Program Outcomes (PO) & Student Learning Outcomes (SLO)

➢ are statements conveying the intent of a program of study.

➢ refer to what a student should know or be able to do at the end of a program.
➢ the knowledge and skills students will have obtained by the time they have received their
intended degree.

Philippines Memorandum Order #22, s. 2014 requires the following program

outcomes for all higher education institutions:

The ability to:

a) articulate and discuss the latest developments in the specific field of practice 66.

b) effectively communicate orally and in writing using both English and Filipino.

c) work effectively and independently in multi-disciplinary and multi-cultural teams 67.

d) act in recognition of professional, social, and ethical responsibility.

e) preserve and promote “Filipino historical and cultural heritage” 68.

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.
THE THREE TYPES OF LEARNING:

➢ Benjamin Bloom and a committee of colleagues in 1956, identified three domains of

educational activities:
1) Cognitive - referring to mental skills.
2) Psychomotor - referring to manual or physical skills.
3) Affective - referring to growth in feeling or emotion.

COGNITIVE (knowledge)

➢ focused on intellectual skills such as critical thinking, problem solving, and creating a
knowledge base.

➢ learners are expected to progress in a linear manner, beginning at "remember" and ending
at "create."

CATEGORIES/LEVELS OUTCOME VERBS LEARNING OUTCOMES

STATEMENTS
1.1Remembering; define, describe, identify, label, Recite the multiplication tables
recall of previously learned match, list, name, outline, recall,
information recognize, reproduce, select, state

1.2 Understanding; distinguish, estimate, explain, give Explain in one’s own words the
comprehending the meaning, example, interpret, paraphrase, stages in the life cycle of a
translation and interpretation summarize butterfly.
of instructions; state a
problem in one’s own word.

1.3 Applying; using what Apply, change, compute, Use a mathematical formula to
was learned in the classroom construct, demonstrate, discover, solve an algebra problem
into similar new situations modify, prepare, produce, show,
solve, and use.
 1.4 Analyzing; separating analyze, compare, contrast, Observe a classroom and list
materials or concept into diagram, differentiate, distinguish, down the things to be improved;
component parts to illustrate, outline, select differentiate the parts of a tree
understand the whole
1.5 Evaluating; judging the Compare, conclude, criticize, Defend a research proposal;
value of an idea, object or critique, defend, evaluate, relate, select the most effective
material support, justify solution
1.6 Creating; building a Categories, combine, compile, Compile personal records and
structure or pattern; putting compose, devise, design, plan, documents into a portfolio;
parts together organize, revise, rearrange, write a syllabus for a school
generate, modify subject

PSYCHOMOTOR (skills)

➢ includes physical movement, coordination, and use of motor skill areas

➢ Greek word "psyche," meaning "mind" or "soul" and "motor" relates to movement and
the body's muscular activities.

Psychomotor Domain

In the early seventies, E Simpson, Dave, and A.S. Harrow recommended categories for the
psychomotor domain which includes physical movement, coordination, and use of the motor-skill
areas. Development of these skills requires practice and is measured in terms of speed, precision,
distance, procedures or techniques in execution.

PERCEPTION (awareness)

➢ The ability to use sensory cues to guide motor activity. This ranges from sensory
stimulation, through cue selection, to translation.
SET

➢ Readiness to act. It includes mental, physical and emotional sets. These three sets are
dispositions that predetermine a person’s response to different situations. (sometimes
called mindset)

GUIDED RESPONSE

➢ The early stages in learning a complex skill that includes limitation and trial and error.
Adequacy of performance is achieved by practicing.

MECHANISM

➢ This is the intermediate stage in learning a complex skill. Learned response have become
habitual and the movements can be performed with some confidence and proficiency.

COMPLEX OVERT RESPONSE (Expert)

➢ The skillful performance of motor acts that involve complex movement patterns.
Proficiency is indicated by a quick, accurate, and highly coordinated performance,
requiring a minimum of energy. This category includes performing without hesitation, and
automatic performance. For example, players 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 the act what the result will produce.

ADAPTION

➢ Skills are well developed and the individual can modify movement patterns to fit special
requirements.

ORIGINATION

➢ Creating new movement patterns to fit a particular situation or specific problem. Learning
outcomes emphasize creativity based upon highly developed skills.
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.

