Lesson 3.

Program Outcomes and Learning Outcomes

In OBE, learning outcomes are constructively aligned in a learning program that fits this
framework.

In the Outcomes-Based Teaching and Learning (OBTL) Instructional Program, the learners
take the center stage as traced back to Tyler’s (1949) basic principles of curriculum and instruction.
It is what the students do as evidence of their learning. OBTL has three prolonged applications: for
the learners/students, it promotes a deep and lifelong learning skills; for the teachers, it promotes
reflective teaching practices; and for the institution, it addresses continuous program improvement.
The CHED, the body that regulates higher education in the Philippines in its Memorandum
Order #20, s. 2014 requires the following program outcomes for all higher education institutions
(HEI) the ability to:
a. Articulate and discuss the latest developments in the specific field of practice; (PQF level 6
description)
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 description)
 d. Act in recognition of professional, social, and ethical responsibility; and
e. Preserve and promote “Filipino historical and cultural heritage”. (based on RA 7722)

Some program outcomes are based on HEI type because this determines the focus and purpose
of the HEI such as SLSU. For example:

 Graduates of professional institutions demonstrate a service orientation in one’s profession.

 Graduates of colleges participate in various types of employment, development skills, and
public discourses in response to the needs of the communities one serves.
 Graduates of universities participate in the generation of new knowledge or in research and
development projects.
 Graduates of State Universities and Colleges (SUCs) must, in addition, have the
competencies to support “national, regional, and local development plans”.

Intended Learning Outcomes:

At the end of the lesson. The students are expected to have:
1. Stated the program outcomes expected of all educational institutions according to type;
2. Discussed the programs outcomes of teacher education;
3. Distinguished learning outcomes in the three domains of learning and in the additional
levels of knowledge processing of Kendall and Marzano; and
4. Formulated learning outcomes in the cognitive, psychomotor and affective domains in
the different levels and in the metacognitive and self-system knowledge processing of
Bloom and Kendall and/or Merzano.

Discussion
3.1 Program Outcomes for Teacher Education

The program outcomes specific to degrees are programs spelled out in the specific Policies,
Standards and Guidelines (PSGs) per program or degree issued by CHED. The following are the
program outcomes for the Bachelor of Technology and Livelihood Education (BTLEd)
degree/program that were endorsed to the Commission:
a. Demonstrate the competencies required of the Philippine TVET Trainers – Assessors
Qualifications Framework (PTTQF);
b. Demonstrate broad and coherent, meaningful knowledge and skills in technology and
livelihood education;
c. Apply with minimal supervision specialized knowledge and skills in technology and
livelihood education;
d. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning
skills needed for higher learning;
e. Manifest a deep and principled understanding of the learning process and the role of the
teacher in facilitating these processes in their students;
f. Show a deep and principled understanding of how educational processes relate to larger
historical, social, cultural and political processes;
 g. Apply a wide range of teaching process skills (including curriculum development, lesson
planning, materials development, educational assessment, and teaching approaches);
and
h. Reflect on the relationships among the teaching process skills, content/subject matter,
and other factors affecting educational processes in order to constantly improve their
teaching knowledge, skills and practices.

3.2. The Three Types of Learning

Believing that there were more one type of learning, Benjamin Bloom and a committee of
colleagues in 1956, identified three (3) domains of educational activities: the cognitive, referring to
the mental skills; affective, referring to the growth in feeling or emotion; and psychomotor,
referring to manual or physical skills.
 These domains are organized into categories or levels and are arranged in hierarchical
order from the simplest behavior to the most complex behavior. To ensure that the learning
outcomes are measurable, demonstrable and verifiable, the outcomes should be stated as concrete
and active verbs. In mid-90s, a former student of Bloom, Lorin Anderson, reviewed the cognitive
domain objectives and effected some changes. The two most prominent of these are (a) changing
the names in the six subdivisions from noun to verb, and (b) slightly re-arranging the order.

3.3. Domain I: Cognitive (Knowledge)

According to various researchers there are six levels of cognitive complexity: knowledge,
comprehension, application, analysis, synthesis, evaluation.  In the chart below, note the
hierarchical arrangement, which means that higher levels subsume ability in lower levels.  The
higher the level, the presumably more complex mental operation is required.  Higher levels are not
necessarily more desirable than lower levels, because one cannot achieve the higher levels without
an ability to use the lower levels.  As one moves up into higher levels, however, the more applicable
the skills are to those needed in daily life.

Level Description Action Verbs Describing

Learning Outcomes
Evaluation Requires the formation of judgments and decisions about Appraise           Judge
the value of methods, ideas, people, products.  Must be able Compare          Justify
to state the bases for judgments (e.g., external criteria or Contrast           Support
principles used to reach conclusions.)  Criticize            Validate
  Defend Evaluate
 Sample question:  Evaluate the quality or worth of a value
as applied to pharmacy.
Synthesis Requires production of something unique or original.  At Categorize        Devise
this level, one is expected to solve unfamiliar problems in Compile            Formulat
unique way, or combine parts to form a unique or novel e
solution.  Compose          Predict
  Create               Produce
Sample question:  Integrate data from several sources (e.g., Design  Integrate
various readings and observations at the service site).
Analysis Identification of logical errors (e.g., point out Break down        Infer
contradictions, erroneous inference) or differentiate Deduce                Outline
among facts, opinions, assumptions, hypotheses, Diagram             Point out
conclusions.  One is expected to draw relations among Differentiate     Relate
ideas and to compare and contrast. Distinguish       Separate   
                                out
Sample question:  Deduce a client’s beliefs regarding Illustrate        
preventive health actions.
Use previously acquired information in a setting other than Change               Organize
Application the one in which it was learned.  Because problems at this Compute            Prepare
level are presented in a different and applied way, one Demonstrate    Relate
cannot rely on content or context to solve the problem. Develop              Solve
  Modify                Transfer
Sample question:  Organize your observations at a site to Operate               Use
demonstrate a particular value.
Comprehensi Some degree of understanding is required in order to Convert            Extend
on change the form of communication, translate, restate what Defend             Generalize
has been read or heard, see connections or relationships Discriminate          Infer
among parts of a communication (interpretation), draw Distinguish    Paraphras
conclusions, see consequences from information e
(inference). Estimate          Predict
  Explain           Summarize
Sample Question:  Explain pharmaceutical care.
Knowledge Remember or recall information such as facts, terminology, Define                    Name
problem-solving strategies, rules Describe                Outline
  Identify                  Recall
Sample question:  Define pharmaceutical care. Label                      Recite
List                         Select
Match                    State

