Lesson 3 Program Outcomes and Student Learning

Outcomes

Course Outcomes:

1. Differentiate the underlying principles between program outcomes and

student learning outcomes through specific and concrete examples of
assessment; (P.O.C.c); (P.O.D.d); (P.O.E.c)
2. formulate examples of learning outcomes and assessment tools intended
for the cognitive, psychomotor and affective domains;

(P.O.C.c); (P.O.D.d); (P.O.E.c)

Intended Learning Outcomes (ILO’s)
The students will be able to…
 analyze the difference between program objectives and student learning
outcomes; (CLO.S.1)
 distinguish the different levels of knowledge under the Cognitive Domain;
(CLO.S.1)
 discuss the psychomotor categories in the psychomotor domain of
objective contributed by the Simpson, Dave and Harrow; (CLO.S.1)
 discuss the 6 levels of learning in the affective domain along with Kendall’s
and Morgan’s new taxonomy; and (CLO.S.1)
 formulate student learning outcomes in every level for each type of
learning. (CLO.S.1)

Time Element: Six (6) Hours

In this module, student will distinguish program outcomes from

learning outcomes. Learning outcomes come in three (3) different domains –
cognitive, psychomotor, and affective. Students will also be introduced to
Kendall’s and Marzano’s five level of processing information, mental procedures
and psychomotor procedure.

What is the difference between program outcomes and student

learning outcomes?
 The shift of focus in education from content to student learning
outcomes has changed teachers’ 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 outcomes was secondary
to the completion of the planned content for the subject. In other words, teachers
were more content-centered than outcomes-centered.

The Commission on Higher Education, the body that regulates

education in the 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 66.
b) Effectively communicate orally and in writing using both English and
Filipino
c) Work effectively and independently in multi-disciplinary and multi-
cultural teams 67.
d) Act in recognition of professional, social, and ethical responsibility
e) Preserve and promote “Filipino historical and cultural heritage” 68.

Some program outcomes are based on HEI type because this determines the
focus and purpose of the 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 discourse, particularly in response to
the needs of the communities once serves.
 Graduates of universities participate in the generation of new
knowledge or research and development projects.
 Graduates of State Universities and Colleges must, also, have the
competence to support “national, regional and local development plans.

The program outcomes specific to a degree are programs spelled out in the
specific Policies, Standards, and Guidelines (PSGSs) per program or degree
issued by the same Commission.

Program Outcomes for Teacher Education

https://www.youtube.com/watch?v=c28soIeAP8A&t=75s

 Articulate the rootedness of education in philosophical, socio-

cultural, historical, psychological, and political contexts.
 Demonstrate mastery of subject matter/discipline
  Facilitate learning using a wide range of teaching
methodologies and delivery modes appropriate to specific
learners and their environment.
 Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners.
 Apply skills in the development and utilization of ICT to
promote quality, relevant, and sustainable educational
practices.
 Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes.
 Practice professional and ethical teaching standards sensitive
to the local, national, and global realities.
 Pursue lifelong learning for personal and professional growth
through varied experienced and field-based opportunities.

The Three Types of Learning (Domain)

These three domains of learning are given in detail in the succeeding

link and charts.

DOMAIN I: COGNITIVE (Knowledge)

https://www.youtube.com/watch?v=V9r31eDzKh0&t=45s
https://www.youtube.com/watch?v=4DgkLV9h69Q – how to write learning outcomes using
blooms taxonomy
Figure 1. Bloom’s Taxonomy – Cognitive (Ivan Tech -RunningMan 2016, n.d.)
DOMAIN II: Psychomotor (Skills)

https://www.youtube.com/watch?v=ba_N-08VfQg&t=6s

Category Example and Key Words (verbs)

Examples: Detects non-verbal

communication cues. Estimate where a
ball will land after it is thrown and then
Perception (awareness): moving to the correct location to catch the
The ability to use sensory ball. Adjusts heat of stove to correct
cues to guide motor temperature by smell and taste of food.
activity. This ranges from Adjusts the height of the forks on a forklift
sensory stimulation, by comparing where the forks are in
through cue selection, to relation to the pallet.
translation.
Key Words: chooses, describes, detects,
differentiates, distinguishes, identifies,
isolates, relates, selects.

