Chapter 3:

Program Outcomes and Student

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
Marzano’s five levels of processing information, mental procedures and
psychomotor procedures.

Learning Outcomes:
At the end of this chapter, you are expected to:

• Clarify the program outcomes for teacher education.

• Distinguish the six levels of knowledge under cognitive domain.
• Discuss the psychomotor categories in the psychomotor domain of
objectives contributed by Simpson, Dave and Harrow.
• Discuss the six levels of learning objectives in the affective domain
arranged hierarchichally.
• Discuss the Kendall’s and Manzano’s new taxonomy.

LESSON 1:
PROGRAM OUTCOMES AND STUDENT LEARNING
OUTCOMES

The shift of focus in education from content to student learning outcomes

has changed teacher’s instructional perspective. 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 short, teachers were
more content – centered than outcomes – centered.

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 The new educational perspective requires teachers to visualize the ideal
graduates three or more years after graduation and right after completion of the
program, i.e., graduation time as stated in institutional outcomes and program
outcomes. The Commission on Higher Education (CHED), the body that
regulates higher education in the Philippines, in its Memorandum Order No. 20,
s. 2014 requires the following program outcomes for all higher education
institutions.

The ability to:

a. Articulate and discuss the latest development in the specific filed of

practice.
b. Effectively communicate orally and in writing using both English and
Filipino.
c. Work effectively and independently in multi – disciplinary and multi –
cultural teams.
d. Act in recognition of professional, social, and ethical responsibility;
and
e. Preserve and promote “Filipino historical and cultural heritage.”

Some program outcomes are based on types of higher education

institution (HEI) because this determines the focus and purpose of the HEI. For
example:

• 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 participate in the generation of new
knowledge or in research and development projects.
• Graduates of State Universities and Colleges must, in addition,
have the competencies to support “national, regional, and local
development plans.”

LESSON 2:
PROGRAM OUTCOMES FOR TEACHER
EDUCATION

The programs outcomes specific to degrees are programs spelled out in

the specific Policies, Standards and Guidelines (PSG) per program or degree
issued by the same Commission. The following are the program outcomes for
teacher education in 2017 Philippines:

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 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 filed – based opportunities.

In addition to the program outcomes of teacher education as a discipline,

there are program outcomes specific for Bachelor of Elementary Education
(CMO No. 74, s. 2017); Bachelor of Secondary Education Major in English,
Filipino, Mathematics, Science, Social Studies (CMO No. 75, s. 2017); Bachelor
of Technology and Livelihood Education (CMO No. 748, s. 2017). For details,
refer to the given CMOs.

LESSON 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 are measurable, demonstrable and
verifiable, the outcomes should be stated as concrete and active verbs. In mid-
nineties, a former student of Bloom, Lorin Anderson, reviewed the cognitive
domain objectives and effected some changes. The two most prominent of

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these are (a) changing the names in the six subdivisions from noun to verb and
(b) re – arranging the order of the last two levels – synthesis and evaluation.

These three domains of learning are given detail in the succeeding

pages.

Table 1. Taxonomies of the Cognitive Domain: Bloom's, Anderson's and Krathwohl's

Anderson’s and Krathwohl’s Bloom’s Taxonomy 1956

Taxonomy 2001

Figure 3. Bloom’s and Anderson’s Compared

(Source: Wilson, Leslie O. 2001)

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 Benjamin Bloom critically examined his own cognitive taxonomy and he noted
that there is a fundamental difference between the knowledge category (first level in
his taxonomy) and the mental operation (higher 5 levels in his taxonomy –
comprehension, application, analysis, synthesis, and evaluation) performed on that
knowledge or with that knowledge. Mere recall of knowledge is different from
comprehension, application, analysis, synthesis, and evaluation of that knowledge.

Bloom also identified specific types of knowledge as:

• Terminology
• Specific facts
• Conventions
• Trends and sequences
• Classifications and categories
• Criteria
• Methodology
• Principles and generalizations
• Theories and structures

In the revised cognitive taxonomy, Anderson and Krathwohl identified 4 levels

of knowledge:

1. Factual Knowledge – as the name implies, this refers to facts. This refers
to essential facts, terminology, details or elements students must know or
be familiar with in order to understand a discipline or solve a problem in it.

