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Program Outcomes AND Student Learning Outcomes: Nasol Ardivilla Moreno ORO UY

The document discusses program outcomes and student learning outcomes for higher education institutions in the Philippines as outlined by Memorandum Order #20 in 2014. It requires graduates to be able to communicate effectively, work in teams, act professionally and ethically, and promote Filipino culture. For teacher education specifically, additional outcomes include demonstrating a variety of thinking skills, practicing professional teaching standards, and pursuing lifelong learning. Bloom's and Anderson's taxonomies of cognitive learning are also presented, categorizing different levels of thinking from remembering to creating. Factual, conceptual, procedural, and metacognitive knowledge are also defined.

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Merlie Moreno
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107 views15 pages

Program Outcomes AND Student Learning Outcomes: Nasol Ardivilla Moreno ORO UY

The document discusses program outcomes and student learning outcomes for higher education institutions in the Philippines as outlined by Memorandum Order #20 in 2014. It requires graduates to be able to communicate effectively, work in teams, act professionally and ethically, and promote Filipino culture. For teacher education specifically, additional outcomes include demonstrating a variety of thinking skills, practicing professional teaching standards, and pursuing lifelong learning. Bloom's and Anderson's taxonomies of cognitive learning are also presented, categorizing different levels of thinking from remembering to creating. Factual, conceptual, procedural, and metacognitive knowledge are also defined.

Uploaded by

Merlie Moreno
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PROGRAM OUTCOMES

AND
STUDENT LEARNING
OUTCOMES
PRESENTED BY:
NASOL
ARDIVILLA

MORENO
ORO
UY
Program Outcomes and
Student Learning Outcomes
 Memorandum Order # 20, 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 or 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.”
 Program Outcomes for
Teacher Education
 The program 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,.
 a) articulate and discuss the latest developments in the specific field
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.”
 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 life long learning for personal and professional growth
through varied experimental and field-based opportunities.

The Three Types of Learning


1) Cognitive- referring to mental skills
2) Affective- referring to growth in feeling or emotion
3) Psychomotor- referring to manual or physical skills.
 Table 1.1 :Taxonomies of the Cognitive Domain: Bloom’s
Anderson’s and Krathwohl’s
Anderson’s and Krathwohl’s
Bloom’s Taxonomy 1956
Taxonomy 2001
1. Knowledge: Remembering or 1. Remembering: Recognizing or
retrieving previously learned recalling knowledge from
material. Examples of verbs that memory. Remembering is when
relate to this function are: memory is used to produce or
retrieve definitions, facts, or lists,
Know Define Record or to recite previously learned
identify recall name information.
Relate memoriz recogniz
list e e acquire
repeat
2. Comprehension: The ability to 2. Understanding: Constructing
grasp or construct meaning from meaning from different types of
material. functions be they written or graphic
Examples of verbs that relate to this messages or activities like
function are: interpreting, exemplifying,
classifying, summarizing, inferring,
restate Identify Illustrate comparing or explaining.
Locate Discuss Interpret
report Describe draw
Recognize Discuss Represent
Explain Review Differentia
express infer te
conclude
3. Application: The ability to use 3. Applying- carrying out or using a
learned material or to implement procedure through executing or
material in new and concrete implementing.
situations. Examples of verbs that
relate to this function are:
Apply Organize Practice
employ
relate Calculate
Restructur
Develop Show
Translate e Exhibit
Use Interpret dramatize
operate Demonstr
ate
4. Analysis: The ability to break 4. Analyzing: Mental actions
down or distinguish the parts of included in this function are
material into its components so that differentiating, organizing and
its organizational structure may be attributing, as well as being able to
better understood. Examples of verbs distinguish between the components
that relate to this function are: or parts.
Analyze Differenti Experime
Compare ate nt
Probe Contrast Scrutinize
inquire Investigat Discover
Examine e Inspect
Contrast Detect Dissect
categorize survey Discriminat
Classify e
deduce separate

5. Synthesis: The ability to put 5. Evaluating: Making judgments


parts together to form a coherent or based on criteria and standards
unique new whole. Examples of through checking and critiquing.
verbs that relate to this function are:
Compose Plan invent Propose
Produce Formulate Develop
Design Collect set Arrange
Assemble Up Construc
Create generalize t
Prepare Document Organize
Predict Combine Originat
Modify relate e
tell Derive
write
propose
6. Evaluation: The ability to judge, 6. Creating: Putting elements
check, and even critique the value of together to form a coherent or
material for a given purpose. functional whole; reorganizing
Example of verbs that relate to this elements into a new pattern or
function are: structure through generating,
Judge Argue Validate planning or producing.
assess Decide Consider
Compare Choose Appraise
Evaluate Rate Value
Conclude select Criticize
Measure estimate infer
deduce
 Figure 2: Bloom’s and Anderson’s Compared

Evaluation Create

Synthesis Evaluate

Analysis Analyze

Application Apply

Comprehension Understand

Knowledge Remember

Noun to Verb
form
 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
 4 LEVELS OF KNOWLEDGE
o 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.
o Conceptual Knowledge- this refers to the interrelationship of facts. It is
facts put together within a larger structure that enable them to function
together.
o Procedural Knowledge- This is knowing how to do something refers to
information or knowledge that helps students to do something specific
discipline, subject or area of study.
o Metacognitive Knowledge- This is knowing that you know. Thining
about your own thinking in a purposeful way.
 Table 1.2 na, page 27

 Font – georgia 20
 Font – georgia 41 (kapag sa title)
TABLE 1.2
Factual Knowledge – Basic information

Knowledge of terminology Vocabulary terms, mathematical


symbols, musical notation, alphabet

Knowledge of specific details andComponents of the food pyramid


elements names of congressional
representatives, major battles, WW
II
Conceptual Knowledge – The relationship among pieces of a
larger structure that make them function together
Knowledge of classification and Species of animals, different kind of
categories arguments, geological era
Knowledge of principals and Types of conflict in literature,
generalizations Newton’s law of motion, principles
Knowledge of theories, models and of democracy
Theory of evolution, economic
structures theories, DNA models
Procedural Knowledge

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