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Program Outcomes and Learning Outcomes

The document discusses educational standards and taxonomies of learning outcomes. It explains that standards define what students should know and be able to do, and competencies specify the knowledge, skills, values and attitudes students are expected to demonstrate. The document also outlines Bloom's Taxonomy and categories of cognitive, affective, and psychomotor learning outcomes. It provides examples of verbs associated with each category and level of learning.

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April Claire Pineda Manlangit
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2K views

Program Outcomes and Learning Outcomes

The document discusses educational standards and taxonomies of learning outcomes. It explains that standards define what students should know and be able to do, and competencies specify the knowledge, skills, values and attitudes students are expected to demonstrate. The document also outlines Bloom's Taxonomy and categories of cognitive, affective, and psychomotor learning outcomes. It provides examples of verbs associated with each category and level of learning.

Uploaded by

April Claire Pineda Manlangit
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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The shift of focus in education from content to

student learning outcome has changed the


teachers’ instructional perspective.
The new educational perspective requires
teachers to visualize the ideal graduates three
or more years after graduation and right after
completion of the program.
The outcomes of the K to 12 curriculum are
spelled out in terms of standards and
competencies
The content standards state what the learners
should know after the teaching-learning
process
The performance standards are what the
learners are able to do with what they know.
 Performance standards answer the following
questions:
1. What learner’s can know?
2. How well must learners do their work?
3. How well do learners use their learning or
understanding in different situations?
4. How do learners apply their learning or
understanding in real-life contexts?
5. What tools and measures should learners use to
demonstrate what they know?
These standards are made
more specific in the
competencies. Competencies
are the specific knowledge,
skills, values and attitudes that
learners are supposed to
demonstrate after a teaching-
learning process.
The K to 12 Curriculum is said
to prepare the learner for the
21 Century. The K to 12
st

learner is expected to acquire


the 21 century learning life
st

and career skills, information,


media and technology skills
and learning innovation skills.
Learning and innovation skills
includes:
1. Critical thinking
2. Communication skills
3. Collaboration skills
4. Creativity
To prepare the learner for the 21st
century then the teaching and
learning process in the K to 12
curriculum ought to go beyond
simple recall and comprehension.
It should reach the level of
applying, analyzing, evaluating and
synthesizing which are basic to the
development of 21 century skills.
st
Benjamin Bloom (1956) – identified three domains
of educational activities:
 Cognitive – mental skill
 Affective – feeling or emotion
 Psychomotor – manual or physical skills

Later on translated to :
knowledge, skills and attitude (KSA)
Categories Outcome / Verbs Learning Outcome
Statement
1.1 Remembering: recall of define, describe, identify, • Recite the multiplication
previously learned label, match, list, name, table.
information outline, recall, recognize, • Match the word with the
reproduce, select, state parts of a sewing machine

1.2 Understanding: Distinguish, estimate, explain, • Explain in one’s own words


comprehending the meaning, give example, interpret, the stages in the life cycle of
translation and interpretation paraphrase, summarize a butterfly.
of instructions; state a problem • Distinguish the different
in one’s own word geometric figures
1.3 Applying: using what was Apply, change, compute, • Use a mathematical formula
learned in the classroom into construct, demonstrate, to solve an algebra
similar new situations discover, modify, prepare, problem
produce, show, solve, use • Prepare daily menus for
one week for a family of six
Categories Outcome / Verbs Learning Outcome
Statement
1.4 Analyzing: separating Analyze, compare, contrast, • Observe a classroom and
materials or concept into diagram, differentiate, list down the things to be
component parts to distinguish, illustrate, outline, improved.
understand the whole select • Differentiate the parts of a
tree
1.5 Evaluating: judging the Compare, conclude, criticize, • Defend a research proposal
value of an idea, object or critique, defend, evaluate, • Select the most effective
material relate, support, justify solution
• Critique a room service
demonstration
1.6 Creating: Building a Categorize, combine, compile, • Compile personal records
structure or pattern; putting compose, devise, design, plan, and documents into a
parts together organize, revise, rearrange, portfolio
generate, modify • Write a syllabus for a
school project
In the early seventies, E. Simpson,
Dave and A.S. Harrow recommended
categories for the Psychomotor
Domain which included physical
coordination, movement and use of
motor skills body parts,
Category Example and Key words (Verbs)
Perception (awareness) : the ability to use Example:
sensory cues to guide motor activity. This • Detects non-verbal communication cues.
ranges from sensory stimulation, through cue • Adjust heat of stoves to correct
selection, to translation temperature by smell and taste of food.

Key Words:
Chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates,
selects
Set : readiness to act. It includes mental, Example:
physical and emotional set. • Recognizes one’s abilities and limitation

Key Words:
Begin, displays, explains, moves, proceeds,
reacts, shows, states, volunteers
Guided Response: The early stages in Example:
learning complex skill that includes imitation • Performs a mathematical equation as
and trial and error demonstrated

Key Words:
Copies, traces, follows, react, reproduce,
respond
Category Example and Key words (Verbs)
Complex Overt Response (Expert) : The skillful Example:
performance of motor acts that involve complex • Operates a computer quickly
movement pattern. • Displays competency while playing piano

Key Words:
Assembles, builds, calibrates, constructs,
dismantle, displays, fasten, fixes, grinds, heats,
manipulate, measures, mend, mixes, organizes,
sketches
Adaption: Skills are well developed and the Example:
individual can modify movement patterns to fit • Responds effectively to unexpected experiences
special requirement • Modifies instruction to meet the needs of the
learners

Key Words
Adapts, alters, changes, rearranges, reorganizes,
revises, varies
Organization: Creating new movement patterns Example:
to fit a particular situation or specific problem • Construct a new theory.

Key Words
Arranges, builds, combines, composes,
constructs, creates, design, initiate, makes,
originates
Refers to the way in which we deal with
situations emotionally such as feelings,
appreciation, enthusiasm, motivation, values
and attitude.
The taxonomy is ordered into 5 levels as the
person progresses towards internalization in
which the attitude or feeling consistently
guides or controls a person’s behavior
Level Learning Outcome Assessment Task Is the level of assessment aligned the level of
(Cognitive).Write the (Evaluation from the the objective?
lesson objective in the teacher’s lesson
appropriate level log/plan. Example:
outcome
Objective: Recall the names of _____
Assessment task: Distinguish between animal
and plant cell.

- Not Aligned
YES NO

1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating

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