’ Learning Outcomes ‘or accounts of what is expected for a learner to know, to act, and tovalue at ft i process, play a vital rolein efforts togdvance’the quality) ‘of education we give}to produce bcellent learners for the transformation of a better world. Intoday’s volatile pandemic, we face the adversities thas brought. No other pandemic could stop students from learning in the new normal. Remote learning is what lies ahead in the teaching-learning process. Nonetheless, classroom undertakings have never been spared from the aftermath of this crisis which, according to Biggs (1999), has led many teachers to see major difficulties in maintaining academic standards in larger and more and. more diversified online classes, However, we need not to worry because we are guided by our learning outcomes in the course of our lesson. Let us then define the learning outcomes tha Learning outcomes are whata learner is€ 5 2 result of a learning process. Measuring learning m particula knowledge (cognitive), 6ktNpsychomota'), or behavior laffective) learners have gained after instruction is complete. The importance of learning outcomes is summarized below: = Learning outcomes help teachers communicate apectations to learners. = Learning outcomes help teachers review curriculum and content. © Learning outcomes help teachers design appropriate assessments. e * Learning outcomes help teachers ‘evaluate the effectiveness of tenching: Jearning. eee = Léarning is constant. Learners learn mental sklls, develop attitudes, and acquire new they perform the glven tasks Biges (2009) further described that learning butcomes are leamer-cenered and. gerfomance-orented: This means that tearing ‘outcomes are stated in an action verb {e.g ‘demonstrate,’ ‘apply,’ etc:) and signal the desired level of performance. He further mentioned that learning outcomes should refer not only to content to be learned but also what's to be done with that content and to what standards. They should be: ~ «statements of what learners ate expected to do att (esson; « stated from the learners’ perspectives; ‘articulated in the form. of action Verbs) that are observable and assessable "behavior, and i oa «linked to criteria for assessing the learners] pe! iplete the process of learning.Anatomy of Learning Outcomes Learning outcome statements may be broken down into three main components: _An.action word that identifies the act to be demonstrated * " Alearning statement that requires what learning will be demonstrated in the act + Acriterion or standard for acceptable act ‘The'table below shows examples of learning outcomes, Table 1. Anatomy of Learning Outcomes. Griterion ‘Action Word Learning Statement (Conditions of (Performance) (Learning) the performance demonstration) - | Applies: principles of teaching when executing lesson Produces data using excel }-societal issues and in terms of their effects on Analyzes environmental factors agriculture In addition, Hoque (2016) defines learning as a continuous development and change in the brain’s design in taking, connecting, categorizing, and utilizing information and even eliminating it after use. Learning domains are classified into three: cognitive domain (knowledge), psychomotor domain (skills), and affective domain (attitudes), Figure 1. Domains of Learning Source: Hoque (2016) Bloom's et al. (1956) taxonomy divides educational objectives intolfhree overlapping > “domains ve (knowledge), affective leitude), and psychomotor (kil) he model Tpooriee earning by helping aie ae aes seg be used lower 1956, 1984; Savckiené, 2010; Testa et al, 2018). 73Three Learning Domains 1. Cognitive Domain (Benjamin Bloom) The cognitive domain is comprised learning skills primarily related to mental " (thinking) processes, In 1956, Benjamin Bloom, together with a group of educational "psychologists, developed a cataloging system for levels of, ive skills, which is often referred to as Bloom’s Taxonomy. Taxonomy means. or classifications. ~ Bloom's Taxonomy classifies knowledge skills according to six levels of categories with corresponding learning outcomes as shown below. The categories are ordered from ow from concrete to abstract as it progresses from higher, to highest level of thinking, and evaluation as the highest. - ee Writing Learning Outcomes ‘Ability to judge value of material for given purpose ‘Appraise, argue, conclude, convince, criticize, decide, ‘evaluate, grade, Interpret, judge, rate, recommend Abllty to put