Assessment of Learning 2 Page 1 of 8

A CLOSE LOOK AT STUDENT LEARNING OUTCOMES (SLO)

MODULE 1

OVERVIEW
Students who are well informed about what behaviors are expected of them in a course/
subject or learning activity have a definite guide during the learning activity and are therefore
perceived to attain success. Correlatively, teachers who know very well what they wish their
students to demonstrate or perform will be in the best position to align their instructional
activities to the desired learning outcomes. In this light, all assessment and evaluation activities
should start with the identification and clarification of the student learning outcomes (SLO). The
identified and clarified student learning outcomes serve as the load stars that will guide both
teacher and students in activities leading to the attainment of the deserved learning outcomes.

LEARNING OUTCOMES

At the end of this module, the students should be able to:

A. Explain at least 3 characteristics of student learning outcomes (SLO)
B. Make a reflection paper focus on the content of student learning outcomes
C. Formulate learning outcomes based on given education objectives.

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES

Activity
Let’s Do these: In the assessment of learning 1 we studied about the learning
competency used in our lesson plan. Now let us try to formulate 3.
learning outcomes with the topic. Indicated in the box below!
Topic: Greatest Common factor

Learning outcomes 1.
Learning outcomes 2
Learning outcomes 3.

Note: learning outcomes that intended for 1 hour and grade 4 pupils.

OSMEÑA COLLEGES College of Teacher Education

Prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Assessment of Learning 2 Page 2 of 8

Analysis

Guided 1. How was the activity work? Did you perform the task?
Questions: 2. What will happen to the learners in the 21th century?
3. Do you believe that the future learners must be passionate in developing
their own learning?

Abstraction

Let’s Discuss:
What is Student Learning Outcome (SLO)?
Every college program should have a set of college-wide expectations from student learning
which have been previously agreed upon by the faculty of the program and which the students who pass
the different courses under the college program are expected to demonstrate. The individual teacher may
add to his/her course more student learning expectations but must adopt the agreed upon colleges program
expectation and reflect them on each course syllabus. It is important that these common program-wide
expectations are identified and clarified because they are the basis of the outcomes assessment process.
The student learning outcomes in the teacher education program are the skills, competencies
and values that the students are expected to demonstrate at the end of every course/subject which are in
turn, integrated into the year- end formation of student as they progress towards becoming teachers.
Attainment of these learning outcomes should be periodically assessed cooperatively by both teacher and
students. Periodic assessment helps the students determine their strengths and deficiencies and become
active participants in outcomes attainment.
What are the Sources of Expected Student Learning Outcomes (SLO)?
Expected student learning outcomes may be sourced from any or all of the following:
1. The institution mission statement is a relevant sources of student learning expectation. Public
schools refers to the public school system mission or state school charter as source of learning
outcomes. Private schools are either sectarian or non-sectarian and their mission may be sourced
from their respective religious goals, in the case of sectarian schools, or their founder philosophy
in the case of non sectarian schools
2. Policies on competencies and standards issued by government education agencies such as the
department of education (DepED), Technical Education and skills Development authority
(TESDA) and commission on higher education (CHED) are the prescribed sources of student
learning outcomes.
3. 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.
4. The thrusts and development goals of the national government are useful integration in the
identified competencies and expectations from all sectors of education.
5. International trends and developments should also be considered in identifying and determining
student learning outcomes to ensure the graduates competitiveness in the employment and
professional practice abroad.
6. It will be enriching if the identified competencies and expectations of students integrate the basic
general education competencies such as the following competencies listed by the Montgomery
College:

OSMEÑA COLLEGES College of Teacher Education

Prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Assessment of Learning 2 Page 3 of 8