3. 4. Domain II : Psychomotor (Skills)

Psychomotor behaviors are performed actions that are neuromuscular in nature

and demand certain levels of physical dexterity.

Level Description Action Verbs Describing

Learning Outcomes
Naturalization High level of proficiency is necessary.  The behavior is Create Design
performed with the least expenditure of energy, becomes Develop Invent
 routine, automatic, and spontaneous Manage
Articulation Requires the display of coordination of a series of related Adapt Construct
acts by establishing the appropriate sequence and Combine Create
performing the acts accurately, with control as well as Customize Modify
with speed and timing. Formulate Integrate
Precision Requires performance of some action independent of Calibrate Master
either written instructions or a visual model.  One is Demonstrate
expected to reproduce an action with control and to Harmonize
reduce errors to a minimum.
Performance of an action with written or verbal Align Act
Manipulation directions but without a visual model or direct Build Execute
observation.  The action may be performed crudely or Perform        Trace
without neuromuscular coordination at this stage.  Notice
that the action verbs are the same as those for the
imitation stage.  The difference is that these actions are
performed with the aid of written and verbal instruction,
not visual demonstration
Imitation The learner observes and then imitates an action.  These Place Hold 
behaviors may be crude and imperfect.  The expectation Balance           Repeat
that the individual is able to watch and then repeat an Follow          Rest (on)
action. Grasp           Step (here)   
Duplicate Replicate
Mimic Reproduce

3.5. Domain III : Affective (Attitude)

Like the cognitive domain, the affective domain is hierarchical with higher levels being
more complex and depending upon mastery of the lower levels.  With movement to more
complexity, one becomes more involved, committed, and self-reliant.  Note the parallel between
external and internal motivation.  As one moves from being externally to internally motivated, one
moves to higher levels.

Level Description Action Verbs Describing

Learning Outcomes
Characterization All behavior displayed is consistent with one’s Avoid Display
value system.  Values are integrated into a Exhibit Internalize
pervasive philosophy that never allows expressions Manage Require
that are out of character with those Resist Resolve
values.  Evaluation at this level involves the extent Revise
to which one has developed a consistent philosophy
of life (e.g., exhibits respect for the worth and
dignity of human beings in all situations).
Organization Commitment to a set of values.  This level involves Abstract                Formulate
1) forming a reason why one values certain things Balance                  Select
and not others, and 2) making appropriate choices Compare                Systemize
between things that are and are not valued.  One is Decide                    Theorize
expected to organize likes and preferences into a Define
value system and then to decide which ones will be
dominant.
 Valuing Display behavior consistent with a single belief or
attitude in situations where one is neither forced or
asked to comply.  One is expected to demonstrate a
preference or display a high degree of certainty and
conviction.
Responding One is required to comply with given expectations
by attending or reacting to certain stimuli.  One is
expected to obey, participate, or respond willingly
when asked or directed to do something.
Receiving One is expected to be aware of or to passively
attend to certain stimuli or phenomena.  Simply
listening and being attentive are the expectations.
Act                         Express
Argue                     Help
Convince               Organize
Debate                   Prefer
Display
Applaud                Participate
Comply                  Play
Discuss                  Practice
Follow                    Volunteer
Obey    
Attend                   Listen
Be aware                Look
Control                   Notice
Discern                  Share
Hear

3.6. Kendall’s and Marzano’s New Taxonomy

John S. Kendall and Robert J. Marzano instead of categorizing learning activities which
Bloom and Anderson did, reframed the three domains of knowledge (information, mental
procedures and psychomotor procedures) by describing six levels of processing knowledge.
Looking at the illustration below, 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. 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.

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.
Learning Resources:

1. Module
2. Schoology/Moodle
3. Messenger

Learning Resources:
1. Module
2. Schoology/Moodle
3. Messenger

References:
1. De Guzman, Estefania S. and Adamos, Joel L. (2015). Assessment in Learning 1. Adriana
Publishing Co., Inc. Quezon City, Manila.
2. Navarro, Rosita L. et. al. (2017). Assessment of Learning 1, Third Edition. Lorimar
Publishing, Inc. Quezon City, Metro Manila.
3. https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
4. https://thesecondprinciple.com/instructional-design/threedomainsoflearning/
5. http://courses.washington.edu/pharm439/Bloomstax.htm
6. http://www.nwlink.com/~donclark/hrd/bloom.html
7. http://earth.callutheran.edu/archived-sites/institutional
research/documents/MarzanoandKendall2007Taxonomy.pdf