PROGRAM OUTCOMES AND LEARNING OUTCOMES

Introduction
In this Chapter, you will distinguish program outcomes from learning outcomes. Learning
outcomes come in three (3) different domains – cognitive, psychomotor, and affective. You will
also be introduced to Kendall’s and Manzano’s five levels of processing information, mental
procedures and psychomotor procedures.

3.1. Program Outcomes and Student Learning Outcomes

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.

PROGRAM OUTCOMES AND STUDENT LEARNING OUTCOMES

Based from the Memorandum Order # 20, s.2014

Requires the following program outcomes for all higher education institutions the
ability to:

Articulate and discuss the latest developments in the

specific field of practice.
Effectively communicate orally and in writing using both
English and Filipino.
Work effectively and independently in multi-disciplinary
and multi-cultural teams.
Act in recognition of professional, social, and ethical

Based on HEI (Higher Institutions) this determines the focus and

purpose of the HEI.
 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
discourses, particularly in response to the needs of
the communities one serves.
Graduates of universities participates in the
generation of new knowledge or in research and
development projects.
Graduates of State Universities and colleges must,
in addition, have the competencies to support
The PROGRAM OUTCOMES specific to degrees are programs spelled out in
the specific Policies, Standards and Guidelines (PSGSs) per program or degree issued by the
same commission. The following are the program outcomes foe the Bachelor in Elementary
Education (BEEd) degree/program that were endorsed to the Commission en banc for approval
as of writing time.

3.2 Program Outcomes for Teacher Education

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, national, and
global realities.
h. Pursue lifelong learning for personal and professional growth through varied experiential and
field-based opportunities.

3.3 The Three Types of Learning

Believing that there were more than one (1) type of learning, Benjamin Bloom and a
committee of colleagues in 1956, identified three domains of educational activities; the
cognitive, referring to mental skills; affective referring to growth in feeling or emotion; and
psychomotor, referring to manual or physical skills. These terms were regarded as too
technical by practicing teachers and so the domains were translated to simpler terms
commonly used by teachers; knowledge, skills and attitudes (KSA).
These domains are organized into categories or levels and arranged in hierarchical
order from the simplest behavior to the most complex behavior. To ensure that the learning
outcomes should be stated as concrete and active verbs.
These three domains of learning are given in detail in the succeeding pages.

3.4. DOMAIN I: COGNITIVE (KNOWLEDGE)

Categories/Levels Outcomes Verbs Learning Outcomes

1.1 Remembering: recall of
previously learned information
1.2 Understanding
comprehending the meaning,
translation and interpretation of
instructions; state a problem in
one’s own word
1.3 Applying: using what was
learned in the classroom into
similar new situations
1.4 Analyzing: separating
materials or concept into
component parts to understand
the whole
1.5 Evaluating: judging the value
of an idea, object or material
1.6 Creating: building a structure
of pattern; putting parts together
define, describe, identify, label,
match, list, name, outline,
recall, recognize, reproduce,
select, state
distinguish, estimate, explain,
give example, interpret,
paraphrase, summarize
Apply, change, compute,
construct, demonstrate,
distinguish, illustrate, outline,
select
analyze, compare, contrast,
diagram, differentiate,
distinguish, illustrate, outline,
select
compare, conclude, criticize,
critique, defend, evaluate,
relate, support, justify
categorize, combine, compile,
compose, devise, design, plan,
organize, revise, rearrange,
generate, modify
Statements
Recite the multiplication
tables; match the word with
the parts of the picture of a
sewing machine
Explain in one’s own words
the stages in the life cycle
of a butterfly; distinguish the
different geometric figures
Use a mathematical formula
to solve an algebra
problem; prepare daily
menus for one week for a
family of six
Observe a classroom and
list down the things to be
improved; differentiate the
parts of a tree.
Defend a research
proposal; select the most
effective solution; critique a
class demonstration
Compile personal records
and documents into a
portfolio; write a syllabus for
a school subject

