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COLEGIO DE STA. ANA DE VICTORIAS, INC.

Osmeña Avenue, Victorias City, Negros Occidental, 6119

ASSESSMENT OF LEARNING 2
(Educ 316 A)

Module 4: LEARNING OUTCOMES: SOURCES AND CHARACTERISTICS

“Teach to the individual, not to the curriculum”

LEARNING OUTCOMES

At the end of the module the student should be able to:

● 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 and
● determine whether a given learning outcome is good or not and improve on learning
outcomes that do not need standards.

LEARNING INPUTS

INTRODUCTION
In OBE, the focus is on learning outcomes. Learning outcomes are associated by the student
learning outcomes.

What do we want What do we want

our students to our students to
learn? become?

These are the questions that teachers will have to contemplate before she begins her/his
lesson.

Begin the
lesson with the
end in mind

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“Begin the lesson with end in mind.” What does this mean?

Meaning of Learning 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.

⮚ These are the ones assessed in the process of teaching-learning and are expected to be
demonstrated at the end of the lesson (Assessment of Learning – Formative
Assessment)

⮚ Teaching objectives are NOT the same as the learning outcomes. Teaching objectives
are formulated from the point of view of the teacher while learning outcomes are
formulated from the point of view of the learner.

Learning outcomes
Teaching Objectives (state specifically what knowledge, skill or
(state what the teacher does) value must be demonstrated by the learner
after instruction)

⮚ Teaching objectives and learning outcomes should be aligned according to Outcomes

Based Education (OBE)

Sources of Learning Outcomes

1. The institution’s vision and mission statements are relevant source of student
learning expectations.
● Public schools refer to the public school system vision and mission statements as
the source of learning outcomes.
● Private schools are either sectarian or non-sectarian and their vision and mission
statements may be sourced from their respective religious goals, in the case of
sectarian school or their founder’s philosophy in the case of non-sectarian
schools.
● Sectarian Schools are monitored by PAASCO; Non-sectarian schools are
monitored by PACUCOA.
● Below are the vision and mission statements and core values of DepEd,
Philippines

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THE DEPED VISION

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

The Department of Education continuously
Improves itself to better serve its stakeholder.

THE DEPED MISSION

To protect and promote the right of every
Filipino to quality, equitable, culture-based, and complete basic
education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.

Teachers facilitate learning and constantly nurture every learner

Administrators and staff, as stewards of the institution, ensure an

enabling and supportive environment for effective learning to happen.

Family, community, and other stakeholders are actively engaged and

share responsibility for developing life-long learners.

OUR CORE VALUES

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

● If school teachers observe constructive alignment, then we expect that their teaching-
learning activities and assessment tasks are aligned with their learning outcomes which
are in turn aligned with the DepEd vision and mission statements

2. Policies and competencies and standards issued by government education

agencies such as the Department of Education (DepEd), Technical Education and Skills
Development Authority (TESDA) and the Commission on Higher Education (CHED) are
prescribed sources of learning outcomes.

The DepEd issued the K to 12 Curriculum Guide that contains the competencies
expected to be taught by teachers in the basic education level. It likewise issued the
Philippine Professional Standards for Teacher (PPST).

TESDA likewise has a list of competencies per course and CHED has program
outcomes and course outcomes for all programs

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3. To bridge the gap between academe and industry, expected competencies identified by
the different professions, business and industry should be adopted to ensure that
graduates are able to perform as expected in their respective work places and/or
professions.

In the Philippines the various Professional Regulatory Boards of the Professional

Regulations Commissions have come up with lists of competencies expected of
professionals. The Board for Professional teachers has a list of these competencies in
its Table of Specifications. (TOS)

4. For schools to be relevant, they should consider the thrusts and development goals of
national government in the formulation of learning outcomes. Schools are there for
society and society is also there for the schools.

In the global world for global citizenship, the determination of learning outcomes must
likewise consider international trends and development. This makes graduate globally
competitive. Global needs must be given equal attention to make graduates local who
are ready to respond to the needs of both local and global communities.

Examples of these international developments are the 2030 Agenda for Sustainable
Development, the ASEAN Qualifications Reference Framework and the Philippine
Qualifications Framework.

Program Outcomes for Teacher Education Based on the CMOs

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:

6.1 Common to all programs in all types of schools: The graduates have the
ability to:
a. articulates 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 multi-cultural teams (PQF level 6 descriptor)
d. act in recognition of professional, social and ethical responsibility
e. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

6.2 Common to the discipline (Teacher Education)

a. Articulated the rootedness of education in philosophical, cultural, historical,
psychological and political contexts.
b. Demonstrated 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.

6.3 Common to graduates of a horizontal type of institution as defined in CMO 46,

2012

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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 ne knowledge by participating in
various research and development projects.