parts together -Asrange, assemble, combine, compile, compose, construct, create, design, develop, generate, invent, make, plan, prepare, Ability to break down information into its components ‘Analyze, appraise, breakdown, categorize, compare, connect, criticize, differentiate, divide, examine, investigate, examine ‘Ability touse learned material in new situation Apply, assess, calculate, complete, compute, demonstrate, develop, examine, interpret, produce, select, show, transfer : ‘Ability to understand and interore information Clarify, contrast, convert, decode, defend, describe, differentiate, discuss, distinguish, explain, illustrate, predict, e Ability to remember facts without necessarily, ‘understanding Collect, define, describe, find, identity lst, memorize, name, order, outline, recall, recognize, repeat, show, state Figure 2. Cognitive Domain Chart ‘Source: Hoque (2016)The Classification of Learning Skills is predicated on four findi i indings fr d _tesaarch (Apple et al., 2003). four findings from pedagogical 1, Learning involves building a tapestry of conceptual, procedural, and metacognitive wl knowledge (Bransford et al., 2000). al 2. Learning results in subject matter mastery, transferable long-term behaviors, and is mature perspectives that can be both measured and elevated (Dewey, 1938). ns. i me 3. Subject matter mastery (conceptual development in an atea of knowledge, joined ny with fluency in applying it) can be planned, cultivated, and assessed using modern a derivatives of Bloom's Taxonomy (Anderson & Krathwoh!, 2001), 4, — Focusing on a small set of life skills at one time helps learners integrate these skills into their lives and elevate their daily performance (Covey, 1989). Note that Bloom's Taxonomy was revised in 2001 after having been used in teaching and instructional planning for almost 60 years (Wilson, 2016). The Revised Bloom’s Taxonomy Krathwohl and Anderson (2001) made a revision to Bloom's Taxonomy to make it more adaptive and relevant to the current era and to advance the level of the cognitive domain. Significantly, to update and meet the needs of curriculum planners, instructional designers, teaching moderators, and learners. More importantly, this revision of changing ‘the words from nouns to verbs, as shown In Figure 3, permits teachers to identify the intricacies of thinking skills expected of learners and provide them with clearer objectives of what they are supposed to accomplish at the end of the lesson. Interchanging the position of ‘evaluate’ and “cteate’ makes creation the central goal of learning. 1956 2001 roduce, Noun ————». to Verb Form. Figure 3. Transition from noun to verb form. (Adapted from Wilson, 2001)Figure 4 describes the changes from the original work of Bloom in 1956 (left column) to that of the revision of Anderson and Krathwohl in 2001 (right column) and Figure 5 4 shows the revised Bloom's Taxonomiy. The revised version enables the ‘teachers, curriculum designers, and educationists to focus on higher-order thinking when preparing for classroom-based activities. Knowledge: Remembering or retrieving previously Jearned material. Examples of verbs that relate to this function are: knew ‘dentiy telatelit efine recall memorize repeat record name recognize aequlre at: ‘Comprehension: The abllty to pasp or construct meaning fom cyterial. Examples of verbs that relate to this function are: iWustrate serena draw represent citferentine conclude ‘entate locate teport recognize explain express identity discuss describe alseuss review infer Remembering: Recognizing or recalling knowledge from memory, Remembering is when memory 's used to produce or retrieve definitions, facts, or lists, oF to recite previously learned information. 2 Understanding Constructing meaning from different types of fonotions be they written or graphic messages OF actives ike interpreting, exemplifing, classifying, “umariting, inferring. comparing or explaining. ‘Application’ The ality to Use learned material, orto {implement material in new anc concrete stations, Examples of verbs that relat to ths function are: organize ‘employ restructure interpret demonstate strate practice caleulate show exhibit dramatize srandlate use ‘operate ‘Analysis: The ability to break down or distinguish the pats of materia into its components 0 that its ‘organizational structure may be better understood. “Examples of vetbsthat relate to this fuction ae: Applying: Carrying out or using a provedure through