Republic of the Philippines

MINDANAO STATE UNIVERSITY

General Santos City
-ooo0ooo-
COLLEGE OF EDUCATION
Bachelor of Secondary Education Department
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DETAILED LESSON PLAN IN OBE and ASSESSMENT

Name: Barroca, Cleid Andre, Carmona, Alex Sidrie, Ibanez, Kert, Lavado Ronajean
Time: 2:30- 4:00 pm
I. Learning Objectives

At the end of the lesson, the students should be able to:

1. Demonstrate a real-life situation that tells the essence of OBE and
OBT.
2. Compare and Contrast Understanding by design, OBE, and OBTL.
3. Relate the concept of OBE, OBTL, UbD,, and constructive alignment in
a real-life situation, specifically in 21st Century Education.

II. Subject Matter

1. Topic: Outcome-based Education and Assessment
2. References: Assessment in Learning 2: Authentic Assessment
3. Materials: Laptop, chalk, eraser, projector, cartolina, cardboard,
whiteboard and chalkboard, marker, and plastic bottles.
4. Strategies/ Method used: Collaborative learning or deductive learning
and lecture method
5. Values Integration: Activeness and cooperation

III. Procedure Teacher’s Activity /Student’s Activity

A. Preparation ● Prayer 

 Greetings

 Checking of attendance 

●  Classroom rules

The teacher will present the classroom rules to the

 students and let them read them.

Classroom Rules:

1. Listen Carefully
2. Follow the direction

3. Respect each other

4. Raise your hand if you want to say something

5. Try your best

a. Review of the The teacher will recall the previous topic that students
previous lesson. learned in the past meetings by letting them answer the
following questions:

1. Is assessment an integral part of teaching?

Support your answer.
2. What is the purpose of Assessment?

B. Motivation Activity: Paint Me a Picture with a Twist!

The teacher will divide the class into four groups.

Then, he/she will flash the picture. The student should
imitate well the picture. The twist is when the music is
still beating the students should continue to copy the
picture and when it will stop, they should stop too. The
group that hat has the best imitation will gain points.

Below are
the pictures:
C. Presentation of The teacher will then reiterate the concept of the
the new topic motivational activity done by the students. And ask if
anyone in the class has an idea of what would be the
lesson for today’s meeting.

After the response of the students on the question, the

teacher then presents the learning objectives to the
whole class and asks them to read them before
discussing the lesson.

A. Introduction
“Content without a purpose is only trivia.”
 -Steve Revington

When a content has a purpose and applied in

relevant ways to construct new knowledge and

produce new information, the learners will be able

to explain to you:

a. What they learned;

b. Why they learned it; and

c. How they will use it both in and out of school.

B. Quality Assurance
CHED Memorandum Order 42, series of 2012

a. A policy standard for Quality Assurance

through Outcome-Based and Typology-Based

Quality Assurance

C. Outcome-based & Typology-Based Quality

Assurance (CMO 42, s. 2012)

a. A policy standard applies to private and public

HEIs to enhance quality assurance system of

Philippine Higher Education.

D. Commission on Higher Education (CHED)

a. It is a government agency that is responsible in

regulating and governing all Higher Education Institutions

and post-secondary programs in the country.

D. Discussion (Drills The teacher will proceed to the main topic which is the
and Activity) OBE
The Meaning of OBE (Outcome-Based Education)

1. The Nature and History of OBE

⮚ Competency-Based Education is only an

example of OBE.

⮚ Outcomes are bigger than competencies

⮚ Competency-based education was commonly

used in vocational and technical education.

2. Meaning of OBE

⮚ Simply means, education based on outcomes

⮚ OBE focuses on results rather than learning

processes.

⮚ The key to success in OBE is clarity.

⮚ Outcome includes skills, knowledge and attitude

⮚ Outcome may refer to Immediate Outcome and

Deferred Outcome

The teacher will ask the students if the meaning

of OBE is already clear to them, then the

teacher will present different version of OBE

according to well-known people.

I. Spady’s Version of OBE

⮚ Transformational Outcome-Based Education

i. Concerned with long-term, cross-curricular

outcomes that are related directly to student’s

future life roles.

⮚ Productive worker
 ⮚ Responsible citizen or a parent

ii. Learning outcomes comprise knowledge,

understanding and skills that learners should

acquire

iii. For Spady, outcomes is a clear learning results

that students able to demonstrate at the end of

their learning experiences.

iv. The outcomes he refers to are the deferred

outcomes.

Spady proclaimed that “This has bacroconceptions of

the same things. Years ago, we had outcomes that we

really just little skills. Now, we’ve got complex role

performances as culminating outcomes. From an OBE

perspective, it’s not matters of what students had or what

courses they have taken. It’s a matter of what they can do

when they exit the system.”

