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Chapter 3: Program
Outcomes and
Student Learning
Outcomes
Jan 30, 2023 EASTERN SAMAR STATE UNIVERSITY
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Learning Outcomes
At the end of this chapter, you are expected
to:
•Clarify the program outcomes for teacher education.
•Distinguish the six levels of knowledge under cognitive
domain.
•Discuss the psychomotor categories in the psychomotor
EASTERN SAMAR STATE UNIVERSITY

domain of objectives contributed by Simpson, Dave and

Harrow.
•Discuss the six levels of learning objectives in the
affective domain arranged hierarchically.
•Discuss the Kendall’s and Manzano’s new taxonomy.
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Program
Outcomes and
Student Learning Mon

Outcomes
Percious De La Peña BSED Mathematics II
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Shift from Content – Centered to

Outcomes – centered
CHED Memorandum Order NO. 20, s.
2014
 I CHED Memorandum Order NO. 20, s. 2014
The ability to:
a. Articulate and discuss the latest development in the
specific filed of practice.
b. b. Effectively communicate orally and in writing using
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c. c. Work effectively and independently in multi –
disciplinary and multi – cultural teams.
d. d. Act in recognition of professional, social, and ethical
responsibility; and
e. e. Preserve and promote “Filipino historical and cultural
heritage.”
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II

Program Outcomes for

Teacher Education
Jellebelle P. Aplaca BSED Science II
 Program Outcomes for Teacher Education II
a. Articulate the rootedness of education in 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 approaches and
resources 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, P
national, and global realities. S
h. Pursue lifelong learning for personal and professional growth through G
varied experiential and filed – based opportunities.
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The Three Types

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Daryl Orion BSED Mathematics II
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Three
domains of
Cognitive
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educational Referring to mental
skills.
activities
Psychomotor Affective
Referring to manual Referring to growth in
or physical skills. feeling or emotion.
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In mid-nineties, a former student of Bloom, Lorin

Anderson, reviewed the cognitive domain objectives
and effected some changes.
 III The two most prominent of these are:

(a) changing the names in the six

subdivisions from noun to verb and

(b) re – arranging the order of the

last two levels – synthesis and
evaluation.

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REMEMBERING UNDERSTANDING APPLYING

Can the student recall or Can the student explain ideas Can student use the
remember the or concepts? information in a mew
information? way?
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ANALYZING EVALUATING CREATING

Can the student Can the student Can the student
distinguish justify a stand create new
between or decision? product or point
different parts? of view?
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Terminology
Specific facts
Convention
Benjamin Bloom Classifications and categories
Trends and sequences
also identified Criteria
Methodology
specific types of Principles and generalization
knowledge as: Theories and structures
ZIMCORE HUBS | TOWN HALL MEETING
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Four levels Factual Knowledge

As the name implies, this refers to
fact.
of Conceptual Knowledge
knowledge This refers to the interrelationship
of facts. It is facts put together
within a larger structure that
enable then to function together
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Metacognition Knowledge Procedural Knowledge

This is knowing that you know. This is knowing how to do
About your own thinking in a something. Refers to information
or knowledge that helps students
purposeful way. It is awareness to do something specific to a
and knowledge of one’s cognition. discipline, subject or area of study.
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IV

The Domain of
Educational Activities
Mary Rose Lace BSED Mathematics II
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Domain I: Cognitive (Knowledge)

Creating Evaluating Analyzing
Is compiling information Is presenting information Involves examining
things and breaking
together in a different and opinions by making information into parts
way by combining judgments about by identifying motives
elements in a new pattern information, validity of or causes. Students
make inferences and
or proposing alternative ideas, or quality of work find evidence to
solutions, generating new based on a set of criteria. support
generalizations.
ideas, products or
perspectives.
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Domain I: Cognitive (Knowledge)

Applying Understanding Remembering
Is taking learned Represents an elementary Represents an
information and applying level of thinking whereas elementary level of
it in a different way. the student can determine thinking whereas the
the meaning of student can retrieve
instructional messages relevant knowledge
(oral, written, and from memory.
graphic).
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Domain II:
Psychomotor Mon

(Skills)
{(a)Simpson (b)Dave & (c) Harrow}
 Perception
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Simpson The ability to use sensory cues to
guide motor activity. This ranges
from sensory stimulation, through
cue selection, to translation.

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Guided Response Set
The early stages in learning a Readiness to act. It includes
complex skill that includes mental, physical, and emotional
imitation and trial and error. sets. These three sets are
Adequacy of performance is dispositions that predetermine a
achieved by practicing. person's response to different
situations (sometimes called
mindsets).
Simpson IV

Mechanism Complex Overt Response

This is the intermediate stage in The skillful performance of motor acts
learning a complex skill. that involve complex movement
Learned responses have patterns. Proficiency is indicated by a
become habitual and the quick, accurate, and highly coordinated
movements can be performed performance, requiring a minimum of
with some confidence and energy. This category includes
proficiency. performing without hesitation, and
automatic performance. .
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Simpson
Adaptation Origination
Skills are well developed Creating new movement
and the individual can patterns to fit a particular
modify movement patterns situation or specific
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to fit special requirements. problem. Learning outcomes

emphasize creativity based
upon highly developed
skills.
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Dave Imitation
Observing and
(1975) patterning behavior
after someone else.
Performance may be
of low quality.
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Precision Manipulation
Refining, becoming Being able to
more exact. Performing perform certain
a skill within a high actions by memory
degree of precision. or following
instructions.
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Articulation
Coordinating and adapting a
series of actions to achieve
harmony and internal
Dave consistency.

Naturalization
(1975) Mastering a high-level
performance until it become
second-nature or natural,
without needing to think much
about it.
EASTERN SAMAR STATE UNIVERSITY
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Harrow (1972)
Reflex Movements
Reactions that are not learned, such as involuntary reaction.

Fundamental Movements
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Basic movements such as walking, or grasping.

Perceptual Abilities
Response to stimuli such as visual, auditory, kinesthetic, or tactile
discrimination.
 Physical Abilities
Stamina that must be developed for further
Harrow development such as strength and agility.

(1972) Skilled Movements

Advanced learned movements as one would
find in sports or acting.

Nondiscursive communication
Use effective body language, such as
gestures and facial expressions.
.
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IV

Simplified and Re – organized categories or Levels

of Learning in the Psychomotor Domain

Observing Imitating Practicing Adapting

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Domain III: Affective

Refers to the way in which we deal with situations
emotionally such as feelings, appreciation,
enthusiasm, motivation, values and attitude.

Characterization by Value – patterns of adjustment

Organization – development of Philosophy Of Life
Valuing Domain III
Attitudes and Appreciation

Responding
Interest, seeking and enjoyment

Receiving
Simple awareness and selective attention
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Kendall’s and
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Taxonomy
Kim Grace Gacillos BSED Science II
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Kendall and Marzano

reframed the three
domains of knowledge by
describing six levels of
processing knowledge.
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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
Eastern Samar State University
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Jan 30, 2023 EASTERN SAMAR STATE UNIVERSITY

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The fifth level of processing, the metacognitive system, involves

the learner’s specification of learning goals, monitoring of the
learner’s own learning process, clarity and accuracy of the
learner’s learning
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The highest level of knowledge processing self – system, involves the learner’s
examination of the importance of the learning task and his/her self – efficacy. It also
involves the learner’s examining his/her emotional response and his/her motivation
of learning.

Jan 30, 2023 EASTERN SAMAR STATE UNIVERSITY

Thank You!