Examples: Knows and acts upon a

sequence of steps in a manufacturing
Set: Readiness to act. It process. Recognize one's abilities and
includes mental, physical, limitations. Shows desire to learn a new
and emotional sets. These process (motivation). NOTE: This
three sets are dispositions subdivision of Psychomotor is closely
that predetermine a related with the “Responding to
person's response to phenomena” subdivision of the Affective
different situations domain.
(sometimes called
mindsets). Key Words: begins, displays, explains,
moves, proceeds, reacts, shows, states,
volunteers.

Guided Response: The Examples: Performs a mathematical

early stages in learning a equation as demonstrated. Follows
complex skill that includes instructions to build a model. Responds
imitation and trial and hand-signals of instructor while learning to
error. Adequacy of operate a forklift.
performance is achieved by
practicing. Key Words: copies, traces, follows, react,
reproduce, responds

Mechanism (basic Examples: Use a personal

proficiency): This is the computer. Repair a leaking faucet. Drive a
intermediate stage in car.
learning a complex
skill. Learned responses Key Words: assembles, calibrates,
have become habitual and constructs, dismantles, displays, fastens,
the movements can be fixes, grinds, heats, manipulates,
performed with some measures, mends, mixes, organizes,
confidence and proficiency. sketches.

Complex Overt Response

(Expert): The skillful
performance of motor acts
that involve complex Examples: Maneuvers a car into a tight
movement parallel parking spot. Operates a
patterns. Proficiency is computer quickly and accurately. Displays
indicated by a quick, competence while playing the piano.
accurate, and highly
coordinated performance, Key Words: assembles, builds, calibrates,
requiring a minimum of constructs, dismantles, displays, fastens,
energy. This category fixes, grinds, heats, manipulates,
includes performing without measures, mends, mixes, organizes,
hesitation, and automatic sketches.
performance. For example,
players are often utter NOTE: The Key Words are the same as
sounds of satisfaction or Mechanism, but will have adverbs or
expletives as soon as they adjectives that indicate that the
hit a tennis ball or throw a performance is quicker, better, more
football, because they can accurate, etc.
tell by the feel of the act
what the result will
produce.

Adaptation: Skills are well Examples: Responds effectively to

developed and the unexpected experiences. Modifies
individual can modify instruction to meet the needs of the
movement patterns to fit learners. Perform a task with a machine
 that it was not originally intended to do
(machine is not damaged and there is no
danger in performing the new task).
special requirements.
Key Words: adapts, alters, changes,
rearranges, reorganizes, revises, varies.

Examples: Constructs a new theory.

Origination: Creating new
Develops a new and comprehensive
movement patterns to fit a
training programming. Creates a new
particular situation or
gymnastic routine.
specific problem. Learning
outcomes emphasize
Key Words: arranges, builds, combines,
creativity based upon
composes, constructs, creates, designs,
highly developed skills.
initiate, makes, originates.

Dave (1975):

Category Example and Key Words (verbs)

Imitation — Observing
Examples: Copying a work of art. Performing
and patterning
a skill while observing a demonstrator.
behavior after
someone else.
Key Words: copy, follow, mimic, repeat,
Performance may be of
replicate, reproduce, trace
low quality.

Examples: Being able to perform a skill on

Manipulation — Being
one's own after taking lessons or reading
able to perform certain
about it. Follows instructions to build a model.
actions by memory or
following instructions.
Key Words: act, build, execute, perform

Examples: Working and reworking

Precision — Refining, something, so it will be “just right.” Perform a
becoming more exact. skill or task without assistance. Demonstrate a
Performing a skill task to a beginner.
within a high degree of
precision Key Words: calibrate, demonstrate, master,
perfectionism
 Examples: Combining a series of skills to
Articulation —
produce a video that involves music, drama,
Coordinating and
color, sound, etc. Combining a series of skills
adapting a series of
or activities to meet a novel requirement.
actions to achieve
harmony and internal
Key Words: adapt, constructs, combine,
consistency.
creates, customize, modifies, formulate

Examples: Maneuvers a car into a tight

Naturalization — parallel parking spot. Operates a computer
Mastering a high level quickly and accurately. Displays competence
performance until it while playing the piano. Michael Jordan
become second-nature playing basketball or Nancy Lopez hitting a
or natural, without golf ball.
needing to think much
about it. Key Words: create, design, develop, invent,
manage, naturally

Harrow (1972):

Category Example and Key Words (verbs)

Reflex Movements —
Examples: instinctive response
Reactions that are not
learned, such as a
Key Words: react, respond
involuntary reaction

Fundamental Examples: perform a simple task

Movements — Basic
movements such as Key Words: grasp an object, throw a ball,
walking, or grasping. walk

Perceptual Abilities —
Examples: track a moving object,
Response to stimuli such
recognize a pattern
as visual, auditory,
kinesthetic, or tactile
Key Words: catch a ball, draw or write
discrimination.
 Physical Abilities
(fitness) — Stamina that Examples: gain strength, run a marathon
must be developed for
further development such Key Words: agility, endurance, strength
as strength and agility.

