Curr 3 PROGRAM OUTCOMES AND LEARNING OUTCOMES a LEARNING OUTCOMES SS > State the program outcomes expected of all educational institutions and educational institutions according to type > Discuss the programs outcomes of teacher education > Distinguish learning outcomes in the 3 domains of learning and in the additional levels of knowledge processing of Kendall and Marzano > Formulate learning outcomes in the cognitive, psychomotor and affective domains in the different levels and in the metacognitive and self-system knowledge processing of Kendall & Marzano INTRODUCTION Th this Chapter, you will distinguish program outcomes from learning outcomes. Learning outcomes come in three (3) different domains — cognitive, psychomotor, and affective. You will also be introduced to Kendall’s and Marzano’s five levels of processing information, mental procedures and psychomotor procedures. 3.1, 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 other words, 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. The Commission on Higher Education, the body that regulates higher education in the 19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 66. b) effectively communicate orally and in writing using both English and Filipino. ‘ ) work effectively and independently in multi-disciplinary and multi-cultural teams 67. d) act in recognition of professional, social, and ‘ethical responsibility. e) preserve and promote “Filipino historical and cultural heritage” 68. Some program outcomes are based on HEI type 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”. The program outcomes specific to degrees are programs spelled out in the specific Policies, Standards and Guidelines (PSGSs) per program or degree issued by the same Commission. The following are the program outcomes for the Bachelor in Elementary Education (BEEd) degree/program that were endorsed to the Commission en bane for approval as of writing time. 3.2 Program Outcomes for Teacher Education a. Articulate the rootedness of education in philosophical, socio- cultural, historical, psychological, and political contexts. b. Demonstrate mastery of subject matter/discipline. c, Facilitate leaming using a wide range of teaching methodologies and delivery modes appropriate to specific leamers and their environments.Chapter 3 - Program Outcomes and Leaming Ovtoomes d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse leamers. e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices. f Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes. g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities. h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities. 3.3. The Three 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) slightly re-arranging the order. * These three domains of learning are given in detail in the succeeding pages.word Categories/Levels Outcomes Verbs 4.1 Remembering: recall of previously leamed information 1.2 Understanding: instructions; state a problem in one's own 1.3 Applying: using what was leamed in the Classroom into similar discover, modify, prepare, new situations 1.4 Analyzing: separating analyze, compare, contrast, materials or concept Giagram, differentiate, into component parts to | distinguish, ilustrate, understand the whole | outline, select 1.5 Evaluating: judging the value of an idea, object | criticize, critique, defend, or material evaluate, relate, support, 1.6 Creating: building a structure or pattern; putting parts together __ (Source: Bloom, Benjamin S Taxonomy. 34, DOMAIN I: Cognitive (Knowledge) define, describe, identify, label, match, list, name, outline, recall, recognize, reproduce, select, stale sewing machine distinguish, estimate, comprehending the explain, give example, the pears in pee cycle meaning, translation interpret, paraphrase, ofa a " is a! and interpretation of summarize the different geometric figures Apply, change, compute, Use a mathematical construct, demonstrate, produce, show, solve, use family of six. parts of a tree Compare, conclude, Defend a research Justi Categorize, combine, Compile, compose, devise, design, plan, organize, revise, rearrange, generate, modify Class demonstration and documents into a for a school subject Table 1. Domain |; Cognitive (Knowledge) - of Educatic ; Book 1: Cognitive Domain, 2 edn vine eoa Learning Outcomes Statements Recite the multiplication tables; match the word with the parts of the picture of a Explain in one's own words formula to solve an algebra problem; prepare daily menus for one week for a Observe a classroom and list down the things to be improved; differentiate the proposal; select the most effective solution; critique a Compile personal records Portfolio; write a syllabusChapter 3 - Program Outcomes and Leaming Outcomes iA Applying Understanding Remembering Figure 2. The Categories/Levels of Cognitive Domain Learning Objectives Arranged Hierarchically (Source: Bloom, Benjamin S. Taxonomy of Educational Objectives Book 1: Cognitive Domain, 2nd edition, June 1984)ASSESSMENT OF LEARWING OuToowes (AssesswenT 1) 3.5. DOMAIN II: Psychomotor (Skills) In the early seventies, E Simpson, Dave and A.S. Harrow recommended categories for the Psychomotor Domain which included physical coordination, movement and use of the motor skills body parts. Development of these skills requires constant practice 10 accuracy and speed, Simpson