Outcome Based Education in Language Classes of Tertiary Schools in Cotabato City

by

Pahima M. Milog

A Thesis Proposal Submitted in Partial Fulfillment of the Requirements for the Course
Language Research

March 2016

Chapter I
Background of the Study
Introduction
Outcome-based education is an approach to education in which decisions about the curriculum are driven by the exit learning outcomes that the students should display at the end of the course. “In outcome-based education,” suggest Harden and colleagues, “product defines process. Outcome-based education can be summed up as results-orientedthinking and is the opposite of input-based education where the emphasis is on the educational process and where we are happy to accept whatever is the result”
(emphasis original). There is a significant difference between outcome-based education and simply producing outcomes for an existing curriculum. Outcome-baseddoes not mean curriculum based with outcomes sprinkled on top. It is a transformational way of doing business in education.
Outcomes-based education is not a single idea or set of procedures. Rather outcomes-based education is like democracy –there are many different versions practiced in different ways in different places, all with the label outcomes-based education. Examination of the different curriculum frameworks in the Australian States and Territories shows this to be the case, for all show some influence of principles of outcomes-based education. Like democracy, there are family resemblances between these different versions of outcomes-based education, which makes it possible to comment on their similarities and differences. Teachers assess students by selecting or designing methods of assessment appropriate to the learning outcomes they intend to capture.
In some universities, including the University of Western