LEARNING

OUTCOMES:
SOURCES AND
CHARACTERISTICS
Elthon Jake C. Buhay, LPT
LEARNING OUTCOMES

At the end of the Chapter, the student should be able to:

 explain the meaning of learning outcomes;
 state the sources of learning outcomes;
 explain why learning outcomes must consider needs of industry
 explain the characteristics of good learning outcomes, and;
 determine whether a given learning outcome is good or not and improve on
learning outcomes that do not meet standards.
INTRODUCTION

• Students who are well-informed about what behaviors are expected

of them in a course/subject or learning activity have a definite guide
learning activity and are therefore perceived to attain success.
• 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.
 MEANING OF
LEARNING OUTCOMES
Institutional Outcomes-Graduate
Attributes

Program Outcomes

Course Outcomes

Learning Outcomes
MEANING OF LEARNING OUTCOMES

Learning outcomes emphasize that these are the

knowledge, skills, and values that students are
expected to demonstrate at the end of the lesson.
These are the ones assessed in the process of teaching-
learning and are expected to be demonstrated at the
end of the lesson.
 1. The institution’s vision and mission
SOURCES statement are a relevant source of
OF student learning expectations. Public
LEARNING schools refer to the public school
OUTCOMES system vision and mission statements as
source of learning outcome.
DEPARTMENT OF EDUCATION,
PHILIPPINES’
VISION, MISSION, AND CORE
VALUES
SOURCES 2. Policies and competencies and
OF standards issued by government
LEARNING education agencies such as the DepEd,
OUTCOMES TESDA, and CHED are prescribed
sources of learning outcomes.
 3. To bridge the gap between academe
and industry, expected competencies
SOURCES identified by the different professions,
OF business, and industry should be
LEARNING adopted to ensure that graduates are
OUTCOMES able to perform as expected in their
respective work places and/or
professions.
 4. For schools to be relevant, they
SOURCES should consider the thrusts and
OF development goals of national
LEARNING government in the formulation of
OUTCOMES learning outcomes. Schools are there
for society and society is also there for
the school.
PROGRAM OUTCOMES FOR TEACHER
EDUCATION BASED ON THE CMO’S

6.1 Common to all programs in all types of schools,

The graduates have the ability to:
a. articulate and discuss the latest developments in
the specific field of practice. (PQF Level 6
descriptor)
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 descriptor)
d. act in recognition of professional, social, and
ethical responsibility
e. preserve and promote “Filipino historical and
cultural heritage” (based on RA 7722)
PROGRAM OUTCOMES FOR TEACHER
EDUCATION BASED ON THE CMO’S

6.2 Common to description (Teacher Education)

a. Articulated the rootedness of education in
philosophical, cultural, historical, psychological,
and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching
methodologies and deliver modes appropriate to
specific learners and their environments.
d. Develop innovate curricula, instructional plans,
teaching approaches, and resources for diverse
learners.
PROGRAM OUTCOMES FOR TEACHER
EDUCATION BASED ON THE CMO’S
6.3 Common to graduates of a horizontal type of
institution as defined in CMO 46, 2012
a. Graduates of professional institutions demonstrate
service orientation in their respective professions
b. Graduates of colleges are qualified for various types
of employment and participate in development
activities and public discourses, particularly in
response to the needs of the communities they serve.
c. Graduates of universities contribute to the
generation of new knowledge by participating in
various research and development projects.
 THE PHILIPPINE
PROFESSIONAL STANDARDS
FOR TEACHERS
 The program outcomes for the teacher education
program in the Philippines must necessarily be based
on the Philippine Professional Standards of Teachers
issued by the Department of Education in Department
Order #42, s. 2017.
 Learning outcomes in teacher education subjects
must take into consideration the program outcomes
laid down by CHED and the Philippine Professional
Standards for Professional Teachers issued by the
Department of Education.
CHARACTERISTICS OF
GOOD LEARNING
OUTCOMES
CHARACTERISTICS OF GOOD
LEARNING OUTCOMES