contributed 7 categories, Dave 5 categories and Harrow 6 categories. Cercle Example and Key Words (verbs) Perception (awareness): The Examples: Detects non-verbal communication cues. ability to use sensory cues Estimate where a ball will land after it is thrown and to guide motor activity, This then moving to the correct location to catch the ball Tanges from sensory stimulation, | Adjusts heat of stove to correct temperature by smell through cue selection, to and taste of food, Adjusts the height of the forks on a translation. forklift by comparing where the forks are in relation to | the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects Set: Readiness to act. It Examples: Knows and acts upon a sequence of steps includes mental, physical, in a manufacturing process. Recognize one’s abilities and emotional sets. These and limitations. Shows desire to learn a new process three sets are dispositions (motivation), NOTE: This subdivision of Psychomotor that predetermine a person's is closely related with the “Responding to phenomena” Tesponse to different situations _ | subdivision of the Affective domain. (sometimes called mindsets). Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers. Guided Response: The early | Examples: Performs a mathematical equation as stages in learning a complex demonstrated. Follows instructions to build a model skill that includes imitation and _ | Responds hand-signals of instructor while learning to trial and error. Adequacy of operate a forklift. performance is achieved by practicing. Key Words: copies, traces, follows, react, feproduce, responds Mechanism (basic Examples: Use a personal computer. Repair a leaking proficiency): This is the faucet. Drive a car. intermediate stage in learning a complex skill. Learned Key Words: assembles, calibrates, constructs, fesponses have become dismantles, displays, fastens, fixes, grinds, heats, habitual and the movements manipulates, measures, mends, mixes, organizes, can be performed with some sketches. ‘confidence and proficiency. Table 2. Domain Il: Psychomotor (Skills) (Source: htfo://www.nwlink.com/~donclark/hrd/Bloom/psychomotor. domain. htm! Retrieved, February 3, 2017)Chapter 4 ~ Program Outcomes and Leaming Outcomes a ect Complex Overt Response (Expert): The skilful performance of motor acts that involve complex movement pattems, Proficiency is indicated bya 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 Adaptation: Skills are well developed and the individual can modify movement pattems to fit special requirements. Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes highly developed skills, produce. emphasize creativity based upon SU CU AC) A CCM) 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 (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 comprehensive training programming, Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.Assesment oF Learwwa Ourcowes (Assessuent 1) Psychomotor Domain Taxonomies Dave (1975): PEC OY Imitation — Observing and patterning behavior after someone else, Performance may be of low quality, Manipulation — Being able to perform certain actions by memory or following instructions. Precision — Refining, becoming more exact. Performing a skill within a high degree of precision Articulation — Coordinating and adapting a series of actions to achieve harmony and internal consistency. Naturalization — Mastering a high level performance until it become second-nature or natural, without needing to think much about it: Example and Key Words (verbs) Examples: Copying a work of art. Performing a skill while observing a demonstrator. Key Words: copy, follow, mimic, repeat, replicate, reproduce, trace Examples: Being able to perform a skill on one’s own after taking lessons or reading about it. Follows instructions to build a model. Key Words: act, build, execute, perform Examples: Working and reworking something, so it will be ‘just right.” Perform a skill or task without assistance. Demonstrate a task to a beginner. Key Words: calibrate, demonstrate, master, perfectionism Examples: Combining a series of skills to produce a video that involves music, drama, color, sound, etc. Combining a series of skills or activities to meet a novel requirement. Key Words: adapt, constructs, combine, creates, customize, modifies, formulate Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Michael Jordan playing basketball or Nancy Lopez hitting a golf ball, Key Words: create, design, develop, invent, manage, naturallyChapter 3 ~ Program Harrow (1972): PENT Reflex Movements — Reactions that are not learned, such asa involuntary Fundamental Movements — Basic movements such as walking, or grasping: Perceptual Abilities — Response to stimuli such as visual, auditory, kinesthetic, or tactile discrimination, Physical Abilities (fitness) — Stamina that must be developed for further development such as strength and agit. | Skilled movements — Advanced Heamed movements as one would find in sports or acting, Nondiscursive communication — ‘Use effective body language, such as gestures and facial expressions. reaction ee ee SEES | [peers cl a, Outcomes and Leaming Outcomes — EST Key Words (verbs) Examples: instinctive Tesponse Key Words: react, respond nen Examples: perform a simple task Key Words: grasp an object, throw a ball, walk Examples: track a Moving object, recognize a pattern