The Philippine Professional Standards for Teachers

The program outcomes for the teacher education program in the Philippines must
necessarily be based on the Philippine Professional Standards for Teachers issued by the
Department of Education in DepEd Order #42, s. 2017 (see attached sheet)

When teacher formulates his/her learning outcomes, he/she takes

into consideration the institutional outcomes, the program outcomes
from the CHED, the Philippine Professional Standards for Teachers
(PPST) and the DepEd vision and mission statements since DepEd is
the main employer of teacher education graduates.

Characteristics of Good Learning Outcomes

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

This is the reason why learning outcomes are referred to as student learning outcomes.
Good learning outcomes are learner-centered. They describe what the learner is able to
do as a result of teaching.

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

It is in aligning learning outcomes with institutional outcomes that educational institutions

realize their intended institutional outcomes. It is in aligning learning outcomes with
intended program outcomes issued by the regulating body (e.g. CHED) that the program
outcomes are also realized. It is in aligning the learning outcomes to the course
outcomes that each course/subject in the teacher education curriculum attains its course
outcomes.

3. Good learning outcomes are based on and aligned with local, national and
international trends and issues.

From the social reconstructionist point of view, schools are ivory towers. They are
expected to help address social problems and so for relevance, it is necessary that
learning outcomes are based on and aligned with current issue. Aligning learning
outcome with local, national and international issues ensures teaching-learning that is
relevant and attune to the local and global world of learners.

4. Good learning outcomes are known and are very well understood by both
students and faculty.

The learning outcomes are no secret for the teacher only. The OBE and OBTL states
that teacher starts the lesson with a clarification of the learning outcomes/ to ensure that

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each student knows what is/are expected of him/her. Some teachers have the
commendable practice of writing the learning outcomes on the board.
5. Good learning outcomes include a spectrum of thinking skills from simple
remembering to creating or from the lowest simplest cognitive, unstructured
process to cognitive in Bloom’s and Anderson’s revised taxonomy of objectives.

Bloom’s and Anderson’s Taxonomy of Objectives

Creating
Evaluating
Analysing
Applying
Understanding
Remembering

McTighe and Wiggins (2018) Understanding by Design

Four key types of educational goals:
1. Knowledge 3. Long-term understanding
2. basic skills 4. long-term transfer goals

● Knowledge goals specify the knowledge that students should know

● Basic skills state what students should be able to do
● Understanding goals refer to students’ grasp of big ideas
● Long-term transfer goals refer to students’ capacity to apply what they have learned to
new situation or different context; they encompass complex skills like critical thinking,
collaboration, developmental habits of mind such as persistence and self-regulation

Learners’ understanding is demonstrated when they can:

● Explain ● Provide explanations

● Interpret ● Identify means

● Apply ● Use knowledge in new situations

● Have perspective ● See viewpoints through critical eyes

● Empathize ● Able to find value I what others may find odd

● Have self-knowledge ● Aware of what they do not understand

Fink’s Taxonomy for Significant Learning (Fink, 2003)

1. Caring – developing new feelings, interests and values
2. Learning how to learn – becoming a self-directed learner
3. Integration – connections
4. Human Dimension – learning about self and others
5. Application – skills (critical, creative and practical thinking)
6. Foundational knowledge – understanding and remembering

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Biggs begins with the simplest cognitive skills. He calls it The Structure of the Observe Learning
Outcomes (SOLO taxonomy)
1. Prestructural 3. Multistructural 5. Extended Abstract
2. Unistructural 4. Relational
⮚ 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)

In summary, all the taxonomies of objectives or outcomes 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 complex outcomes in the
higher cognitive level such as applying, evaluating and creating.
6. Good learning outcomes are SMART – Specific, Measurable, Attainable, Result-
oriented and Time-bounded
Good learning outcomes are stated using behavioral terms

7. 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 that importance of significance of
realizing the learning outcomes in their life. It is quite difficult for learners to learn something
which has no relevance to the life.

SCQ

1. What are learning outcomes?

2. State the sources of learning outcomes
3. Why must the needs of industry be considered in the formulation of learning
outcomes?
4. What are the characteristics of good learning outcomes? Explain each.

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STUDENT OUTPUT # 4.1

GROUP ACTIVITY
Deadline February 2024

Names of Members:
_________________________ ________________________
_________________________ ________________________
_________________________ ________________________
________________________ ________________________

1. Determine whether each given learning outcome is good or not. If not a good learning
outcomes, improve on it. Put a check (√) mark if it is a good learning outcomes and (x ).
If x, write an improved version on the space provided, Use the table below

Learning Outcome Good Not good Improved Version

1. To understand the phrase
“Assessment for learning”

2. To lecture on academe and industry

linkage

3. To develop effective communication

skills in English both oral and
written

4. To solve problems involving unlike

fractions

5. To complete a Master’s degree

2. “Teach to the individual, not to the curriculum”. What does this quote imply about a good
learning outcome?
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________

3. Formulate at least one multiple-choice test item aligned with any of the learning
outcomes of this module.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Is the question aligned with any of the learning outcome? Explain.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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