1. Good learning outcomes are centered on the

student/learner.
 This is the reason why learning outcomes are
referred to as student learning outcomes. Good
learning outcomes are learner-centered. They
describe what the learner is able to do as a result of
teaching.
CHARACTERISTICS OF GOOD
LEARNING OUTCOMES

2. Good learning outcomes are based on and

aligned with the institutional, program and course
outcome.
 It is in aligning learning outcomes with
institutional outcomes that education institutions
realize their institutional outcomes.
CHARACTERISTICS OF GOOD
LEARNING OUTCOMES
3. Good learning outcomes are based on and
aligned with local, national and international trends
and issues.
 From the social reconstructionist point of view,
schools are not ivory towers. They are expected to
help address social problems and so for relevance, it is
necessary that learning outcomes are based on and
aligned with current issues.
CHARACTERISTICS OF GOOD
LEARNING OUTCOMES
4. Good learning outcomes are known and are
very well understood by both students and
faculty.
 The learning outcomes are no secret for the teacher
only. In fact, in OBE and OBTL the teacher starts the
lesson with a clarification of the learning outcome/s to
ensure that each student knows what is/are expected
of him/her.
CHARACTERISTICS OF GOOD
LEARNING OUTCOMES
5. Good learning outcomes includes a spectrum of
thinking skills from simple remembering to creating or
from the lowest and simplest cognitive, unistructural
process to cognitive in Bloom’s and Anderson’s revised
taxonomy of objectives.
 Other than Bloom’s taxonomy, the most popular among
taxonomies of objectives, are other taxonomies of learning
objectives that include simple thinking skills and higher order
thinking skills.
BLOOM’S AND ANDERSON’S
TAXONOMY OF OBJECTIVES

Creating

Evaluating

Analyzing

Understanding

Remembering
OTHER TAXONOMIES
OF LEARNING
OBJECTIVES
 OTHER TAXONOMIES OF LEARNING
OBJECTIVES

McTighe and Wiggins (McTighe, 2018) in their

Understanding by Design (UbD) described four key
types of educational goals — knowledge, basic skills,
long-term understanding and long-term transfer goals.
They also cited 6 facets of understanding.
 MCTIGHE AND WIGGINS’
6 FACETS OF UNDERSTAND
FACETS OF UNDERSTANDING
Explain Provide explanations

Interpret Identify means

Apply Use knowledge in new situation

Have perspective See viewpoints through critical eyes

Emphathize Able to find value in what others may find odd

Have self-knowledge Aware of what they do not understand

FINK’S TAXONOMY FOR SIGNIFICANT
LEARNING

1. Caring
2. Learning how to learn
3. Integrations
4. Human Dimension
5. Application
6. Foundational knowledge
 THE
S TRUCTURE
OF THE
O BSERVED
L EARNING
OUTCOM
E
(SOLO)
 In summary, all the taxonomies of objectives or
outcomes discussed in the foregoing paragraphs begin
with the cognitive process at the lowest level
becoming more complex and higher in level as one
goes higher in the taxonomy of objectives.
CHARACTERISTICS OF GOOD
LEARNING OUTCOMES

6. Good learning outcomes are SMART

 Specific, Measurable, Attainable, Result-oriented,
and Time-bound. “To discuss everything that you
learned from this course” is not a good learning
outcome.
“to illustrate with a concrete example at least 5 principles of learning” is a good
learning outcome. Good learning outcomes are stated using behavioral terms.
CHARACTERISTICS OF GOOD
LEARNING OUTCOMES

“ at the end of the 60-minute period, the students are

expected to illustrate with a concrete example at least 5
principles of learning” is a good learning outcome.
Good learning outcomes are stated using behavioral
terms.
CHARACTERISTICS OF GOOD
LEARNING OUTCOMES

7. Good learning outcomes are useful and

relevant to the learners.
 The learning outcomes are for the learners to attain
at the end of the lesson.
 1. What are the learning outcomes?
2. State the sources of learning
outcomes.
3. Why must the needs of industry
REVIEW FOR be considered in the formulation
MASTERY of learning outcomes?
4. What are the characteristics of
good learning outcomes?
5. How do you determine if a given
learning outcome is good or not?
ANY QUESTIONS?
SLIDE TITE
Thank you for listening!