Lesson 3 Program Outcomes and Student Learning

Outcomes

Course Outcomes:

1. Differentiate the underlying principles between program outcomes and

student learning outcomes through specific and concrete examples of
assessment; (P.O.C.c); (P.O.D.d); (P.O.E.c)
2. formulate examples of learning outcomes and assessment tools intended
for the cognitive, psychomotor and affective domains;

(P.O.C.c); (P.O.D.d); (P.O.E.c)

Intended Learning Outcomes (ILO’s)
The students will be able to…
 analyze the difference between program objectives and student learning
outcomes; (CLO.S.1)
 distinguish the different levels of knowledge under the Cognitive Domain;
(CLO.S.1)
 discuss the psychomotor categories in the psychomotor domain of objective
contributed by the Simpson, Dave and Harrow; (CLO.S.1)
 discuss the 6 levels of learning in the affective domain along with Kendall’s
and Morgan’s new taxonomy; and (CLO.S.1)
 formulate student learning outcomes in every level for each type of learning.
(CLO.S.1)

Time Element: Six (6) Hours

In this module, student will distinguish program outcomes from

learning outcomes. Learning outcomes come in three (3) different domains –
cognitive, psychomotor, and affective. Students will also be introduced to
Kendall’s and Marzano’s five level of processing information, mental procedures
and psychomotor procedure.
 What is the difference between program outcomes and student
learning outcomes?

The shift of focus in education from content to student learning

outcomes has changed teachers’ 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 other words, teachers
were more content-centered than outcomes-centered.

The Commission on Higher Education, the body that regulates

education in the Philippines in its Memorandum Order # 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 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.

Some program outcomes are based on HEI type 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 discourse, particularly in response to
the needs of the communities once serves.
 Graduates of universities participate in the generation of new
knowledge or research and development projects.
 Graduates of State Universities and Colleges must, also, have the
competence to support “national, regional and local development plans.

The program outcomes specific to a degree are programs spelled out in the
specific Policies, Standards, and Guidelines (PSGSs) per program or degree
issued by the same Commission.

 Program Outcomes for Teacher Education

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  Articulate the rootedness of education in philosophical, socio-
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 environment.
 Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners.
 Apply skills in the development and utilization of ICT to
promote quality, relevant, and sustainable educational
practices.
 Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes.
 Practice professional and ethical teaching standards sensitive
to the local, national, and global realities.
 Pursue lifelong learning for personal and professional growth
through varied experienced and field-based opportunities.

 The Three Types of Learning (Domain)

These three domains of learning are given in detail in the succeeding

link and charts.

DOMAIN I: COGNITIVE (Knowledge)

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 Figure 1. Bloom’s Taxonomy – Cognitive (Ivan Tech -RunningMan 2016, n.d.)
DOMAIN II: Psychomotor (Skills)

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Category Example and Key Words (verbs)

Examples: Detects non-verbal communication cues.

Estimate where a ball will land after it is thrown and
then moving to the correct location to catch the ball.
Perception (awareness): The Adjusts heat of stove to correct temperature by smell
ability to use sensory cues to and taste of food. Adjusts the height of the forks on a
guide motor activity. This ranges forklift by comparing where the forks are in relation to
from sensory stimulation, through the pallet.
cue selection, to translation.
Key Words: chooses, describes, detects,
differentiates, distinguishes, identifies, isolates,
relates, selects.

Examples: Knows and acts upon a sequence of

Set: Readiness to act. It includes steps in a manufacturing process. Recognize one's
mental, physical, and emotional abilities and limitations. Shows desire to learn a new
sets. These three sets are process (motivation). NOTE: This subdivision of
dispositions that predetermine a Psychomotor is closely related with the “Responding
person's response to different to phenomena” subdivision of the Affective domain.
situations (sometimes called
mindsets). Key Words: begins, displays, explains, moves,
proceeds, reacts, shows, states, volunteers.

Guided Response: The early Examples: Performs a mathematical equation as

stages in learning a complex skill demonstrated. Follows instructions to build a model.
that includes imitation and trial Responds hand-signals of instructor while learning to
and error. Adequacy of operate a forklift.
performance is achieved by
practicing. Key Words: copies, traces, follows, react, reproduce,
 responds

Mechanism (basic proficiency): Examples: Use a personal computer. Repair a

This is the intermediate stage in leaking faucet. Drive a car.
learning a complex skill. Learned
responses have become habitual Key Words: assembles, calibrates, constructs,
and the movements can be dismantles, displays, fastens, fixes, grinds, heats,
performed with some confidence manipulates, measures, mends, mixes, organizes,
and proficiency. sketches.

Complex Overt Response

(Expert): The skillful performance
of motor acts that involve complex Examples: Maneuvers a car into a tight parallel
movement patterns. Proficiency is parking spot. Operates a computer quickly and
indicated by a quick, accurate, accurately. Displays competence while playing the
and highly coordinated piano.
performance, requiring a minimum
Key Words: assembles, builds, calibrates,
of energy. This category includes
constructs, dismantles, displays, fastens, fixes,
performing without hesitation, and
grinds, heats, manipulates, measures, mends, mixes,
automatic performance. For
organizes, sketches.
example, players are often utter
sounds of satisfaction or NOTE: The Key Words are the same as Mechanism,
expletives as soon as they hit a but will have adverbs or adjectives that indicate that
tennis ball or throw a football, the performance is quicker, better, more accurate,
because they can tell by the feel etc.
of the act what the result will
produce.

Examples: Responds effectively to unexpected

experiences. Modifies instruction to meet the needs
of the learners. Perform a task with a machine that it
Adaptation: Skills are well
was not originally intended to do (machine is not
developed and the individual can
damaged and there is no danger in performing the
modify movement patterns to fit
new task).
special requirements.
Key Words: adapts, alters, changes, rearranges,
reorganizes, revises, varies.

