Lesson 1

Student Learning Outcomes (SLO)

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 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. In this light, all
assessment and evaluation activities should start with the identification and clarification
of the student learning outcomes (SLO). The identified and clarified student learning
outcomes serve as the load stars that will guide both teacher and students in activities
leading to the attainment of the desired learning outcomes.

What is a Student Learning Outcome (SLO)?

Learning outcomes are statements that describe the knowledge or skills students
should acquire by the end of a particular assignment, class, course, or program, and help
students understand why that knowledge and those skills will be useful to them. They
focus on the context and potential applications of knowledge and skills, help students
connect learning in various contexts, and help guide assessment and evaluation.
Good learning outcomes emphasize the application and integration of
knowledge. Instead of focusing on coverage of material, learning outcomes articulate
how students will be able to employ the material, both in the context of the class and
more broadly.
As such, every college program should have a set of college-wide expectations
from student learning which have been previously agreed upon by the faculty of the
program and which the students who pass the different courses under the college
program are expected to demonstrate. The individual teacher may add to his/her course
more student learning expectations but must adopt the agreed-upon college program
expectations and reflect them on each course syllabus. It is important that these common
program-wide expectations are identified and clarified because they are the basis of the
outcomes assessment process.
In addition, attainment of these learning outcomes should be periodically
assessed cooperatively by both the teacher and the students. Periodic assessment helps
the students determine their strengths and deficiencies and become active participants in
outcomes assessment.

Learning Outcomes vs. Learning Objectives?

The distinction between learning outcomes and learning objectives is not

universally recognized, and many instructors may find that the term ‘learning outcomes’
describes what they have already understood by the term ‘learning objectives’. Some
scholars make no distinction between the two terms; those who do usually suggest that
learning outcomes are a subset or type of learning objective. Learning objectives, for
example, may outline the material the instructor intends to cover or the disciplinary
questions the class will address. By contrast, learning outcomes should focus on what the
student should know and realistically be able to do by the end of an assignment, activity,
class, or course. The same goals addressed by learning objectives can be equally
addressed by learning outcomes, but by focusing on the application and integration of

Assessment of Learning II
the course content from the perspective of the student, learning outcomes can more
explicitly and directly address expectations for student learning.
Many instructors may find that the reflective process of developing learning
outcomes is something that they have already incorporated into their course planning
processes. The phrase ‘learning outcomes’ thus simply offers a more precise term for
discussing the creation of learning aims and expectations that center on application and
integration of course content.

What are the sources of expected student learning outcomes?

Expected student learning outcomes may be sourced from any or all of the
following:

a. The institution’s mission statement is a relevant source of student learning

expectations. Public schools refer to the public school system mission or state
school charter as source of learning outcomes. Private schools are either sectarian
or non-sectarian and their mission 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.
b. Policies on competencies and standards issued by government education agencies
such as Department of Education (DepEd), Technical Education and Skills
Development Authority (TESDA), Commission on Higher Education( CHED)
are the prescribed sources of student learning outcomes.
c. 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.
d. The thrusts and development goals of the national government are useful
integration in the identified competencies and expectations from all sectors of
education
e. International trends and development should also be considered in identifying
and determining student learning outcomes to ensure the graduates
competitiveness in the employment and professional practice abroad.
f. It will be enriching if the identified competencies and expectations of students
integrate the basic general education competencies such as the following
competencies listed by the Montgomery College:
 Oral and written communication which includes the ability to use oral and
written language of communication supported by appropriate technology
and enhanced with effective style of presentation.
 Scientific and quantitative reasoning ability which includes competency in
the use of quantitative data, mathematical procedure and scientific
methods of inquiry in decision-making.
 Ability to analyze, synthesize and develop creative solutions which are
the components of higher order thinking skills (HOTS) or competencies.
 Technological competency which involves the ability to use computer
technology in documentation and presentations appropriate in different
academic and professional settings.
 Information literacy involves the ability to efficiently locate and effectively
use information from both print and electronic sources.

Assessment of Learning II
 LEARNING ACTIVITY

Write three examples of student learning outcomes derived from each of the
following sources:

1. Your school’s mission

2. The act enhancing the Philippine basic education system (K to 12 law)
3. Technical Education and Skills Development Authority (TESDA)
4. National Competency-Based Teacher Standards (NCBTS)
5. General education basic competencies.

Assessment of Learning II