Activity 1: Guess what

The teacher thinks up a secret rule. After silently giving a

few examples that the teacher follows the rule (show the

pattern), the teacher offers eager students the chance to

show (not tell) that they “got” the pattern by silently doing

more of what the teacher had done. If the student gives

the right action the teacher let the students to write their

answers on the board. The game will be end if the

students guess what the rule is.

Below is the scenario of the game;

The teacher will say that “I am going to a trip (Mars) and I
am bringing Spreadsheets. What would you bring to be on
board?”

Guess What games are games in which one person

thinks up and gives examples of some “rule,” and the
player(s) try to discover the rules from the examples. This
will test the student’s ability to contemplate.

After the activity the teacher will ask the student what
would be their notion about the connection of this to the
lesson.

Outcomes-Based Teaching and Learning (OBTL)

Outcomes are defined specifically to enhance the
teaching and assessment to avoid a mismatch between
what we test and what we assess. There are three
essential features of OBTL.
Biggs and Tang (2007) make use of the term
outcome-based teaching-learning (OBTL) which in
essence is OBE applied in the teaching-learning process.
They defined outcome as learning outcome which is more
specific than Institutional outcomes.

THREE ESSENTIAL FEATURES OF OBTL

1. Intended Learning Outcomes (ILOs). To
have ILOs, there must be an outcome statement.
According to Biggs & Tang (2007), this is a statement of
how we would recognize if or how well students have
learned what is intended they should learn, not a prompt
list of topics for teachers to “cover” in a curriculum which
simply means that the students have learned what we
want them to learn and do. 
2. Teaching should be done to increase the
potential of most students to achieve those
outcomes. Let the students engage in learning activities
that directly link to achieving the intended outcome. They
need to be active learners by not giving too many lectures
in class.
3. Assess how well the outcomes have
been achieved. In this feature, traditional test in an
invigilated exam room is not the best way in assessing
outcome. So, avoid using paper and pencil tests like
multiple choice, true or false, matching types and others.
Some of the best ways to assess the outcomes are
through authentic assessment, and performance-based
assessment which can be done manually or with the use
of technology (digital or online assessments) that are valid
and reliable.

Factors affecting the teaching and learning process.

⮚ Level of engagement
⮚ Degree of learning-related activities
⮚ Academic orientation of the students

Activity 2: Yes, No, Stand Up

The teacher will ask the students questions, and he

will tell that answering “YES” means standing up and
answering “NO” means sitting down. Next, the
teacherasksk the students few simple questions to
check they understand.

This makes it both exciting and revealing. Teacher can

learn amount of knowledge about the student’s prior
understanding on the outcomes at different level. And of
course, they can elaborate for even more interesting
conversation.
The teacher then present an inverted pyramid and its
connection on the outcomes at different levels.

Institutional outcome

Program outcome

Course outcome

Learning outcome

Figure 1: Inverted Pyramid of outcomes at different levels

Biggs and Tang made mention of the different levels of

outcome-institutional outcomes, program outcomes and
course outcomes, The most broad are institutional
outcomes and the most specific are the learning
outcomes. Arrange from most broad to most specific,
outcomes start with institutional outcomes are drawn the
graduate the attributes that graduates of the the institution
are expected to demonstrate after the graduation. The
program outcomes are outcomes that graduate of the
program are expected to demonstrate at the end of the
program. Course outcomes are the particular subject
outcomes while learning outcomes are the most specific
outcomes that the teacher is concerned with in his/ her
specific lessons.
Activity: Role play

The class will be divided into two groups. The teacher will
ask the groups to demonstrate a real-life situation that
tells the essence of OBE and OBTL. The group will be
given amount time to practice their play. Simultaneously,
the teacher will flash the rubrics of the activity and
students will prepare and practice their performance. After
the time allotted to the groups, the group 1 will present
first and followed b group 2. The teacher then assesses
the groups based on the rubrics presented.

This activity will help the teacher assess if the students

understand how important are OBE and OBTL in the
present curriculum. This also give the students good at
acting a spotlight and discover who has the talent in this
forte.

Below is the Rubrics;

 PRINCIPLES OF OBE
4 Principles of OBE cited by Spady (1996)
1. Clarity of focus – outcomes which students are
expected to demonstrate at the end of program are
clear.
2. Designing down – basing the details of your
instructional design on the outcomes, the focus of
instruction.
3. High expectations – believing all learners can
learn and succeed not all in the same time or same
way.
4. Expanded opportunities – most learners can
achieve high standards if they are given
appropriate opportunities.

THE PARABLE OF THE TALENTS

⮚ Reminder that not all learners received 5 talents.

More scaffolding from teacher is necessary.

