CHAPTER 3

PROGRAM OUTCOMES ANDLEARNING OUTCOMES

3.1. Program Outcomes and Student Learning Outcomes

The shift of focus in education from content to student learning
outcomes has changed teacher’s instructional perspective. Student
Learning Outcomes (SLOs) for an academic program are defined as the
knowledge, skills, or behaviors that a program's students should be
able to demonstrate upon program completion. The purpose of Student
Learning Outcomes, Explicitly-stated learning goals give students a way
to think and talk about what they have learned. They make it easier for
students to “know what they know” and give students a language to
communicate what they know to others.

3.2. Program Outcomes for Teacher Education

• Outcome 1 Curriculum and Planning: Graduates will apply their
knowledge of core content and pedagogy to set goals and
objectives for learning based on state and national standards and
local curriculum, and design instruction that engages students in
meaningful learning activities and includes a balanced approach
to student assessment.
• Outcome 2 The Learner and the Learning Environment: Graduates
will demonstrate their understanding of intellectual/cognitive,
social, and emotional development, and other characteristics of
the diversity of learners, in creating an environment of respect
and rapport and a culture for learning for all students, and in
the implementation of classroom procedures, behavior management,
and organization of the learning environment to assure a focus on
learning.
• Outcome 3 Teaching: Graduates will deliver meaningful learning
experiences for all students by integrating their knowledge of
content, pedagogy, the learner and the learning environment;
engaging in the reflective instructional cycle of planning,
instructing, assessing, and adjusting based on data; and applying
 a variety of communication, instructional, and assessment
strategies in their teaching.
• Outcome 4 Professional Responsibilities for Self Renewal:
Graduates will demonstrate their commitment to continuous self-
improvement by engaging in professional learning, collaborative
practice with colleagues, reflection on practice, and
investigation of ideas to improve teaching and learning that
contribute to the renewal of the teaching profession.
• Outcome 5 Professional Responsibilities for School and Community:
Graduates will demonstrate teacher leadership by participating in
the development and/or implementation of the school-wide mission,
strategic planning/continuous improvement process, curriculum
initiatives, student support and management systems; and support
a school-wide learner-centered culture by facilitating school,
family and community connections, maintaining an environment that
fosters student learning, and demonstrating a commitment to
ethical and equitable behavior.
• Outcome 6 Professional Responsibilities for Technology in
Education: Graduates will model and apply the National
Educational Technology Standards for Teachers (NETS-T) as they
design, implement, and assess learning experiences to engage
students and improve learning; enrich professional practice; and
provide positive models for students, colleagues, and the
community.
• Outcome 7 Culturally Responsive Teaching Practice: Graduates will
engage in culturally responsive teaching practices to help all
students – regardless of language, cultural barriers, race,
geographic location, special needs, or poverty – learn; including
facilitating learning through joint productive activity among
teachers and students, developing students' competence in the
language and literacy of instruction throughout all instructional
activities, connecting curriculum to experience and skills of
students' home and community, challenging students toward
cognitive complexity, and engaging students through dialogue,
especially instructional conversation.
 • Outcome 8 Effective Communication: Graduates use effective and
appropriate verbal, nonverbal, written, and media communication
techniques in their teaching, professional collaboration, and
interactions with students, colleagues, parents, and the
community.
• Outcome 9 Professional Dispositions: Graduates demonstrate the
dispositions of professional educators in their teaching,
professional collaboration, and interactions with students,
colleagues, parents, and the community. They are responsible for
meeting professional expectations ethically and with initiative;
they are reflective, engaging in ongoing self-assessment and able
to exercise sound judgment and critical thinking; and they are
responsive as evidenced by their respectful, fair, and
collaborative stance toward others and their commitment to help
all students learn.

