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Characteristics of Good Learning Outcomes

Good student learning outcomes should: 1) Focus on what students can do rather than teaching techniques. 2) Align with the program's mission statement developed with stakeholders. 3) Be clearly understood by both students and faculty who cooperatively work to achieve them. 4) Include a range of complexity from simple identification to complex evaluation and creation. 5) Be measurable and expressed using observable action verbs at different proficiency levels.

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Añain Jackielyn
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155 views

Characteristics of Good Learning Outcomes

Good student learning outcomes should: 1) Focus on what students can do rather than teaching techniques. 2) Align with the program's mission statement developed with stakeholders. 3) Be clearly understood by both students and faculty who cooperatively work to achieve them. 4) Include a range of complexity from simple identification to complex evaluation and creation. 5) Be measurable and expressed using observable action verbs at different proficiency levels.

Uploaded by

Añain Jackielyn
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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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Characteristics of Good Learning Outcomes

1. Good students 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,” to guides the students towards the desired competency
techniques and activities:
a) video presentation of the life cycle of a butterfly
b) poster presentation of the different stages in the development of a butterfly
c) c. field trip to a botanical garden or nature park to observe the different stages in the life
cycle of a butterfly
d) d. submission of an essay on the dangers observed that will interrupt or abort the life cycle
of the butterfly
e) e. submission of proposed project to protect the life cycle of insects 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 to 12 Law Enhanced Basic Education in the Philippines, the CHED’s Policies,
Standards and Guidelines on Teacher Education, thrusts 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 outcome
E xploring 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 outcome performance
D eciding on the action, solution or creative project to apply the learning outcome

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) Can 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. Student competencies should be expressed as transitive
verbs and/or action words which are demonstrable and observable at various levels. Example of
observable/measurable competency levels:
a) For K to 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 in Patricia Benner’s Level of Competency.

Numerical Rating Level of Competency


1 Novice
2 Advanced Beginner
3 Competent
4 Proficient
5 Expert

c) From Guba and Lincoln.

Student’s Name:

Directions: Enter the date when each of the behaviors has been observed.

Course/Subject Student INTRODUCED PRACTICSED DEVELOPED


Learning
Outcome
Foundation of SLO#1
Education
SLO#2
Principles of SLO#1
Teaching SLO#2
Methods of SLO#1
Teaching
SLO#2

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