Program Outcomes and Student Learning Outcomes

• The shift of focus in education from content to student learning outcomes has
changed teachers' instructional perspective. 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 short, teachers were
more content-centered than outcomes-centered.
• The new educational perspective requires teachers to visualize the ideal
graduates three or more years after graduation and right after completion of
the program, i.e., graduation time (as stated in institutional outcomes and
program outcomes.
 Program Outcomes and Student Learning Outcomes
The Commission on Higher Education, 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 the ability to:
• a) articulate and discuss the latest developments in the specific field of practice;
• b) effectively communicate orally and in writing using both English and Filipino;
• c) work effectively and independently in multi-disciplinary and multi-cultural
teams;
• d) act in recognition of professional, social and ethical responsibility, and
• e) preserve and promote "Filipino historical and cultural heritage."
 Program Outcomes and Student Learning Outcomes
Some program outcomes are based on types of higher education institutional
(HEI) because this determines the focus and purpose of the HEI. For example:
• 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 participate 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 "national, regional and local development plans.
 Program Outcomes and Student Learning Outcomes
In addition to the program outcomes of teacher education as a discipline, there
are program outcomes specific to:
• Bachelor of Elementary Education, (CMO No.74,.2017);
• Bachelor of Secondary Education Major in English, Filipino, Mathematics,
Science, Social Studies (CMO No.75,5.2017);
• Bachelor of Early Childhood Education (CMO No.76.5.2017);
• Bachelor of Special Needs Education (CMO No.77.5.2017);
• Bachelor of Technology and Livelihood Education (CMO No.78,S.2017);
• Bachelor of Technical-Vocational Teacher Education (CMO No.79,5.2017);
• Bachelor of Physical Education (CMO No.80.8.2017);
• Bachelor of Culture and Arts Education (CMO No.82.5.2017).
For details, refer to the given CMOS.
 3 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
are measurable, demonstrable and verifiable, the outcomes should be stated as concrete and
active verbs. In mid-nineties, 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) re-arranging the order of the last
two-synthesis and evaluation.
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