PROGRAM OUTCOMES AND LEARNING OUTCOMES

Introduction
In this Chapter, you will distinguish program outcomes from learning outcomes. Learning
outcomes come in three (3) different domains – cognitive, psychomotor, and affective. You will
also be introduced to Kendall’s and Manzano’s five levels of processing information, mental
procedures and psychomotor procedures.

3.1. Program Outcomes and Student Learning Outcomes

In the past, teachers were often heard about their concern to finish their subject matter
before the end of the term. Maybe because of the number of their students or failure to clarify
the desired learning outcomes, teacher’s concern for outcomes was secondary to the
completion of the planned content for the subject. In other words, teachers were more content-
centered than outcomes-centered.

PROGRAM OUTCOMES AND STUDENT LEARNING OUTCOMES

Based from the Memorandum Order # 20, s.2014

Requires the following program outcomes for all higher education institutions the
ability to:

Articulate and discuss the latest developments in the

specific field of practice.
Effectively communicate orally and in writing using both
English and Filipino.
Work effectively and independently in multi-disciplinary
and multi-cultural teams.

Based on HEI (Higher Institutions) this determines the focus and

purpose of the HEI.
 Graduates of Professional institutions demonstrate
a service orientation in one’s profession.
Graduates of colleges participate in various types
of employment, development activities, and public
discourses, particularly in response to the needs of
the communities one serves.
Graduates of universities participates in the
generation of new knowledge or in research and
The PROGRAM OUTCOMES specific to degrees are programs spelled out in
the specific Policies, Standards and Guidelines (PSGSs) per program or degree issued by the
same commission. The following are the program outcomes foe the Bachelor in Elementary
Education (BEEd) degree/program that were endorsed to the Commission en banc for approval
as of writing time.

3.2 Program Outcomes for Teacher Education

a. Articulate the rootedness of education in philosophical, socio-cultural, historical,
psychological, and political contexts.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for
diverse learners.
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices.
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the local, national, and
global realities.
h. Pursue lifelong learning for personal and professional growth through varied experiential and
field-based opportunities.

3.3 The Three Types of Learning

Believing that there were more than one (1) type of learning, Benjamin Bloom and a
committee of colleagues in 1956, identified three domains of educational activities; the
cognitive, referring to mental skills; affective referring to growth in feeling or emotion; and
psychomotor, referring to manual or physical skills. These terms were regarded as too
technical by practicing teachers and so the domains were translated to simpler terms
commonly used by teachers; knowledge, skills and attitudes (KSA).
These domains are organized into categories or levels and arranged in hierarchical
order from the simplest behavior to the most complex behavior. To ensure that the learning
outcomes should be stated as concrete and active verbs.
These three domains of learning are given in detail in the succeeding pages.

3.4. DOMAIN I: COGNITIVE (KNOWLEDGE)

Categories/Levels Outcomes Verbs Learning Outcomes

Statements

1.1 Remembering: recall of define, describe, identify, label, Recite the multiplication
previously learned information match, list, name, outline, tables; match the word with
recall, recognize, reproduce, the parts of the picture of a
select, state sewing machine

1.2 Understanding distinguish, estimate, explain, Explain in one’s own words

comprehending the meaning, give example, interpret, the stages in the life cycle
translation and interpretation of paraphrase, summarize of a butterfly; distinguish the
instructions; state a problem in different geometric figures
one’s own word

1.3 Applying: using what was Apply, change, compute, Use a mathematical formula
learned in the classroom into construct, demonstrate, to solve an algebra
similar new situations distinguish, illustrate, outline, problem; prepare daily
select menus for one week for a
family of six

1.4 Analyzing: separating analyze, compare, contrast, Observe a classroom and

materials or concept into diagram, differentiate, list down the things to be
component parts to understand distinguish, illustrate, outline, improved; differentiate the
the whole select parts of a tree.

1.5 Evaluating: judging the value compare, conclude, criticize, Defend a research
of an idea, object or material critique, defend, evaluate, proposal; select the most
relate, support, justify effective solution; critique a
class demonstration

1.6 Creating: building a structure categorize, combine, compile, Compile personal records
of pattern; putting parts together compose, devise, design, plan, and documents into a
organize, revise, rearrange, portfolio; write a syllabus for
generate, modify a school subject

Table 1: Domain I: Cognitive (Knowledge)

(Source: Bloom, Benjamin S Taxonomy of Educational Objectives
 Creating

Evaluating

Analyzing

Applying

Understanding

Remembering
Figure 2. The Categories Levels of Cognitive Domain Learning Objectives
Arranged Hierarchically
3.5. DOMAIN II: PSYCHOMOTOR (SKILLS)
3.5. DOMAIN II: PSYCHOMOTOR (SKILLS)
3.6 DOMAIN III: Affective (Attitude)
ASSESSING STUDENT LEARNING OUTCOMES
 4.3 THE OUTCOMES ASSESSMENT PHASES IN THE INSTRUCTIONAL CYCLE

Describe the phases of outcomes assessment in the instructional cycle as

shown in the figure below.
 ACTIVITY 1
Name:____Ace A. Fati-ig____________
Course & Year: _____BEED2A___________________________
1. 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.