Table 1: Domain I: Cognitive (Knowledge)

(Source: Bloom, Benjamin S Taxonomy of Educational Objectives
 Creating

Evaluating

Analyzing

Applying

Understanding

Remembering
Figure 2. The Categories Levels of Cognitive Domain Learning Objectives
Arranged Hierarchically
3.5. DOMAIN II: PSYCHOMOTOR (SKILLS)
3.5. DOMAIN II: PSYCHOMOTOR (SKILLS)
3.6 DOMAIN III: Affective (Attitude)
ASSESSING STUDENT LEARNING OUTCOMES
 4.3 THE OUTCOMES ASSESSMENT PHASES IN THE INSTRUCTIONAL CYCLE

Describe the phases of outcomes assessment in the instructional cycle as

shown in the figure below.
 ACTIVITY 1
Name:___________________________________________________ Date: ____________
Course & Year: ____________________________________________
1. 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 Cognitive Applying
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
experienced
performer
7. Know the rules
and practice them
8. Show ability to
resolve
problems/conflict
s
9. Apply learning
principles in
studying pupil
behavior
10. Recite prices of
 commodities

2. 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.
1. Cognitive: Topic – Investigative Project in Biological Science
1.1. Remembering
1.2 Understanding
1.3. Applying
1.4. Analyzing
1.5. Evaluating
1.6. Creating
2. Psychomotor: Topic – Table Setting
2.1. Observing
2.2. Imitating
2.3. Practicing
2.4. Adapting
3. Affective: Topic – Developing and Nurturing Honesty
3.1 Receiving
3.2 Responding
3.3 Valuing
3.4 Organizing
3.5 Internalizing
3. 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.

ASSESSING STUDENT LEARNING OUTCOMES

ACTIVITY 1
Name:___________________________________________________ Date: ____________
Course & Year: ____________________________________________

A. List down three (3) supporting student activities to attain each of the identified
Student Learning Outcomes.

1. Student Learning Outcome: Students can solve, mathematical problems involving

two-dimensional figures
1.1.
 1.2.
1.3.
2. Student Learning Outcomes: Students can write a paragraph about an outing to a resort
using verbs in the past tense.
2.1.
2.2.
2.3.
3. Student Learning Outcome: Students can demonstrate how to prepare a PowerPoint
presentation
3.1
3.2
3.3
4. Student Learning Outcome: Students can write a reflection essay on lessons learned in a
community outreach activity.
4.1
4.2
4.3
B. Design assessment task aligned to each of the 4 student learning outcomes.
C. There are 13 principles of assessment on pages 35-36 of the following. At the blank before
each number indicate the number corresponding to the principle illustrated in the item.
________1. The faculty, students, parents and staff understand and commit to implement the
program/department objectives.
________2. Assessment activities should be observable and measurable.
________3. Assessment should be ongoing and continuous.
________4. Outcomes are attained through supporting activities.
________5. The outcome assessment phases are organized in an instructional cycle.
________6. Rubrics assessment is used for non-objective type of test.
________7. To solve a problem is more observable than “analytical ability”.
________8. Every school must publicize its mission, and core values.
________9. Competencies or skills may be assessed from the simple to the more complex
level.
________10. Essay, examinations allow for student individual expression but difficult to
construct.
________11. The program or department should have mission and objectives aligned with the
institutions mission and core values.
________12. Portfolios are of two types: longitudinal and “best case/thematic.”
________13. Supporting student activities are provided as part of instruction.
________14. The institution must decide on its mission of education and values it will develop.
________15. Supporting activities are as important as outcome.
D. Come up with complete outline of the various assessment tasks and tools.
E. Differentiate each of the following examples that may be given to clarify the meanings.
1. Holistic rubric and analytic rubric
2. Student Learning Outcomes and student assessment tasks
3. Development portfolios showcase evaluation portfolio
F. With a particular learning outcome in mind, construct a scoring rubric – holistic and analytic