LEARNING OUTCOMES: SOURCES

AND CHARACTERISTICS
REPORTERS:

ABDULGANI
AMPUAN
BALIBIG
BALLESTA
Learning Outcomes

• Explain the meaning of learning outcomes;

• State the sources of learning outcomes;

• Explain why learning outcomes must consider needs of industry;

• Explain the characteristics of good learning outcomes

• Determine whether a given learning outcome is good or not and improve on

learning outcomes that do not meet standards.
INTRODUCTION

In OBE, the focus is on learning outcomes. Learning outcomes are

naturally associated with learners thus the phrase student learning
outcomes. Don't get confused. We are still referring to the same
learning outcomes focused on the student or the learner.

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.
 Outcomes come in different levels:

 The intended institutional outcomes, the broadest of all outcomes, are derived from the
institution's vision and mission attributes (which are also termed student outcomes).
 Below the institutional outcomes are program outcomes. For the teacher education program, the
program outcomes are laid down in the Memorandum Orders from the Commission on Higher
Education. CMO No. 74 to 80, s. 2017. Higher educational institutions which have their own
institutional outcomes that are derived from their VMG (vision, mission, goals) may add program
outcomes to these program outcomes issued by CHED.
 More specific than the program outcomes are the course outcomes, the outcomes for each
subject in the curriculum.
 Most specific are the learning outcomes which others call intended learning outcomes or
student learning outcomes to emphasize that these are the knowledge, skills and values that
students are expected to demonstrate at the end of the lesson.
 Teaching objectives are not the same as learning outcomes. Teaching objectives are
formulated from the point of the teacher while learning outcomes are formulated from the point of
view of the learner. Teaching objectives state what the teacher does while learning outcomes state
specifically what knowledge, skill or value must be demonstrated by the learner after instruction..
Sources of Learning Outcomes

1. The institutions vision and mission statement are relevant source of student learning
expectations.

Public schools- public school system vision and mission statements as source of
learning outcomes.

Private schools- are either sectarian/non-sectarian and their vision and mission
statements may be sourced from their respective religious goals, in the case of sectarian
schools, or their founders philosophy in the case of non-sectarian schools.
SOURCES

2. Policies,Compentencies and Satandard issued by government

education agencies(DepEd, CHED, TESDA)

DepEd- Issued Curriculum Guide and PPST.

CHED- Program Outcomes and Course outcomes of Teacher

Education (CMO 74-80)

TESDA- likewise has a list of compentencies.

SOURCES

3. To bridge the gap between academe and industry, expected

competencies identified by different professions, business and
industry should be adopted to ensure that graduates are able to
perform as expected in their respective workplace/profession.

4. For schools to be relevant, they should consider the thrusts and

development goals of national government in the formulation of
learning outcomes
Program Outcomes for Teacher
Education Based on the CMOS

Based on CMOs 74-80 s, 2017, The Policies, Standards and

Guidelines for the teacher education program, graduates of all
programs in all types of schools (professional institution, college or
university) have the ability to:
1. Common to all programs in all types of schools
graduates have the ability to:

a. articulate and discuss the latest developments in the specific field of

practice. (PQF level 6 descriptor)

b. effectively communicate in English and Filipino, both orally and in

writing

c. work effectively and collaboratively with a substantial degree of

independence in multi-disciplinary and multicultural teams. (PQF level
6 discriptor)

d. d. act in recognition of professional, social and ethical responsibility. e.

preserve and promote "Filipino historical and cultural heritage" (based
on RA 7722)
2. Common to the discipline
(Teacher Education)
a. Articulated the rootedness of education in philosophical, 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. d. Develop innovate curricula, instructional plans, teaching approaches, and

resources for diverse learners.
3. Common to graduates of a horizontal type
of institution as defined in CMO 46, 2012

a. Graduates of professional institutions demonstrate service

orientation in their respective professions.

b. 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.

c. Graduates of universities contribute to the generation of new

knowledge by participating in various research and
development projects.
The Philippine Professional
Standards for Teachers (PPST)
Program outcomes for teachers education program must
necessarily be based on PPST issued by DepEd DO #42, s. of 2017 -
contains 7 Domains and 37 Strands.
Characteristics of Good Learning Outcomes

1. Good learning outcomes are centered on the student/learner.

2. Good learning outcomes are based on and aligned with the institutional, program
and course outcomes.

3. Good learning outcomes are based on and aligned with the institutional, program
and course outcomes.

4. Good learning outcomes are known and are very well understood by both students
and faculty.
5. 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
.
4 KEY TYPES OF EDUCATIONAL
GOALS

McTighe and Wiggins (McTighe, 2018) in their Understanding by
Design (UbD) described four key types of educational goals
knowledge, basic skills, long-term understanding and long-term
transfer goals. They also cited 6 facets of understanding

1. Knowledge goals specify the knowledge that students should

know while

2. Basic skills state what students should be able to do.

3. Long- term understanding goals refer to students' grasp of big

ideas. Learner’s long term understanding is demonstrated when
they can:
 Mctighe and
Wiggins(2018)
4. Long-term transfer goals refer to students' capacity to
apply what they have learned to new situation or different
context. Long-term transfer goals are often transdisciplinary
in nature. They encompass complex skills like critical
thinking, collaboration, developmental habits of mind such
as persistence and self regulation.
 The Structure of the Observed Learning Outcome (SOLO) The Structure of
the Observed Learning Outcome (SOLO) is a means of classifying learning
outcomes in terms of their complexity. Learning becomes more complex as
it progresses. Teaching- learning begins with one or few aspects of the task
(unistructural), then tackling several aspects of the task unrelated and so
tasks that are independent of each other (multistructural), then integrating
the multiple aspects into a whole (relational), and finally generalizing into
something abstract (extended abstract). See the behavioral terms that
apply per level.

 In summary, all the taxonomies of objectives or outcomes discussed in the

foregoing paragraphs begin with the cognitive process at the lowest level
becoming more complex and higher in level as one goes higher in the
taxonomy of objectives. Good learning outcomes are concerned not only
with the cognitive process in the lower level like remembering but also with
more complex outcomes in the higher cognitive level such as applying,
evaluating and creating.
5. Good learning outcomes are SMARTS-
S- Specific
M- Measurable
A- Attainable
R- Result - oriented
T- Time- bound.

"To discuss everything that you learned from this course" is not a good learning outcome. It is not
specific. But "to illustrate with a concrete example at least 5 principles of learning" is a good learning
outcome. Good learning outcomes are stated using behavioral terms.

6. Good learning outcomes are useful and relevant to the learners.

The learning outcomes are for the learners to attain at the end of the lesson.
It is easier for the learners to realize the learning outcomes if they are of use
and of relevance to them. If the learning outcomes are relevant, the learners
see the importance or significance of realizing the learning outcomes in their
life. It is quite difficult for learners to learn something which has no relevance
to their life.
THANK YOU FOR LISTENING!