CATEGORIES/LEVELS OUTCOME VERBS LEARNING OUTCOMES

STATEMENTS
2.1 Observing: active mental watch, detect, distinguish, Detect non-verbal
attention to a physical activity differentiate, describe, relate, communication cues; watch a
select more experienced person;
observe and read directions

2.2 Imitating: attempt to begin, explain, move, display, Show understanding and do
copy a physical behavior proceed, react, show, state, sequence of steps with
volunteer assistance; recognize one's
limitations

2.3 Practicing: performing a bend, calibrate, construct, Operate quickly and accurately;
specific activity repeatedly differentiate, dismantle, display, display competence while
fasten, fix, grasp, grind, handle, performing, performance is
measure, mix, operate, manipulate, moving towards becoming
mend automatic and smooth.
.
2.4 Adapting: fine tuning the organize, relax, shorten, sketch, Perform automatically;
skill and making minor write, re-arrange, compose, create, construct a new scheme/
adjustments to attain design, originate sequence; apply skill in new
perfection situation; create a new routine,
develop a new program
3.1 Receiving: being aware select, point to, sit, choose, Listen to others with respect, try
or sensitive to something and describe, follow, hold, identify, to remember profile and facts
being willing to listen or pay name, reply
attention

3.2 Responding: showing answer, assist, and, comply, Participate in discussions, gives
commitment to respond in conform, discuss, greet, help, expectation; know the rules and
some measure to the idea or perform practice, read, recite, practice them; question
phenomenon report, tell, write concepts in order to understand
them well

3.3 Valuing: showing complete, demonstrate, Demonstrate belief in the

willingness to be perceived as differentiate, explain, follow, concept or process; show ability
valuing or favoring certain invite, join, justify, propose, to resolve
ideas report, share, study, perform

3.4 Organizing: arranging arrange, combine, complete, Accept responsibility, recognize

values into priorities, creating adhere, alter, defend, explain, the need for balance between
a unique value system by formulate, integrate, organize, freedom and responsible
comparing, relating and relate, synthesize behavior, explain how to plan to
synthesizing values solve problem; prioritize time
effectively for family, work and
personal life problems/conflicts
propose plan for improvement,
inform management/ supervisor
on matters that need attention

3.5 Internalizing: practicing act, display, influence, listen, Show self-reliance when
value system that controls discriminate, listen, modify, asking; cooperate in group
one's behavior; exhibiting perform, revise, solve, verify activities; demonstrate
behavior that is consisted objectivity in problem- solving;
pervasive, predictable and revise judgment in light of new
characteristics of the person. evidences, value people for
what they are and not for how
they look.

KENDALL’S AND MARZANO’S NEW TAXONOMY

➢ They reframe the three Domains and instead of categorizing learning activities, they
describe six levels of processing knowledge.

RETRIEVAL (cognitive system)

➢ Executing- The student can perform procedures without significant errors.

➢ Recalling- The student can produce information on demand.
➢ Recognizing- The student can determine whether provided information is accurate,
inaccurate or unknown.

COMPREHENSION (cognitive system)

• Symbolizing- Depicting the critical aspects of knowledge in a particular? Form.

• Integrating- Identifying the critical or essential elements of knowledge.

ANALYSIS (cognitive system)

• Specifying- Making and defending predictions about what might happen.

• Generalizing- Inferring new generalizations from known knowledge.
• Analyzing Errors- Identifying logical or factual errors in knowledge.
• Classifying- Identifying superordinate and subordinate categories to which information
belongs.
• Matching- Identifying similarities and differences.

KNOWLEDGE UTILIZATION (cognitive system)

• Investigating- Generate a hypothesis and use the assertions and opinions of others to test
the hypothesis.
 • Experimenting- Generating and testing a hypothesis by conducting an experiment and
collecting data
• Problem Solving- Accomplishing a goal for which obstacles exist.
• Decision Making- Selecting among alternatives that initially appear to be equal.

METACOGNITION (metacognitive System)

• Monitoring Accuracy- The student is able to determine their own level of accuracy
• Monitoring Clarity- The student is able to determine how clear their understanding is
• Process Monitoring- The student is able to monitor their own progress toward a specific
goal
• Specifying Goals- The student is able to specify learning goals and develop a plan to
achieve them

SELF SYSTEM THINKING

• Examining motivation- The students identify his or her own level of motivation towards
learning
• Examining Emotional Response- The student identifies his or her own emotional
response to the learning
• Examining Efficacy- The student identifies beliefs about his or her ability to improve
competence or understanding
• Examining Importance- The student identifies how important the learning is and the
reasons behind this belief

REFERENCES:

Marzano, M., & Mager, M. (n.d.). Levels of Processing Knowledge.

https://vle.upm.edu.ph/pluginfile.php/151922/mod_resource/content/1/Marzano%20and%20Ken
dall%20Taxonomy.pdf

Brophy, T. S. (n.d.). Developing Program Goals and Student Learning Outcomes. In Continuous
Quality Enhancement (pp. 1–12).