(a.) Oral and written communication which includes the ability to use oral and written
language of communication supported by appropriate technology and enhanced with
effective style of presentation.
(b.) Scientific and quantitative reasoning ability which included competency in the use of
quantitative data, mathematical procedure and scientific methods of inquiry in
decision making
(c.) Ability to analyze, synthesize and develop creative solutions which are the
components of higher order thinking skills (HOTS) or competencies.
(d.) Technological competency which involves the ability to use computer technology in
documentation and presentations appropriate in different academic and professional
settings.
(e.) Information literacy involves the ability to efficiently locate and effectively use
information from both print and electronic sources.
Characteristics of Good Learning Outcomes
1. Good Student learning outcomes (SLO) are centered on the students, on what the learners are
capable of doing, instead of the teaching technique. The teaching strategy will only be guided by
the desired competencies of the students. For instance, if the SLO is the students can explain and
illustrate the life cycle of an insect,”
a. video presentation of the life cycle of the butterfly
b. poster presentation of the different stages in the development of a butterfly
c. field trip to a botanical garden or nature park to observe the different stags in
the life cycle of a butterfly
d. submission of an essay on the dangers observed that will interrupt or about the
life cycle of the butterfly
e. submission of a proposed project to protect the life cycle of insect or other
useful animals
2. Good learning outcomes are based on the program mission statement agreed upon by the program
faculty in consultation with other stakeholders like alumni and other professionals. It is important that the
student learning outcomes are based on issuances from government regulatory agencies such as DepEd’s
K-12 Law Enchanced Basic Education in the Philippines, the CHED’s Policies, Standard and Guidelines
on teacher Education, thrust of appropriate professional organizations and advocacies of employer and
industry groups.
3. Good student learning outcomes are very well understood by both students and faculty. They should be
in agreement on the importance of these competencies which they will cooperatively develop. Here are
suggested steps that teacher and students can together take in their cooperative monitoring of the progress
towards the desired learning outcomes or skills and competencies.
H- ooking the students to the desired learning outcomes
E- exploring and experiencing the supporting student activities
A- pplying the ideas/knowledge required in contrived simulated or real life situations
R-efining, rehearsing, reviewing the target skills/competencies
E- valuating the degree of learning outcomes performance
D-eciding on the action, solution or creative project to apply the learning outcome

OSMEÑA COLLEGES College of Teacher Education

Prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Assessment of Learning 2 Page 4 of 8

4. Good learning outcomes include a spectrum of thinking skills from simple to the higher order of
application of knowledge and skills. Here is an example of a range of learning outcomes from the simple
to the complex under the competency; ability to understand.
a. can identify
b. explain
c. can apply
d can analyze
e. can synthesize
f. Can evaluate
g. can judge
h. can create
5. Good learning outcomes are measurable. Students competencies should be expressed as transitive verbs
and/or action words which are demonstrable and observable at various levels.
(a) for k t0 12 Grades 3-10 Reading, Mathematics, Language, Science.
Numerical Rating Proficiency Level
1. Below basic level
2. Basic level
3. Proficient level
4. Advanced level
(b) for the nursing program, the example used is Patricia Benner’s Level of Competency
Numerical Rating Level of Competency
1. Novice
2. Advance beginner
3. competent
4. proficient
5. expert

Application
Let’s Do these:
Directions: Enter the date when each of the behaviors has been observed.

Course/subject Student learning Introduced Practised Developed

outcomes
Foundation of SLO# 1
education SLO#2
Principles of SLO#1
Teaching SLO#2
SLO#3
Methods of SLO#1
Teaching SLO#2
SLO#3

SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

OSMEÑA COLLEGES College of Teacher Education
Prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Assessment of Learning 2 Page 5 of 8

LFM Name:___________________________________ Course& Year:__________________________

Module Number and Title:________________________ Contact No. ___________________________

A. write 2 examples of student learning outcomes derived from each of the following sources:
l. Your school's mission
2. The act enhancing the Philippine basic education system (K to 12 law)
3. National Competency-Based Teacher Standards (NCBTS)
4. General education basic competencies
5. Education for All (EFA)

KEY POINTS

 The institution mission statement is a relevant sources of student learning expectation. Public
schools refers to the public school system mission or state school charter as source of learning
outcomes.
 Policies on competencies and standards issued by government education agencies such as the
department of education (DepED), Technical Education and skills Development authority
(TESDA) and commission on higher education (CHED) are the prescribed sources of student
learning outcomes.
 Every college program should have a set of college-wide expectations from student learning
which have been previously agreed upon by the faculty of the program and which the students
who pass the different courses under the college program are expected to demonstrate.