executing ‘or implementing. Applying relates to or refers to Situations where learned material is used through products tke models, presentations, interviews, er anatng: Breaking materia or concepts into eee satis tmtatoe te eocianis ‘or how they interrelate, or how the parts relate to. fan overall structure oF purpose. Mental. actions inehided. In. this function are _diferentisting, eee nea ek Sew See inerrancy etsia ep when | function by creating spr . surveyEvaluating: (Making judgments based on criteria and standards. through checking and critiquing. Critiques, ecommendations, and reports are some of the synthesis: The ability to put parts together to form a coherent of unique new whole. Examples of verbs that relate to this function are compose planinvent propose produce formulate develop products that can be created fo demonstrate the sesign collectset up atrange processes of evalvation. In the newer taxonomy, assemble generalize construct evaluating comes before creating as it is often a create document organize ecessary part of the precursoty behavior before prepare combine originate ‘one creates something, predict relate derive write modify tell propose: Evaluation: The ability to judge, check, and even. > critique the value of material for a given purpose. Examples of verbs thet relate to this function are: Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new Pattern or structure through generating, planning, ‘oF producing. Creating requires users to put parts together in 2 new way, or synthesize parts into something new and different creating @ new form Judgeassess argue decide validate ‘compare, chooserate co evaluate select appraise value . co praca fr preduet. This process is the most dificult mental measure function in the new taxonomy. deduce Figure 4. Taxonomies of the cognitive domain. (Adapted from Wilson, 2016) -_ Bloom’s Taxonomy Figure 5. Revised Bloom’s Taxonomy. ~ ac sas aceon eae aAffective Domain (David Krathwol) ‘ a Saually important learning domains krathwoht' affective domain taxonomy wiich Includes feelings, emotions, and attitudes. The taxonomy is categorizes according to the Principle of internalization. internalization refers to the internalizee ‘Values that unswervingly directs or controls the person’s behavior (Seels & Glasgow 1990, p. 28). It is comprised of five levels, from lowest to highest: receiving, responding valuing, organization, and characterization (Krathwohl et al., 1964; Anderson et al, 2001). This taxonomy was applied to written self-evaluations to assess changes it ‘affective learning. Each level is described as follows (krathwoh et al., 1964; Andersor etal, 2001): Levels Examples Keywords Receiving: Awareness of the need and |Alearnerlistening | to differentiate, to willingness to hear selected attention | attentivelytohis or | accept, to listen (for), her teacher ora friend | to respond to Responding: Actively participate in__| Alearner participating | to comply with, to learning, including responding to. ina group discussion, | follow, to commend, various appearances. givinga presentation, | to volunteer, to spend complying with Ieisure time in, to procedures, or acclaim following directions Valuing; itis the ability to judge the ‘| Aleader-learner to increase measured worth or value of something, including | sharinghis orher | proficiency in, ‘specific objects, phenomena, behaviors, | ideas on the issue of _|:to relinquish, to or information and to express it clearly | bullying of learners __| subsidize, to support, from simple acceptance to amore _|to debate complex state of commitment. ‘Organization: itis defined as comparing |Alearner spending | to discuss, to theorize, ‘and classifying values, resolving more time in his to formulate, to conflicts between them, and creating | orherstudles than | balance, to examine a unique value system with a primary _| watching movies focus on comparison, relevance, and ‘or staying at play integrated values. Stations Characterization: It is defined as the ‘A learner volunteering | to revise, to require, _ establishment of a value system that —_| to campaign on green | to be rated high in ‘T controls learner behavior, which is | environment beyond. | the value, to avoid, to universal, consistent, predictable, and | his or her time resist, to’ manage, to ‘the most important feature of learners. ; resolve ag Teaching objectives involves individual, | social, and emotional patterns that. : learners adjust to. ve