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Program Outcomes and Learning Outcomes

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Program Outcomes and Learning Outcomes

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© © All Rights Reserved
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M_3 ACTIVITY

A. The following are examples of learning outcomes; on the second column, write the
domain in which each outcome is classified and on the third column the level/category to
which the learning outcome belongs. (20 points)

Domain Level/Category*
1. Formulate a procedure to Cognitive Level 5 Evaluating
follow in preparing for
class demonstration
2. Formulate new program Cognitive Level 5 Evaluating
3. Perform repeatedly with Psychomotor Level 4 Physical
speed and accuracy Abilities
4. Listen to others with Affective Level 1 Receiving
respect
5. Select the most effective Cognitive Level 1 Rememberi
among a number of ng
solutions
6. Watch a more Psychomotor Level 1 Observing
experienced performer
7. Know the rules and Affective Level 2 Responding
practice them
8. Show ability to resolve Affective Level 3 Valuing
problems/conflicts
9. Apply learning principles Cognitive Level 3 Applying
in studying pupil
behavior
10. Recite prices of Cognitive Level 1 Rememberi
commodities from ng
memory
*For the psychomotor domains, use Harrow’s classification to determine level.
* For the cognitive domain, use Bloom’s and Anderson’s taxonomy.

B. Using the indicated topic or subject matter, write the learning outcomes for each of the 3
domains arranged from the simplest to the most complex level or category. (30 points)

1. Cognitive: Topic- Investigative Project in Biological Science


1.1. Remembering – Describe the components of a scientific investigation.
1.2. Understanding – Explain and distinguish the branches of Biological Science.
1.3. Applying – Use one of the branches of biology and apply it on your investigative
project.
1.4. Analyzing – Analyze the topic and make research questions.
1.5. Evaluating – Evaluate the experiments man procedure conducted.
1.6. Creating – Compile all the conducted experiments and create a diagram on it.

2. Psychomotor: Topic- Table Setting


2.1. Observing-Watch a more experienced person doing the table setting.
2.2. Imitating-The learner is observed and given direction and feedback on setting
table.
2.3. Practicing-The learner performs the entire sequence of table setting repeatedly.
2.4. Adapting - Create centerpiece as additional set-up for the table.

3. Affective: Topic- Developing and Nurturing Honesty


3.1 Receiving- Name the process in developing and nurturing honesty.
3.2. Responding- Recite to the class the process in developing and nurturing honesty.
3.3. Valuing- Justify the importance of honesty.
3.4 Organizing- Adhere to all policies that promote honesty.
3.5 Internalizing- Influence everyone to be honest at all time.

C. Based on Kendall’s and Marzano’s new taxonomy, select learning competencies from the K
to 12 Curriculum Guide to illustrate levels of difficulty found in the new taxonomy in
Figure 5. (20 points)

Level 1, Recovery; Recall stories that they have listened during childhood learner.

Level 2, Comprehension; Identify the problem and the solution.

Level 3, Analysis; Gather important details of poem.

Level 4, Use of knowledge; Decide on the cause and effect of the events.

Level 5, Metacognitive System; Learner asked questions to clarify certain things.

Level 6, Internal System; Learner do the role-playing.

PCK 2 Date Developed: July 2021 Document No.


Assessment of Learning 1 Date Revised: -
Issued by: PRMSU CIT
Page 2 of 2
Developed by: Dr. Lorna L. Acuavera Revision # 00

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