Origination: Creating new Examples: Constructs a new theory. Develops a

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

Dave (1975):

Category Example and Key Words (verbs)

Examples: Copying a work of art. Performing a skill while

Imitation — Observing and
observing a demonstrator.
patterning behavior after
someone else. Performance
Key Words: copy, follow, mimic, repeat, replicate,
may be of low quality.
reproduce, trace

Examples: Being able to perform a skill on one's own

Manipulation — Being able
after taking lessons or reading about it. Follows
to perform certain actions by
instructions to build a model.
memory or following
instructions.
Key Words: act, build, execute, perform

Examples: Working and reworking something, so it will

Precision — Refining,
be “just right.” Perform a skill or task without assistance.
becoming more exact.
Demonstrate a task to a beginner.
Performing a skill within a
high degree of precision
Key Words: calibrate, demonstrate, master, perfectionism

Examples: Combining a series of skills to produce a video

Articulation — Coordinating that involves music, drama, color, sound, etc. Combining
and adapting a series of a series of skills or activities to meet a novel requirement.
actions to achieve harmony
and internal consistency. Key Words: adapt, constructs, combine, creates,
customize, modifies, formulate

Naturalization — Mastering Examples: Maneuvers a car into a tight parallel parking

a high level performance spot. Operates a computer quickly and accurately.
until it become second- Displays competence while playing the piano. Michael
nature or natural, without Jordan playing basketball or Nancy Lopez hitting a golf
needing to think much about ball.
it. Key Words: create, design, develop, invent, manage,
naturally

Harrow (1972):

Category Example and Key Words (verbs)

Reflex Movements — Reactions Examples: instinctive response

that are not learned, such as a
involuntary reaction Key Words: react, respond

Fundamental Movements — Examples: perform a simple task

Basic movements such as
walking, or grasping. Key Words: grasp an object, throw a ball, walk

Perceptual Abilities —
Examples: track a moving object, recognize a pattern
Response to stimuli such as
visual, auditory, kinesthetic, or
Key Words: catch a ball, draw or write
tactile discrimination.

Physical Abilities (fitness) —

Examples: gain strength, run a marathon
Stamina that must be developed
for further development such as
Key Words: agility, endurance, strength
strength and agility.

Examples: Using an advanced series of integrated

Skilled movements —
movements, perform a role in a stage play or play in a
Advanced learned movements
set of series in a sports game.
as one would find in sports or
acting.
Key Words: adapt, constructs, creates, modifies

Nondiscursive Examples: Express one's self by using movements

communication — Use effective and gestures
body language, such as gestures
and facial expressions. Key Words: arrange, compose, interpretation
Figure 2. Bloom’s Taxonomy – Psychomotor
DOMAIN III: Affective (Attitude)
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Figure 3. Bloom’s Taxonomy – Affective (Ivan Tech -RunningMan 2016, n.d.)

Kendall’s and Marzano’s New Taxonomy

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Figure 4. Kendall’s and Manzano’s New Taxonomy (Mainit, n.d.)

Instructions: Choose and answer the following question individually.

1. The difference between a learning objective (program outcomes) and
student learning outcome is …
a. These two terms are not distinct, rather they are synonymous
b. SLOs are tied to the standards, while learning objectives are not tied
to standards
c. A SLO is measurable in terms of student’s achievement
d. None of these answers are correct

2. Which domain of learning is the most challenging to develop and

measure?
a. Cognitive b. Affective c. Psychomotor d. Knowledge
3. The learning outcomes contribute to the attainment of the program
outcomes.
a. True b. I don’t know c. False d. I’m
confused
4. The CLO addresses the following except
a. What level to teach?
b. What particular topic is important?
c. What are the outcomes you want the students to have?
d. What usable and useful expertise your students should be able to
perform?
5. How does the Lo help students?
a. Know what outcomes are expected of them and at what level of
expected mastery.
b. Select assessment methods based on same LO.
c. Plan the curriculum to support LO.
d. It doesn’t help the students.
 Instructions: A. 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 procedure to
follow in preparing for class
demonstration

2. Formulate new program

3. Perform repeatedly with

speed and accuracy.

4. Listen to others with respect.

5. Select the most effective

among a number of solutions.
6. Watch a more experience
performer.

7. Know the rules and practice

them
8. Show ability to resolve
problems/conflicts.

9. Apply learning principles in

studying pupil behavior.

10. Recite prices of commodities

from memory.

B. Using the indicated topic or subject matter, write the learning outcomes
for each of the 3 domains arranged from the simplest to the most complex level
or category.
 COGNITIVE

Topic: Investigate Project in Biological Science

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

PSYSHOMOTOR

Topic: Table Setting

Observing

Imitating

Practicing

Adapting

AFFECTIVE

Topic: Developing and Nurturing Honesty

Receiving

Responding

Valuing

Organizing

Internalizing
 Based on Kendall’s and Manzano’s new taxonomy, select learning
competencies from the K to 12 Curriculum Guide to illustrate levels of
difficulty found in the new taxonomy of Kendall and Marzano. Refer to
Kendall’s and Marzano’s new taxonomy.

References:

(Ivan Tech -RunningMan 2016, n.d.)

(Bloom’s Taxonomy: The Psychomotor Domain, n.d.)
(Mainit, n.d.)

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https://www.youtube.com/watch?v=FX0gvH2ss7c

https://www.youtube.com/watch?v=ba_N-08VfQg&t=6s

https://www.youtube.com/watch?v=V9r31eDzKh0&t=45s

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Assessment of Learning 1 Rosita L. Navarro, Ph.D.