ASSESSMENT OF LEARNING 1

MODULE 2
LESSON 1: PROGRAM OUTCOMES AND LEARNING OUTCOMES

Learning Outcomes
 State the program outcomes expected of all educational institutions and educational
institutions according to type;
 Discuss the programs outcomes of teacher education;
 Distinguish learning outcomes in the 3 domains of learning and in the additional levels
of knowledge processing of Kendall and Marzano; and
 Formulate learning outcomes in the cognitive, psychomotor and affective domains in
the different levels and in the metacognitive and self -system knowledge processing
of Kendall and Marzano.

PROGRAM OUTCOMES AND LEARNING OUTCOMES

The shift of focus in education from contend to student learning outcomes has changed
teacher’s 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 the subject. In other words, teachers were more content-
centered than outcomes -centered.

The new educational perspective requires teachers to visualize the ideal graduate three or
more years after graduation and right after completion of the program, i.e., graduation time.

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
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
e) preserve and promote “Filipino Historical and cultural heritage

Some program outcomes are based on HEI or Higher Education Institutions because this
determines the focus and purpose of 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 discourses, particularly in response to the needs of the
communities one serves.
 Graduates of Universities participate in the generation of new knowledge or in
research and development projects.
 Graduates of State universities and Colleges must, in addition, have the
competencies to support national, regional and local development plans”.
  The program outcome specific to degrees are programs spelled out in the specific
Policies, Standards and Guidelines (PSGSs) per program or degree issued by the
same Commission. The following are the program outcomes for the Bachelor in
Elementary Education (BEED) degree/program that were endorsed to the
Commission for approval as of writing time.

PROGRAMS OUTCOMES FOR TEACHER EDUCATION

a) Articulate rootedness of Education in the Philosophical, socio-cultural, historical,

psychological and political contexts.
b) Demonstrate mastery of subject matter/discipline.
c) Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
d) Develop innovative curricula, instructional plans, teaching approached, and resource for
diverse learners.
e) Apply skills in the development and utilization of ICT to promote quality, relevant and
sustainable educational practices.
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 lifelong learning for personal and professional growth through varied experiential
and field -based opportunities.

The Three Types of Learning

Believing that there were more than one (1) type of learning, Benjamin Bloom and a committee of
colleagues in 1956, identified three domains of educational activities; the cognitive, referring to
mental skills; affective referring to growth in feeling or emotion; and psychomotor, referring to
manual or physical skills. These terms were regarded as too technical by practicing teacher and
so the domains were translated to simpler terms commonly used by teachers; knowledge, skills
and attitudes (KSA).

These domains are recognized into categories or levels and arranged in hierarchical order from
the simplest behavior to the most complex behavior. To ensure that the learning outcomes are
measurable, demonstrable and verifiable, the outcomes should be stated as concrete and active
verbs. In mid-nineties, a former student of Bloom, Lorin Anderson, reviewed the cognitive domain
objectives and effected some changes. The two most prominent of these are

(a) changing the names in the six subdivisions from noun to verb and

(b) slightly re-arranging the order.

These Three Domain of learning are given in detail in the succeeding pages.
 DOMAIN 1- COGNITIVE (KNOWLEDGE)

1. Cognitive Domain

According to various researchers there are six levels of cognitive complexity: knowledge,
comprehension, application, analysis, synthesis, evaluation. In the chart below, note the
hierarchical arrangement, which means that higher levels subsume ability in lower levels. The
higher the level, the presumably more complex mental operation is required. Higher levels are not
necessarily more desirable than lower levels, because one cannot achieve the higher levels
without an ability to use the lower levels. As one moves up into higher levels, however, the more
applicable the skills are to those needed in daily life.
 Action Verbs Describing
Level Description Learning Outcomes
6. Evaluation Requires the formation of judgments and Appraise Judge
decisions about the value of methods, ideas, Compare Justify
people, products. Must be able to state the Contrast Support
bases for judgments (e.g., external criteria or Criticize Validate
principles used to reach conclusions.) Defend

Sample question: Evaluate the quality or worth

of a value as applied to pharmacy.
5. Synthesis Requires production of something unique or Categorize Devise
original. At this level, one is expected to solve Compile Formulate
unfamiliar problems in unique way, or combine Compose Predict
parts to form a unique or novel solution. Create Produce
Design
Sample question: Integrate data from several
sources (e.g., various readings and observations
at the service site).
4.Analysis Identification of logical errors (e.g., point out Break down Infer
contradictions, erroneous inference) or Deduce Outline
differentiate among facts, opinions, assumptions, Diagram Point out
hypotheses, conclusions. One is expected to Differentiate Relate
draw relations among ideas and to compare and Distinguish Separate out
contrast. Illustrate Subdivide

Sample question: Deduce a client’s beliefs

regarding preventive health actions.
3. Application Use previously acquired information in a setting Change Organize
other than the one in which it was Compute Prepare
learned. Because problems at this level are Demonstrate Relate
presented in a different and applied way, one Develop Solve
cannot rely on content or context to solve the Modify Transfer
problem. Operate Use

Sample question: Organize your observations at

a site to demonstrate a particular value.
2.Comprehension Some degree of understanding is required in Convert Extend
order to change the form of communication, Defend Generalize
translate, restate what has been read or heard, Discriminate Infer
see connections or relationships among parts of Distinguish Paraphrase
a communication (interpretation), draw Estimate Predict
conclusions, see consequences from information Explain Summarize
(inference).