3.3. The Three Types of Learning

Cognitive: mental skills (Knowledge) - head
Affective: growth in feelings or emotional areas (Attitude/beliefs) -
heart
Psychomotor: manual or physical skills (Skills) – hands

The cognitive domain involves knowledge and the development of

intellectual skills. This includes the recall or recognition of
specific facts, procedural patterns, and concepts that serve in the
development of intellectual abilities and skills. There are six major
categories, ranging from the simplest behavior to the most complex. The
categories can be thought of as degrees of difficulties; That is, the
first one must be mastered before the next one can take place. The
psychomotor domain includes physical movement, coordination, and use of
the motorskill areas. Development of these skills requires practice and
is measured in terms of speed, precision, distance, procedures, or
techniques in execution. Affective domain includes the manner in which
we deal with things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and attitudes.
3.4. DOMAIN I: Cognitive (Knowledge)
Category Examples, key words (verbs), and
technologies for learning
(activities)

Examples: Recite a policy. Quote

prices from memory to a customer.
Recite the safety rules.

Key Words: defines, describes,

identifies, knows, labels, lists,
matches, names, outlines, recalls,
Remembering: Recall or retrieve recognizes, reproduces, selects,
previous learned information. states

Technologies: book marking, flash

cards, rote learning based on
repetition, reading

Examples: Rewrite the principles

of test writing. Explain in one's
own words the steps for performing
a complex task.

Understanding: Comprehending the
meaning, translation,
interpolation, and interpretation
of instructions and problems.
State a problem in one's own
words.
Applying: Use a concept in a new
situation or unprompted use of an
abstraction. Applies what was
learned in the classroom into
novel situations in the work
place
Translate an equation into a
computer spreadsheet.
Key Words: comprehends, converts,
defends, distinguishes, estimates,
explains, extends, generalizes,
gives an example, infers,
interprets, paraphrases, predicts,
rewrites, summarizes, translates
Technologies: create an analogy,
participating in cooperative
learning, taking notes,
storytelling, Internet search
Examples: Use a manual to
calculate an employee's vacation
time. Apply laws of statistics to
evaluate the reliability of a
written test.
Key Words: applies, changes,
computes, constructs,
demonstrates, discovers,
manipulates, modifies, operates,
predicts, prepares, produces,
relates, shows, solves, uses
Technologies: collaborative
learning, create a process, blog,
practice

Analyzing: Separates material or
concepts into component parts so
that its organizational structure
may be understood. Distinguishes
between facts and inferences.
Evaluating: Make judgments about
the value of ideas or materials.
Examples: Troubleshoot a piece of
equipment by using logical
deduction. Recognize logical
fallacies in reasoning. Gathers
information from a department and
selects the required tasks for
training.
Key Words: analyzes, breaks down,
compares, contrasts, diagrams,
deconstructs, differentiates,
discriminates, distinguishes,
identifies, illustrates, infers,
outlines, relates, selects,
separates
Technologies: Fishbowls, debating,
questioning what happened, run a
test
Examples: Select the most
effective solution. Hire the most
qualified candidate. Explain and
justify a new budget.
Key Words: appraises, compares,
concludes, contrasts, criticizes,
critiques, defends, describes,
discriminates, evaluates,
Creating: Builds a structure or
pattern from diverse elements.
Put parts together to form a
whole, with emphasis on creating
a new meaning or structure
3.5. DOMAIN II: Psychomotor (Skills)
Category
Perception (awareness): The
ability to use sensory cues to
guide motor activity. This
ranges from sensory stimulation,
through cue selection, to
translation.
Key Words: categorizes, combines,
compiles, composes, creates,
devises, designs, explains,
generates, modifies, organizes,
plans, rearranges, reconstructs,
explains,
relates, interprets, revises,
reorganizes, justifies,
relates, summarizes,
rewrites, summarizes, supports
tells,
writes
Technologies:
Technologies: Create a blogging
survey, new model,
write an essay, network
Examples: Write a companywith
others
operations or process manual.
Design a machine to perform a
specific task. Integrates training
from several sources to solve a
problem. Revises and process to
improve the outcome.
Example and Key Words (verbs)
Examples: Detects non-verbal
communication cues. Estimate
where a ball will land after it
is thrown and then moving to the
correct location to catch the
ball. Adjusts heat of stove to
correct temperature by smell and
taste of food. Adjusts the height
of the forks on a forklift by
comparing where the forks are in
relation to the pallet.
Key Words: chooses, describes,
detects, differentiates,
distinguishes, identifies,

