how should it best be taught, in light of performance goals?

Answer 42

Stage Three – Plan Learning Experiences and Instruction

Question 43

What materials and resources are best suited to accomplish these goals?

Answer 43

Stage Three – Plan Learning Experiences and Instruction

Question 44

It is a defined structure that promotes collaboration and collective responsibility within a teacher team by setting up structures for short term cycles of improvement

Answer 44

Instructional Cycle

Question 45

When can we call the instruction Outcome- Based?

Answer 45

When the intended learning outcome is achieved.

Question 46

The Instructional Cycle
(DIFRS)

Answer 46

1. Diagnostic Test
2. Instruction
3. Formative assessment
4. Reteach using other teaching-learning activities
5. Summative Assessment