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Learning Outcomes A

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44 views16 pages

Learning Outcomes A

Uploaded by

hutkumfuru
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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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Learning Outcomes: Sources and

Charactererictic
Learning Outcome
Learning outcomes describe the
measurable skills, abilities, knowledge or
values that students should be able to
demonstrate as a result of a completing a
course.
Meaning Learning Outcomes
Based on Figure 3 in Chapter 2, outcomes
come in different levels. The intended
institutional outcomes, the broadest of all
outcomes, are derived from the institution's
vision and mission. From the institutional
outcomes, schools derive their graduate
attributes (which are also termed student
outcomes). Below the institutional outcomes are
program outcomes.
• To bridge the gap between academe and industry,
expected competencies identified by the different
professions, business and industry should be adopted to
ensure that graduates are able to perform as expected in
their respective work places and/or professions.
• For schools to be relevant, they should consider the
thrusts and development goals of national government in
the formulation of learning outcomes.
Source of Learning outcome

• The institution's vision and mission statements are a


relevant source of student learning expectations.
• Policies and competencies and standards issued by
government education agencies such as the Department
of Education (DepEd), Technical Education and Skills
Development Authority (TESDA) and the Commission on
Higher Education (CHED) are prescribed sources of
learning outcomes.
Common to all programs in all types of schools
The graduates have the ability to:
• articulate and discuss the latest developments in
the specific field of practice. (PQF level 6
descriptor)
• effectively communicate in English and Filipino,
both orally and in writing.
• work effectively and collaboratively with a
substantial degree of independence in multi-
disciplinary and multi- cultural teams. (PQF level 6
discriptor)
• act in recognition of
professional, social and
ethical responsibility.
• preserve and promote
"Filipino historical and cultural
heritage" (based on RA 7722)
Common to the discipline (Teacher Education)
• Articulated the rootedness of education in
philosophical, cultural, historical, psychological, and
political contexts.
• Demonstrate mastery of subject matter/discipline.
• Facilitate learning using a wide range of teaching
methodologies and delivery modes appropriate to
specific learners and their environments.
• Develop innovate curricula, instructional plans,
teaching approaches, and resources for diverse
learners
Common to graduates of a horizontal type of
institution as defined in CMO 46, 2012
• Graduates of professional institutions demonstrate
service orientation in their respective professions.
• Graduates of colleges are qualified for various types of
employment and participate in development activities and
public discourses, particularly in response to the needs of
the communities they serve.
• Graduates of universities contribute to the generation of
new knowledge by participating in various research and
development projects.
The Philippine Professional Standards for
Teachers
The program outcomes for the teacher education
program in the Philippines must necessarily be
based on the Philippine Professional Standards for
Teachers issued by the Department of Education in
Department Order #42, s. 2017. While the program
outcomes for teacher education issued by the
Commission on Higher Education were based on the
PPST, it may be good to present the gist of the
professional standards contained in 7 Domains, 37
strands.
Characteristics of Good Learning Outcomes
• Good learning outcomes are centered on the
student/learner.
• Good learning outcomes are based on and aligned
with the institutional, program and course
outcomes.
• Good learning outcomes are based on and aligned
with local, national and international trends and
issues.
• Good learning outcomes are known and are very
• Good learning outcomes include a spectrum
of thinking skills from simple remembering to
creating or from the lowest and simplest
cognitive, unistructural process to cognitive in
Bloom's and Anderson's revised taxonomy of
objectives
Fink's Taxonomy for Significant Learning (Fink,
2003) includes:
• Caring-developing new feelings, interests and values)
• Learning how to learn - becoming a self-directed
learner
• Integration-connections
• Human Dimension learning about self and others
• Application skills (critical, creative and practical
thinking)
• Foundational knowledge understanding and
remembering.

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