Set: Readiness to act. It
includes mental, physical, and
emotional sets. These three sets
are dispositions that
predetermine a person's response
to different situations
(sometimes called mindsets).
Guided Response: The early stages
in learning a complex skill that
includes imitation and trial and
error. Adequacy of performance is
achieved by practicing.
isolates, relates, selects.
Examples: Knows and acts upon a
sequence of steps in a
manufacturing process. Recognize
one's abilities and limitations.
Shows desire to learn a new
process (motivation). NOTE: This
subdivision of Psychomotor is
closely related with the
“Responding to phenomena”
subdivision of the Affective
domain.
Key Words: begins, displays,
explains, moves, proceeds, reacts,
shows, states, volunteers.
Examples: Performs a
mathematical equation as
demonstrated. Follows
instructions to build a model.
Responds hand-signals of
instructor while learning to
operate a forklift.
Key Words: copies, traces,
follows, react, reproduce,
responds
Examples: Use a personal
computer. Repair a leaking faucet.
Mechanism (basic proficiency):
This is the intermediate stage in
learning a complex skill. Learned
responses have become habitual
and the movements can be
performed with some confidence
and proficiency.
Complex Overt Response (Expert):
The skillful performance of motor
acts that involve complex
movement patterns. Proficiency is
indicated by a quick, accurate,
and highly coordinated
performance, requiring a minimum
of energy. This category includes
performing without hesitation,
and automatic performance. For
example, players are often utter
sounds of satisfaction or
expletives as soon as they hit a
tennis ball or throw a football,
because they can tell by the feel
of the act what the result will
produce.
Adaptation: Skills are well
Drive a car.
Key Words: assembles, calibrates,
constructs, dismantles, displays,
fastens, fixes, grinds, heats,
manipulates, measures, mends,
mixes, organizes, sketches.
Examples: Maneuvers a car into a
tight parallel parking spot.
Operates a computer quickly and
accurately. Displays competence
while playing the piano.
Key Words: assembles, builds,
calibrates, constructs,
dismantles, displays, fastens,
fixes, grinds, heats,
manipulates, measures, mends,
mixes, organizes, sketches.
NOTE: The Key Words are the same
as Mechanism, but will have
adverbs or adjectives that
indicate that the performance is
quicker, better, more accurate,
etc.
Examples: Responds effectively
to unexpected experiences.
Modifies instruction to meet the
needs of the learners. Perform a
task with a machine that it was
not originally intended to do
developed and the individual can
modify movement patterns to fit
special requirements
Origination: Creating new movement comprehensive training
patterns to fit a particular
situation or specific problem.
Learning outcomes emphasize
creativity based upon highly
developed skills
3.6. DOMAIN III: Affective (Attitude)
Category
Receiving Phenomena: Awareness,
willingness to hear, selected
attention.
(machine is not damaged and there
is no danger in performing the
new task).
Key Words: adapts, alters,
changes, rearranges, reorganizes,
revises, varies.
Examples: Constructs a new
theory. Develops a new and
programming. Creates a new
gymnastic routine.
Key Words: arranges, builds,
combines, composes, constructs,
creates, designs, initiate, makes,
originates.
Example and Key Words (verbs)
Examples: Listen to others with
respect. Listen for and remember
the name of newly introduced
people.
Key Words: acknowledge, asks,
attentive, courteous, dutiful,

Responds to Phenomena: Active
participation on the part of the
learners. Attend and react to a
particular phenomenon. Learning
outcomes may emphasize compliance
in responding, willingness to
respond, or satisfaction in
responding (motivation).
Valuing: The worth or value a
person attaches to a particular
object, phenomenon, or behavior.
This ranges from simple acceptance social improvement and follows
to the more complex state of
commitment. Valuing is based on
the internalization of a set of
specified values, while clues to
these values are expressed in the
learner's overt behavior and are
often identifiable.
follows, gives, listens,
understands
Examples: Participates in class
discussions. Gives a presentation.
Questions new ideals, concepts,
models, etc. in order to fully
understand them. Know the safety
rules and practice them.
Key Words: answers, assists, aids,
complies, conforms, discusses,
greets, helps, labels, performs,
presents, tells
Examples: Demonstrates belief in
the democratic process. Is
sensitive towards individual and
cultural differences (value
diversity). Shows the ability to
solve problems. Proposes a plan to
through with commitment. Informs
management on matters that one
feels strongly about.
Key Words: appreciates, cherish,
treasure, demonstrates, initiates,
invites, joins, justifies,
proposes, respect, shares
Examples: Recognizes the need for