2. Conceptual Knowledge – this refers to the interrelationship of facts. It is

facts put together within a larger structure that enable then to function
together. It is knowledge of classifications, principles, generalizations,
theories, models or structures pertinent to a particular disciplinary area.

3. Procedural Knowledge – this is knowing how to do something. Refers to

information or knowledge that helps students to do something specific to a
discipline, subject or area of study. It includes knowledge of methods of
inquiry, criteria for using skills, algorithms, techniques and methods.

4. Metacognitive Knowledge – this is knowing that you know. This is thinking

about your own thinking in a purposeful way. It is awareness and
knowledge of one’s cognition. It is a reflective knowledge about how to go
about solving problems and cognitive task. It includes contextual and
conditional knowledge and knowledge of self.

As shown in Table 1 in the revised cognitive taxonomy, the cognitive processes

start with remembering and end with creating knowledge along factual, conceptual,
procedural and metacognitive dimensions.

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Table 2 Knowledge and Cognitive Dimensions of Bloom's Taxonomy as
Revised by Anderson and Krathwohl

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 LESSON 4:
THE DOMAIN OF EDUCATIONAL ACTIVITIES

DOMAIN I: COGNITIVE (Knowledge)

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DOMAIN II: PSYCHOMOTOR (Skills)

In the early seventies, E Simpson, Dave and A.S. Harrow recommended

categories for the Psychomotor Domain which included physical coordination,
movement and use of the motor skills body parts. Development of these skills
requires constant practice in accuracy and speed. Simpson contributed 7
categories, Dave 5 categories, and Harrow 6 categories.

Table 3. Domain II. Psychomotor (Simpson)

Category Example and Key Words (verbs)

Perception (awareness): The ability

Examples: Detects non-verbal
to use sensory cues to guide motor
activity. This ranges from sensory communication cues. Estimate

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stimulation, through cue selection, to where a ball will land after it is
translation. thrown and then moving to the
correct location to catch the ball.
Adjusts heat of stove to correct
temperature by smell and taste of
food. Adjusts the height of the
forks on a forklift by comparing
where the forks are in relation to
the pallet.

Key Words: chooses, describes,

detects, differentiates,
distinguishes, identifies, isolates,
relates, selects.
Examples: Knows and acts
upon a sequence of steps in a
manufacturing process.
Recognize one's abilities and
limitations. Shows desire to learn
Set: Readiness to act. It includes
a new process (motivation).
mental, physical, and emotional
sets. These three sets are
NOTE: This subdivision of
dispositions that predetermine a Psychomotor is closely related
person's response to different with the “Responding to
situations (sometimes called phenomena” subdivision of the
mindsets). Affective domain.

Key Words: begins, displays,

explains, moves, proceeds, reacts,
shows, states, volunteers.
Examples: Performs a
mathematical equation as
demonstrated. Follows
Guided Response: The early stages instructions to build a model.
in learning a complex skill that Responds hand-signals of
includes imitation and trial and error. instructor while learning to
Adequacy of performance is operate a forklift.
achieved by practicing.

Key Words: copies, traces, follows,

react, reproduce, responds
Examples: Use a personal
Mechanism (basic proficiency): computer. Repair a leaking
This is the intermediate stage in
faucet. Drive a car.
learning a complex skill. Learned
responses have become habitual
and the movements can be
performed with some confidence and Key Words: assembles, calibrates,
proficiency. constructs, dismantles, displays,
fastens, fixes, grinds, heats,