Sample Question: Explain pharmaceutical care.

1.Knowledge Remember or recall information such as facts, Define Name
terminology, problem-solving strategies, rules Describe Outline
Identify Recall
Sample question: Define pharmaceutical care. Label Recite
List Select
Match State
Borich, G.D. (1996). Effective teaching methods, 3rd Ed. Englewood cliffs, NJ: Merrill.

2. Affective Domain
Like the cognitive domain, the affective domain is hierarchical with higher levels being more complex and
depending upon mastery of the lower levels. With movement to more complexity, one becomes more
involved, committed, and self-reliant. Note the parallel between external and internal motivation. As one
moves from being externally to internally motivated, one moves to higher levels.
 2. Affective Domain

Like the cognitive domain, the affective domain is hierarchical with higher levels being more
complex and depending upon mastery of the lower levels. With movement to more complexity,
one becomes more involved, committed, and self-reliant. Note the parallel between external and
internal motivation. As one moves from being externally to internally motivated, one moves to
higher levels.

Action Verbs Describing

Level Description Learning Outcomes
Characterization All behavior displayed is consistent with one’s value Avoid
system. Values are integrated into a pervasive Display
philosophy that never allows expressions that are Exhibit
out of character with those values. Evaluation at Internalize
this level involves the extent to which one has Manage
developed a consistent philosophy of life (e.g., Require
exhibits respect for the worth and dignity of human Resist
beings in all situations). Resolve
Revise
Organization Commitment to a set of values. This level involves Abstract Formulate
1) forming a reason why one values certain things Balance Select
and not others, and 2) making appropriate choices Compare Systemize
between things that are and are not valued. One is Decide Theorize
expected to organize likes and preferences into a Define
value system and then to decide which ones will be
dominant.
Valuing Display behavior consistent with a single belief or Act Express
attitude in situations where one is neither forced or Argue Help
asked to comply. One is expected to demonstrate a Convince Organize
preference or display a high degree of certainty and Debate Prefer
conviction. Display
Responding One is required to comply with given expectations Applaud Participate
by attending or reacting to certain stimuli. One is Comply Play
expected to obey, participate, or respond willingly Discuss Practice
when asked or directed to do something. Follow Volunteer
Obey
Receiving One is expected to be aware of or to passively Attend Listen
attend to certain stimuli or phenomena. Simply Be aware Look
listening and being attentive are the expectations. Control Notice
Discern Share
Hear
 3. Psychomotor Domain
This domain is given primarily for information. Other courses within the curriculum stress these various
levels of psychomotor performance (e.g., Clinical Skills Laboratory, Pharmacy Practice I).

Psychomotor behaviors are performed actions that are neuromuscular in nature and demand certain levels
of physical dexterity.

Action Verbs Describing Learning

Level Description Outcomes
Naturalization High level of proficiency is necessary. The Automatically Spontaneously
behavior is performed with the least Effortlessly With ease
expenditure of energy, becomes routine, Naturally With perfection
automatic, and spontaneous. Professionally With poise
Routinely
4. Articulation Requires the display of coordination of a series Confidence Smoothness
of related acts by establishing the appropriate Coordination Speed
sequence and performing the acts accurately, Harmony Stability
with control as well as with speed and timing. Integration Timing
Proportion
3.Precision Requires performance of some action Accurately Proficiently
independent of either written instructions or a Errorless With balance
visual model. One is expected to reproduce an Independently With control
action with control and to reduce errors to a
minimum.
2. Manipulation Performance of an action with written or verbal Align Place
directions but without a visual model or direct Balance Repeat
observation. The action may be performed Follow Rest (on)
crudely or without neuromuscular coordination Grasp Step (here)
at this stage. Notice that the action verbs are Hold
the same as those for the imitation stage. The
difference is that these actions are performed
with the aid of written and verbal instruction,
not visual demonstration.
1. Imitation The learner observes and then imitates an Align Place
action. These behaviors may be crude and Balance Repeat
imperfect. The expectation that the individual Follow Rest (on)
is able to watch and then repeat an action. Grasp Step (here)
Hold

Kendall’s and Marzano’s New Taxonomy

Kendall’s and Marzano’ instead of categorizing learning activities which bloom and Anderson did,
reframed the three domains of knowledge (information, mental procedures and psychomotor
procedures) by describing six levels of processing knowledge.

The first four levels of processing are cognitive, beginning with the lowest (retrieval) then moving
upward with increasing cognitive complexity—comprehension, analysis, and knowledge utilization.
FORMATIVE ASSESSMENT

ACTIVITY 1

Directions: Write your answer in a 1 whole sheet of yellow paper.

Answer the following questions.
A. 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.

1. Cognitive: TOPIC

1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating

2. Psychomotor: TOPIC

1. Observing
2. Imitating
3. Practicing
4. Adapting

3. Affective: TOPIC

1. Receiving
2. Responding
3. Valuing
4. Organizing
5. Internalizing

HANIN MALIDAS