Learning Outcomes

Discussant: Sheena Nicole Azares

BPED3-F
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.

MEANING OF LEARNING OUTCOMES

The intended institutional outcomes, the broadest of all outcomes, are derived from the institution’s vision and
mission. From the institutional outcomes, schools derive their graduate attributes (which are also termed student
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.

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. There should be no
disconnect between teaching objective and learning outcome. In the words of OBE, they must be aligned.

PURPOSE OF STUDENT LEARNING OUTCOMES

1. Increased student awareness for their own learning
- Explicitly stated student learning goals give students way to think and talk about what they have
learned.
2. Frameworks for course design and redesign
- Identifying student learning goals helps faculty structure their courses, identify pedagogical
strategies, and design assignments, tests, projects, class discussion, and other course elements to
help students meet those goals.
3. A method for program planning
- Program learning goals help faculty plan the curriculum, assess coherence and sequencing, and
evaluate the learning of majors.
4. A map for curricular assessment and change
- Use of student learning goals helps programs think about curriculum. When learning goals are
defined, programs can determine the courses that address each goal.
5. A method for institutional assessment
 - Course-based and program learning goals and their assessment demonstrate how learning goals
are translated through the lenses and curricula of the disciplines those units represent.
6. Improved academic advising
- Learning goals for each course are an important first step toward clearly communicating
expectations to students, assisting them, and their advisors, in matching courses and majors with
student interests and capabilities.

- By following these steps, you can create meaningful learning outcomes that are tailored to any audience, whether
it’s employees in a corporate training session or students in a classroom. Keep the purpose clear, use actionable
language, and always focus on what learners will be able to achieve. With well-crafted learning outcomes, you set
the foundation for a successful and impactful learning experience.

HOW TO WRITE LEARNING OUTCOMES

Learning outcomes need to be specific and measurable. Learning outcomes are generally written based on Bloom’s
Taxonomy. Bloom’s Taxonomy explains the process of learning and hence has proved to be a powerful tool to help
develop learning outcomes. The concept in Bloom’s taxonomy is very simple.

 Before Understanding the concept,

Remember it Well.
 Understand It before you apply it.
 Analyze the process before you evaluate it.

Conclusion
Learning outcomes are essential for guiding education and training by clearly defining what learners should achieve
by the end of a course, lesson, or program. They help ensure that teaching is focused, assessments are aligned, and
learners can measure their progress effectively. Well-crafted learning outcomes are specific, measurable, and action-
oriented, making them valuable tools for both educators and students.

Sources of Learning Outcomes

Discussant: Kaime Chester B. Romano
BSED3-C
Refers to the foundational inputs that shape the knowledge, skills, and competencies students are expected to
acquire. Students engage in meaningful, future-ready learning that supports both personal growth and collective
progress.

01 Institutional Philosophy- The overall goals and values of the institution or organization that guide the
development of learning outcomes.

Public schools refer to the public school system vision and mission statements as 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 schools, or their founder’s
philosophy in the case of non-sectarian schools.

Example:
Bicol College Vision: Bicol College envisions to be a university. Offering affordable education geared
towards academic excellence, leadership, and social responsibility for the empowerment of the individual
in a changing world.

Bicol College Mission: The mission of Bicol College is to provide necessary support to excel in
instruction, research and community outreach in order to produce competitive graduates with strong
social commitment.

Bicol College Goals:

-Pursue a research culture in curricular and instructional progress.

-Aim to be a leader in the various profession by becoming Centers of Development and Excellence.

-Strengthen community involvement and community services.

-Adhere to set of core values among the students and school community

02 Curriculum Benchmarks- These benchmarks act as a roadmap for educators, ensuring that instruction,
assessment, and curriculum design are purposeful, structured, and consistent.

Curriculum benchmarks are guided by national policies, frameworks, and standards set by the Department of
Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills
Development Authority (TESDA).

03 Benchmark Assessment- Benchmark assessments in education are standardized evaluations administered

periodically to measure student progress against predefined learning goals, curriculum standards, or grade-level
expectations.

Example:

 The National Achievement Test (NAT) evaluates if K to 12 learners achieve DepEd’s competencies,
identifying areas needing intervention.
 The National Career Assessment Examination (NCAE) is designed to provide guidance to individual
learners for their future educational and career choices and to provide a basis for profiling learners’
aptitude in the four senior high school (SHS) Tracks.
 TESDA’s National Certification (NC) assessments validate whether trainees meet industry-ready skill
levels.

04 Industry Demands- Learning outcomes should reflect the skills and knowledge needed in the relevant
industry or profession

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.