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 manipulates, measures, mends,
mixes, organizes, sketches.
Examples: Maneuvers a car into
a tight parallel parking spot.
Complex Overt Response (Expert): Operates a computer quickly and
The skillful performance of motor accurately. Displays competence
acts that involve complex movement while playing the piano.
patterns. Proficiency is indicated by
a quick, accurate, and highly Key Words: assembles, builds,
coordinated performance, requiring calibrates, constructs,
a minimum of energy. This category dismantles, displays, fastens,
includes performing without fixes, grinds, heats, manipulates,
hesitation, and automatic measures, mends, mixes,
performance. For example, players
organizes, sketches.
are often utter sounds of satisfaction
or expletives as soon as they hit a
tennis ball or throw a football,
because they can tell by the feel of NOTE: The Key Words are the same
the act what the result will produce. as Mechanism, but will have adverbs
or adjectives that indicate that the
performance is quicker, better, more
accurate, etc.
Examples: Responds effectively
to unexpected
experiences. Modifies instruction
to meet the needs of the
learners. Perform a task with a
Adaptation: Skills are well machine that it was not originally
developed and the individual can intended to do (machine is not
modify movement patterns to fit damaged and there is no danger
special requirements. in performing the new task).

Key Words: adapts, alters, changes,

rearranges, reorganizes, revises,
varies.
Examples: Constructs a new
theory. Develops a new and
comprehensive training
Origination: Creating new
movement patterns to fit a particular
programming. Creates a new
situation or specific problem. gymnastic routine.
Learning outcomes emphasize
creativity based upon highly
developed skills. Key Words: arranges, builds,
combines, composes, constructs,
creates, designs, initiate, makes,
originates.

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Table 4. Domain II. Psychomotor (Dave, 1975)

Category Example and Key Words (verbs)

Examples: Copying a work of

mitation — Observing and art. Performing a skill while
patterning behavior after someone observing a demonstrator.
else. Performance may be of low
quality.
Key Words: copy, follow, mimic,
repeat, replicate, reproduce, trace
Examples: Being able to perform
a skill on one's own after taking
Manipulation — Being able to lessons or reading about it.
perform certain actions by memory Follows instructions to build a
or following instructions. model.

Key Words: act, build, execute,

perform
Examples: Working and
reworking something, so it will be
Precision — Refining, becoming “just right.” Perform a skill or task
more exact. Performing a skill within without assistance. Demonstrate
a high degree of precision a task to a beginner.

Key Words: calibrate, demonstrate,

master, perfectionism
Examples: Combining a series of
skills to produce a video that
involves music, drama, color,
Articulation — Coordinating and sound, etc. Combining a series of
adapting a series of actions to
skills or activities to meet a novel
achieve harmony and internal
consistency. requirement.

Key Words: adapt, constructs,

combine, creates, customize,
modifies, formulate
Examples: Maneuvers a car into
a tight parallel parking spot.
Operates a computer quickly and
Naturalization — Mastering a high accurately. Displays competence
level performance until it become while playing the piano. Michael
second-nature or natural, without
needing to think much about it. Jordan playing basketball or
Nancy Lopez hitting a golf ball.

Key Words: create, design, develop,

invent, manage, naturally

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Table 5. Domain II. Psychomotor (Harrow, 1972)

Category Example and Key Words (verbs)

vements — Reactions that are not Examples: instinctive response

learned, such as a involuntary
reaction Key Words: react, respond
Examples: perform a simple
Fundamental Movements — Basic task
movements such as walking, or
grasping. Key Words: grasp an object, throw a
ball, walk
Examples: track a moving
Perceptual Abilities — Response object, recognize a pattern
to stimuli such as visual, auditory,
kinesthetic, or tactile discrimination. Key Words: catch a ball, draw or
write
Examples: gain strength, run a
Physical Abilities (fitness) —
Stamina that must be developed for marathon
further development such as
strength and agility. Key Words: agility, endurance,
strength
Examples: Using an advanced
series of integrated movements,
Skilled movements — Advanced perform a role in a stage play or
learned movements as one would play in a set of series in a sports
find in sports or acting. game.

Key Words: adapt, constructs,

creates, modifies
Examples: Express one's self
by using movements and
Nondiscursive communication —
Use effective body language, such gestures
as gestures and facial expressions.
Key Words: arrange, compose,
interpretation

These contributions from Simpson, Dave and Harrow have been re –

organized and simplified into 4 categories or levels.