Examples: Using an advanced series of

integrated movements, perform a role in a
Skilled movements —
stage play or play in a set of series in a
Advanced learned
sports game.
movements as one would
find in sports or acting.
Key Words: adapt, constructs, creates,
modifies

Nondiscursive Examples: Express one's self by using

communication — Use movements and gestures
effective body language,
such as gestures and Key Words: arrange, compose,
facial expressions. interpretation

Figure 2. Bloom’s Taxonomy – Psychomotor (Bloom’s Taxonomy: The

Psychomotor Domain, n.d.)

DOMAIN III: Affective (Attitude)

https://www.youtube.com/watch?v=FX0gvH2ss7c
 Figure 3. Bloom’s Taxonomy – Affective (Ivan Tech -RunningMan 2016, n.d.)

Summary of the three domains of Blooms

https://www.youtube.com/watch?v=wC-f1-Z8IQ0
Kendall’s and Marzano’s New Taxonomy
https://www.youtube.com/watch?v=Cx2hLnpFbAk
Figure 4. Kendall’s and Manzano’s New Taxonomy (Mainit, n.d.)

Instructions: Choose and answer the following question individually.

1. The difference between a learning objective (program outcomes) and

student learning outcome is …
a. These two terms are not distinct, rather they are synonymous
b. SLOs are tied to the standards, while learning objectives are not tied to
standards
c. A SLO is measurable in terms of student’s achievement
d. None of these answers are correct

2. Which domain of learning is the most challenging to develop and

measure?
a. Cognitive b. Affective c. Psychomotor d. Knowledge
3. The learning outcomes contribute to the attainment of the program
outcomes.
 a. True b. I don’t know c. False d. I’m
confused
4. The CLO addresses the following except
a. What level to teach?
b. What particular topic is important?
c. What are the outcomes you want the students to have?
d. What usable and useful expertise your students should be able to
perform?
5. How does the Lo help students?
a. Know what outcomes are expected of them and at what level of
expected mastery.
b. Select assessment methods based on same LO.
c. Plan the curriculum to support LO.
d. It doesn’t help the students.

Instructions: A. The following are examples of learning outcomes; on the

second column, write the domain in which each outcome is classified and on the
third column the level/category to which the learning outcome belongs.

Domain Level/Category
1. Formulate a procedure to
follow in preparing for class
demonstration

2. Formulate new program

3. Perform repeatedly with
speed and accuracy.

4. Listen to others with respect.

5. Select the most effective

among a number of solutions.
6. Watch a more experience
performer.

7. Know the rules and practice

them
8. Show ability to resolve
problems/conflicts.

9. Apply learning principles in

studying pupil behavior.

10. Recite prices of commodities

from memory.

B. 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.
COGNITIVE
Topic: Investigate Project in Biological Science
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

PSYSHOMOTOR
Topic: Table Setting
Observing
Imitating
Practicing
Adapting

AFFECTIVE
Topic: Developing and Nurturing Honesty
Receiving
Responding
Valuing
Organizing
Internalizing

AFFECTIVE

Topic: Developing and Nurturing Honesty

Receiving

Responding

Valuing

Organizing

Internalizing

Based on Kendall’s and Manzano’s new taxonomy, select learning

competencies from the K to 12 Curriculum Guide to illustrate levels of
difficulty found in the new taxonomy of Kendall and Marzano. Refer to
Kendall’s and Marzano’s new taxonomy.

References:

(Ivan Tech -RunningMan 2016, n.d.)

(Bloom’s Taxonomy: The Psychomotor Domain, n.d.)
(Mainit, n.d.)

https://www.youtube.com/watch?v=Cx2hLnpFbAk

https://www.youtube.com/watch?v=FX0gvH2ss7c

https://www.youtube.com/watch?v=ba_N-08VfQg&t=6s

https://www.youtube.com/watch?v=V9r31eDzKh0&t=45s

https://www.youtube.com/watch?v=c28soIeAP8A&t=75s

https://www.slideserve.com/garrison-neal/bloom-s-taxonomy-learning-domains
Assessment of Learning 1 Rosita L. Navarro, Ph.D.