Organization: Organizes values
into priorities by contrasting
different values, resolving
conflicts between them, and
creating a unique value system.
The emphasis is on comparing,
relating, and synthesizing values. the organization, family, and
Internalizes Values
(characterization): Has a value
system that controls their
behavior. The behavior is
pervasive, consistent,
predictable, and most important
characteristic of the learner.
Instructional objectives are
concerned with the student's
general patterns of adjustment
(personal, social, emotional).
balance between freedom and
responsible behavior. Explains
the role of systematic planning
in solving problems. Accepts
professional ethical standards.
Creates a life plan in harmony
with abilities, interests, and
beliefs. Prioritizes time
effectively to meet the needs of
self.
Key Words: compares, relates,
synthesizes
Examples: Shows self-reliance when
working independently. Cooperates
in group activities (displays
teamwork). Uses an objective
approach in problem solving.
Displays a professional commitment
to ethical practice on a daily
basis. Revises judgments and
changes behavior in light of new
evidence. Values people for what
they are, not how they look.
Key Words: acts, discriminates,
displays, influences, modifies,
performs, qualifies, questions,
revises, serves, solves, verifies
3.7. Kendall’s and Marzano’s New Taxonomy
Marzano and Kendall provide a critical, theoretically
consistent overview of educational objectives with detailed examples
of assessment frameworks that bring the ‘new’ taxonomy to life. The
focus on curriculum design that embeds rigorous assessment is a
helpful contribution to a new generation of educators challenged to
implement content standards for student learning. Provides educators
with a crisp, new lens to re-examine thinking and learning. Motivation
and metacognition, two critical components, are now strategically and
meaningfully integrated in a new taxonomy. This revised hierarchy
takes us beyond Bloom toward a better understanding of educational
theory and practice.
ACTIVITY 3
 In Assessment of Learning 1

Name: Jenell Lumalu Date: 10/30/2020

Course & Year Level: BSEIIIA SOCIAL STUDIES Score:

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

Formulate a procedure to Cognitive Applying

follow in preparing for
class demonstration

2. Formulates new Cognitive Creating

program

3. Perform repeatedly
with speed and
Psychomotor Complex over response
accuracy

4. Listen to others Affective Receiving phenomena

with respect

5. Select the most Cognitive Evaluating

effective among a
 number of solutions

6. Watch a more
experienced performer Psychomotor Guided response

7. Know the rules and

practice them Affective Response to phenomena

8. Show ability to Affective Organization

resolve
problems/conflict

Cognitive Applying
9. Apply learning
principles in studying
pupil behavior

10. Recite prices cognitive remembering

of commodities from
memory

B. Using the indicated topic or subject matter, write learning

outcomes for each of the 3c domains arranged from the simplest to the
most complex level or category.

1. Cognitive: Topic – Investigative Project in Biological Science

 Remembering
  Describe in practice laboratory safety guidelines
relating to work with chemicals and microorganisms.
 Understanding
 Interprets and correctly used scientific terminologies
 Applying
 A place principle of scientific inquiry, differentiate
a theory from hypothesis
 Analyzing
 Analyzes information, to think critically and solve critical
problems.

 Evaluating
 Justify the results clearly and effectively in both
written and oral forms
 Creating
 To design and conduct independent laboratory or field
research that is consistent with the highest standards and
practices of research.

2. Psychomotor: Topic – Table Setting

 Observing
 To identify tools and equipment in table set up
 Imitating
 To follow the standard procedure in table set up
 Practicing
 To manipulate standard procedure of using tools and
equipment needed in table set up.
 Creating
 To measure the standard procedure of table setting
3. Affective: Topic – Developing and Nurturing Honesty

 Receiving
 To understand the true meaning of HONESTY
 Responding
 To develop more positive attitude, strong character,
self control, and a sense of responsibility

3.3. Organizing
 To compare the differences of honesty and lying
3.4. Internalizing
 To serve as a rile model and display the benefits of
being honest.
 Valuing
 To share and demonstrate the importance of being
honest as a human being.