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Table 6. Simplified and Re – organized categories or Levels of Learning
in the Psychomotor Domain

Learning Outcomes
Categories/Levels Outcome Verbs
Statements
Detect non – verbal
communication cues;
Observing: active Watch, detect,
watch a more
mental attention to a distinguish, differentiate,
experienced person;
physical activity describe, related, select
observe and read
directions
Show understanding
Imitating: attempt to Begin, explain, move, and do sequence of
copy a physical display, proceed, react, steps with
behavior. show, state, volunteer assistance; recognize
one’s limitations
Operate quickly and
Bend, calibrate, accurately; display
construct, differentiate, competence while
Practicing: performing a
dismantle, display, fasten, performing,
specific activity
fix, grasp, grind, handle, performance is
repeatedly
measure, mix, operate, moving towards
manipulate, mend becoming automatic
and smooth
Perform
automatically;
Adapting: fine tuning Organize, relax, shorten, construct a new
the skill and making sketch, write, re – scheme/sequence;
minor adjustments to arrange, compose, apply skill in new
attain perfection create, design, originate situation; create a
new routine, develop
a new program

DOMAIN III: AFFECTIVE (Attitude)

The affective domain refers to the way in which we deal with situations
emotionally such as feelings, appreciation, enthusiasm, motivation, values and
attitude. The taxonomy is ordered into 5 levels as the person progresses
towards internalization in which the attitude or feeling consistently guides or
controls a person’s behavior.

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 LESSON 5:
KENDALL’S AND MARZANO’S NEW TAXONOMY

Instead of categorizing learning activities which Bloom and Anderson

did, Kendall and Marzano reframed the three domains of knowledge
(information, mental procedures and psychomotor procedures) by describing
six levels of processing knowledge. The first four levels of processing are
cognitive, beginning with the lowest (retrieval) then moving upward with
increasing cognitive complexity – comprehension, analysis and knowledge
utilization. The fifth level of processing, the metacognitive system, involves the
learner’s specification of learning goals, monitoring of the learner’s own learning
process, clarity and accuracy of the learner’s learning.

The highest level of knowledge processing self – system, involves the

learner’s examination of the importance of the learning task and his/her self –
efficacy. It also involves the learner’s examining his/her emotional response
and his/her motivation of learning.

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 Chapter Exercises

Answer the following questions:

A. The following are examples of learning outcome. In the second column,

write the domain in which each outcome is classified and in the third
column the level/category to which the learning outcome belongs.

Learning Outcomes Domain Level/Category

1. List all of the elements on
the Periodic Table.
2. Apply basic Web
development skills
3. Listen attentively to
alternative views on select
issues.
4. Demonstrate the proper
stance for batting a ball.
5. Assemble laboratory
equipment appropriate for
experiments.
6. Create at least 12 original
works in their medium
7. Debate numerous sides to
an argument.
8. Judge student
performances.
9. Organize the
conservation efforts of
urban, suburban and rural
communities.
10. Relate types of music to
particular dance steps.

Note: For the psychomotor domain, use Simpson’s classification to determine level.

B. Select 3 topics in your field of specialization. Write a learning outcome

for each of the 3 domains arranged from the simplest to the most
complex level or category.

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Topic 1: _________________________________________________

1.1 Remembering: _________________________________________

1.2 Understanding: _________________________________________
1.3 Applying: ______________________________________________
1.4 Analyzing: _____________________________________________
1.5 Evaluating: ____________________________________________
1.6 Creating: ______________________________________________

Topic 2: _________________________________________________

2.1 Observing: ____________________________________________

2.2 Imitating: ______________________________________________
2.3 Practicing: _____________________________________________
2.4 Adapting: _____________________________________________

Topic 3: __________________________________________________

3.1 Receiving: _____________________________________________

3.2 Responding: ___________________________________________
3.3 Valuing: _______________________________________________
3.4 Organizing: ____________________________________________
3.5 Characterizing: _________________________________________

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