Constructive Alignment
⮚ Biggs’ term of “designing down” as given by Spady. It
is a process of creating a learning environment that
supports the learning activities that lead to the
achievement of the desired outcomes.
The Supportive Learning Environment
⮚ It is a learning environment where the intended
learning outcomes, the
teaching learning
activities and the
assessment tasks are
aligned.

Figure 2: Aligned
 Curriculum Model

Understanding by design

Understanding by Design (UbD) is Objective Based

education (OBE) and Objective Based Teaching (OBTL)
and learning in principle and in practice.

Figure 3. Stages of Backward Design

Three (3) stages

1. Identify desired results
⮚ Identifying the outcomes, (the first step in OBE
and OBTL).
2. Determine acceptable evidence
⮚ This is the realization of the outcomes is
assessment.
⮚ In Understanding by design, it is only when
desired results (outcomes) and evidence of the
realization of the proof of the attainment of that
outcome that the teacher starts to plan for
instruction.
Identifying the evidence of learning right after
identifying the intended learning outcome has an
instructional advantage.
If the teacher is not able to determine how he/she
is going to assess the achievement of the intended
outcome, it means that the intended outcome is not
specific and clear enough that the teacher does not even
have a clear idea on how he or she is going to assess it.
3. Plan learning experiences and instruction.
⮚ This is to ensure alignment of assessment task
and criteria and instructional plan with learning
outcome/the desired result.
⮚ Making clear how the intended learning outcome
will be assessed invariably sharpens and
focuses instruction.
The Instructional Cycle
 learning
which
begins
with pre
instruction
Learning assessme
Outcomes nt,
teaching
Figure 4. the Summative process
Instructional Assessmen which
cycle
t includes
1. Teaching-
Setting Learning
clear Activities,
Formative
Assessme
nt and
Reteachin
g, if
necessary
learning outcomes
⮚ These should be made very clear and explicit
to the learners who should make the learning
outcomes also their very own.

2. Teaching-learning which begins with reinstruction

assessment, teaching process which involves
teaching-learning activities, Formative Assessment
and Reteaching, if necessary.
 3. Summative assessment

When every effort has been exerted to help the

learners attain the intended learning outcomes,
assessment for scoring and grading (summative
assessment) takes place
Note: It is clear that which determine/s the content (the
teaching learning activities), the instructional materials in
the instructional process and assessment is/are the
intended learning outcome/s.

Activity: Flip, answer and recite

E. Developing
Mastery (Activity) The class will be divided in into two groups, and each
group will divide their group into two. Since there are two
subgroups (S1 and S2) in group A and B, then A and B
will decide which subgroup of them will be the flipper and
the Henyo (the flippers will flip the bottle and the Henyo
will answer). A Venn diagram will be placed on the board.
On the left is the circle for the elements of OBE and
OBTL, while the right circle will be for UbD. The circle in
between will be their similarities. All elements will be
placed on board. For the team to answer on the board the
 flippers should flip the water battle first, and if the answer
of the henyo is correct the team will generate points. If the
flipper fails to land the bottle upright the turn is then
passed to the next flipper. The team that accumulated the
highest score will win. After that, one representative will
recite the answer of the class.

This activity will test the teamwork, decision making of the

students, and assess their understanding about the
differences between UbD, OBE and OBTL.

F. Application
The teacher will ask the students about the significance of
learning the concept of probability in dealing with the real-
life situation.

Question 1. As a preservice teacher, what is the

importance of understanding the education approach of
OBE, OBTL, UbD, and Constructive design? How will you
attain that the students in your future will achieve the full
potential of learning, by using the concept of the
aforementioned educational approach?

Question 2. How will you attain that the students in your

future will achieve the full potential of learning, by using
the concept of the aforementioned educational approach?

G. Generalization
(Review) The teacher will ask the students the following questions:

1. What are OBE and OBTL?

2. What are the differences and similarities between
OBE & OBTL and UbD?
3. How significant is constructive design in teaching
and learning?
4. What are assessments and Tests? Is right to test
students only? Support your answer.

IV. Assessment; ½ sheet of paper (crosswise)

(This activity will be presented on the screen by the teacher.)

Answer the question in a ¼ sheet of paper.

If a letter is chosen at random from the word ENTREPRENEUR, what is the

probability that the letter R will be chosen?

1. What is the new educational system that is applied in schools to reach

the full potential of students? The answer must not be in Abbreviation.

2. Who is the proponent of OBE and how does this educational system
shift content-based learning into outcome-based learning?

3. In your own words, why does UbD starts by first looking for the
expected outcome? How is this different from OBE and OBTL?

4. Why do we need to prominently assess students and not Test them?

What is the differences between the two?

V. Assignment

Research for an institution that follows the outcome-based approach in

teaching and learning. And identified it advantages from other who does
not follow the approach.

Deadline: January 17, 2023