OSMEÑA COLLEGES College of Teacher Education

Prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Assessment of Learning 2 Page 6 of 8

END OF MODULE ASSESSMENT

Don’t ignore this page here is the step on how you submit your output. Thank you! And
God Bless. Keep Safe kapamilya.

After analysing and reading this module, answer the activities

provided attach at the end of this module after the references.
Write your answer on the separate paper.

Submit your answer at Osmena colleges College of teacher

education office or you can reach me thru my fb account Jeslene
Lupague Pusing and my email address:
[email protected]
Or contact thru this no. 09503541456

LOOKING AHEAD

Congratulation for making it till the end of this module! If you aced the assessment,
I am happy and proud of you. For the next module, Please advance reading about
Authentic Assessment meaning, characteristics and practices and write down
questions you may have experience and let’s see for the next discussion .

Discuss!
How it is working?

REFERENCES

 Authentic Assessment of student learning outcomes (assessment of learning 2 second edition)

copyright, 2013 by: Rosita l. Navarroo Ph.D, Rosita G. Santos, Ph.D. Published by: LORIMAR
PUBLISHING, INC.

OSMEÑA COLLEGES College of Teacher Education

Prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Assessment of Learning 2 Page 7 of 8
SELF AND MODULE

This part requires you to rate the quality of the module to help you continuously improve the development of
this learning module. This also asks you to rate your learning experience for each of the modules.

Rate the module using the following:

1- Strongly disagree
2- Disagree
3- Agree
4- Strongly agree

The learning module: 1 2 3 4

Please check appropriate column

was engaging
allowed for self-checking (SAAs)
developed in gradual, manageable steps
provided independent, self-paced learning
contained relevant information I needed

Self- Evaluation

Rate the extent of your learning in this module using the scale below. Check the column corresponding
to your rating in the space provided. Do not hesitate to contact me if you need further assistance.
4- I’m an expert. I understand and can teach a friend about it.
3- I’m a Practioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
1- I’m a novice. I do not understand the topic.

My learning: 1 2 3 4
I can now

Please check appropriate column

A. Formulate learning outcomes based on given education objectives.
B. Explain at least 3 characteristics of student learning outcomes (SLO)

C. Make a reflection paper focus on the content of student learning outcomes

OSMEÑA COLLEGES College of Teacher Education

Prepared by: Jeslene L. Pusing, LPT, MAT (CAR)
 Assessment of Learning 2 Page 8 of 8

END OF MODULE ASSESSMENT (Answer

(Please don’t forget to provide information on this part)

LFM Name: _____________________________________________ Course& Year:________________

Module Number and Title: _________________________________ Date accomplished: _____________

Contact number:_____________________________ E-mail Address or Fb account:_________________

Now that you have finished the review of the various concepts outlined above, it is now
time for an assessment to see how far you have improved. Write your answers on the
blank space provided for each question.

Exercises
A. Identify the characteristic of a good student learning outcome that each of the following depicts:
Write the number correspond to the number of items.
The students:
1. can perform the dance "Pandanggo sa Ilaw"
2. can submit a proposed project to hold a poster contest on environmental sanitation
3. can decide on the best solution to a Mathematics problem
4. can participate in a community project as a contribution to society
5. can discuss with the teacher one's difficulty in attaining the desired learning outcome
6. can research on the life and works of Apolinario Mabini and submit a report on one's findings
7. can do a power point presentation on the solar system
8. can demonstrate a simple experiment in class on the law of buoyancy
9. can volunteer to perform the desired competency
10.can illustrate through posters the characteristics of a good member of the community

OSMEÑA COLLEGES College of Teacher Education

Prepared by: Jeslene L. Pusing, LPT, MAT (CAR)