Domain Level/Category

1. Formulate a Cognitive Applying

procedure to
follow in
preparing for
class
demonstration

2. Formulate new Cognitive Creating

program

3. Perform Psychomotor Practicing/ imitating

repeatedly with
speed and
accuracy

4. Listen to others Affective Valuing

with respect

5. Select the most Cognitive Creating

effective among a
number of
solutions

6. Watch a more Psychomotor Imitating

experienced
performer

7. Know the rules Psychomotor Practicing

and practice them

8. Show ability to Cognitive Analyzing

resolve
problems/conflicts

9. Apply learning Cognitive Applying

principles in
studying pupil
behavior

10. Recite prices of Psychomotor Practicing

 commodities

ASSESSING STUDENT LEARNING OUTCOMES

ACTIVITY 1
Name:____Ace A. Fati-ig____________
Course & Year: _____BEED2A___________________________

A. List down three (3) supporting student activities to attain each of the identified
Student Learning Outcomes.

1. Student Learning Outcome: Students can solve, mathematical problems involving

two-dimensional figures
1.1. Writing
1.2. Reading
1.3. Analyzing
2. Student Learning Outcomes: Students can write a paragraph about an outing to a resort
using verbs in the past tense.
2.1. Remembering
2.2. Internalizing
2.3. Observing
3. Student Learning Outcome: Students can demonstrate how to prepare a PowerPoint
presentation
3.1 Organizing
3.2 Applying
3.3 Creating
4. Student Learning Outcome: Students can write a reflection essay on lessons learned in a
community outreach activity.
4.1 Observing
4.2 Creating
4.3 Organizing
B. Design assessment task aligned to each of the 4 student learning outcomes.
C. There are 13 principles of assessment on pages 35-36 of the following. At the blank before
each number indicate the number corresponding to the principle illustrated in the item.
___2_____1. The faculty, students, parents and staff understand and commit to implement the
program/department objectives.
___9_____2. Assessment activities should be observable and measurable.
____5____3. Assessment should be ongoing and continuous.
____3____4. Outcomes are attained through supporting activities.
____5____5. The outcome assessment phases are organized in an instructional cycle.
___11____6. Rubrics assessment is used for non-objective type of test.
____12___7. To solve a problem is more observable than “analytical ability”.
____2____8. Every school must publicize its mission, and core values.
____5____9. Competencies or skills may be assessed from the simple to the more complex
level.
_____13___10. Essay, examinations allow for student individual expression but difficult to
construct.
_____1___11. The program or department should have mission and objectives aligned with the
institutions mission and core values.
_____13___12. Portfolios are of two types: longitudinal and “best case/thematic.”
______8__13. Supporting student activities are provided as part of instruction.
_____13___14. The institution must decide on its mission of education and values it will
develop.
______3__15. Supporting activities are as important as outcome.
D. Come up with complete outline of the various assessment tasks and tools.
Assessment tasks come in a number of different forms. Typical evaluation tasks include
tests, examinations, and essays. Although there are many different varieties, there is a great
range of them. Both formally and informally are acceptable. One may consult the school's
faculty handbook for further information on the sorts of assessments that are available.
For example, there may be group projects or articles or journals, or seminars, or oral
presentations or participations.
E. Differentiate each of the following examples that may be given to clarify the meanings.
1. Holistic rubric and analytic rubric
Analytic rubrics provide many scores for the work or multi- component grading scale,
one for each separate area being assessed and raters assign a score for each component,
along with an overall score (total or weighted), whereas holistic rubrics provide a single score to
describe a student's success on a specific task, is less time consuming.

2. Student Learning Outcomes and student assessment tasks

Learning outcomes explain how students are expected to demonstrate their
understanding of what they have studied while the assessment strategy outlines how they will
demonstrate their knowledge.
3. Development portfolios showcase evaluation portfolio
The development portfolio is a process in which a student documents and shows college
competencies, whereas the showcase evaluation portfolio is designed to highlight a learner's
highest quality of work, student performance, and allows them to explain and share their own
experiences.
F. With a particular learning outcome in mind, construct a scoring rubric – holistic and analytic

Analytic rubric

Excellent (4) Very Good (3) Good (2) Need

improvement
(1)
Originality Drawing shows Drawing shows Uses other’s Uses ideas of
large amount of some original thought but other and not
original thought. there’s a little giving credit.
thought. original
thought.
Creativity Shows excellent 85-90 % is 76-80 % is 75 % is correct
ideas and uses correct from correct from from the
different colors. the drawing. the drawing. drawing.
95-98% is
correct
Neatness Clear and no Unclear and Poor Lot of erasures
erasures. slight erasures. appearance. and poor
appearance.

Holistic rubric

Score Description
4 Exceptional ability to comprehend the drawing. We have achieved and
even exceeded all of the objectives.
3 Consistently demonstrates a thorough knowledge of the drawing. All of the
 requirements have been satisfied.
2 Demonstrates a basic understanding of the drawing. Some conditions
have been met.
1 Demonstrates a good knowledge of the drawing. Only a few conditions are
fulfilled.
0 No response; Task not attempted.