Key Words: catch a ball, draw or write Examples: gain strength, run a marathon Key Words: aalty, endurance, strength Examples; Using an advanced series of integrated movements, perform a role in a stage play or play in a set of series in a sports game, Key Words: adapt, constructs, creates, modifies piesa) Examples: Express one’s self by using movements and gestures Key Words: arrange, compose, interpretationAssesswent oF Learn Outcomes (Assessuent 1) Gs eA 3.6. DOMAIN III: Affective (Attitude) The affective domain refers to the way in which we deal with situations emotionally such as feelings, appreciation, enthusiasm, motivation, values, and attitude. The taxonomy is ordered into 5 levels as the person progresses towards internalization in which the attitude or feeling consistently guides or controls a person’s behavior. Internalizing Organizing Responding Receiving Figure 3. The Categorles/Levels of Affective Domain Learning Objectives Arranged Hierarchically Source: D.R. Krathwohl, B.S. Bloom, B.B. Masia (1964) Taxonomy of Educational Objectives: Handbook |I-Affective Domain, New York: David Mckay Co.Chepe3-Pogan Ones nd Leaning Ocanes ee aa 4 These contributions from Simpson, Dave and Harrow have been Te-onganized and simplified into 4 categories or levels, Categories/Levels Outcomes Verbs Learning Outcomes Statements 2.4 Observing: active Watch, detect, distinguish, | Detect non-verbal mental attention to a differentiate, describe, communication cues; watch physical activity relate, select @ more experienced person; observe and read directions 2.2 Imitating: attempt begin, explain, move, Show understanding and to copy a physical display, proceed, react, do sequence of steps with behavior show, state, volunteer assistance; recognize one's limitations 233 Practising: performing a specific activity bend, calibrate, construct, | Operate quickly and differentiate, dismantle, accurately; display repeatedly Gisplay, fasten, fix, grasp, | competence while grind, handle, measure, performing, performance is mix, operate, manipulate, moving towards becoming mend automatic and smooth. 24 Adapting: fine tuning the skill and making minor adjustments to attain perfection organize, relax, shorten, Perform automatically; sketch, write, re-arrange, construct a new scheme! compose, create, design, | sequence; apply skill in originate new situation; create a new Toutine, develop a new program Table 3. Simplified and Re-organized Categories or Levels of Leaming in the Psychomotor DomainCategories/Levels 3.4. Receiving: being aware or sensitive to something and being willing to listen or pay attention 3.2 Responding: showing commitment to respond in some measure to the idea or phenomenon 3.3 Valuing: showing willingness to be perceived as valuing or favoring certain ideas 3.4 Organizing: arranging values into prionties, creating a unique value system by comparing, relating and synthesizing values 5 Internalizing: practicing value system that controls one's behavior; exhibiting behavior that Is consisted pervasive, predictable and Characteristic of the person Outcomes Verbs select, point t0, st, choose, describe, follow, hold, identity, name, reply answer, assist, and, comp, conform, discuss, greet, help, perform practice, read, recite, report, tel, write complete, demonstrate, differentiate, explain, follow, invite, join, justify, propose, report, share, study, perform arrange, combine, complete, adhere, alter, defend, explain, formulate, integrate, organize, relate, synthesize act, display, influence, listen, discriminate, listen, modify, perform, revise, solve, verity Learning Outcomes Statements fo others with respect, try to re profie and facts remember articpate in discussions, gives oeecaln know the rules and ractice them; question concepts in order to understand them wel Demonstrate belief in the concept or process; show ability to resolve Accept responsibilty, recognize the need for balance between freedom and responsible behavior, explain how to plan to solve problem; prioritize time effectively for family, work and personal life problems/conflicts propose plan for improvement, inform management! supervisor on matters that need attention Show self-eliance when asking; Cooperate in group activities; demonstrate objectivity in problem- solving; revise judgment in light of new evidences, value people for what they are and not for how | they look. Figure 4. The Categories / Levels of the Affective Domain (Source: Krathwool, David R. and Benjamin Bloom. Taxonomy of Educati ‘ect II; Affective Domain (The Classification of Educational Goals) ‘ay nn eaies fiancbookearn 31. Kendall’s and Marzano’s New Taxonomy arzano instead of categorizing learning activities eee Nea on did, reframed the three domains of pu Beg cticn mental procedures and psychomotor jaonenes by describing six levels of processing knowledge. an) a 5). The first four levels of processing are cognitive, Bee er th the lowest (retrieval) then moving upward with Oa cognitive complexity -- comprehension, analysis, and ee ae slvation. The fifth level of processing, the metacognitive ies the learner’s specification of learning goals, eee of the learner’s own learning process, clarity and accuracy Pere canes learning. (See Figure 5) , j : The highest level of knowledge processing self-system, involves the learner’s examination of the importance of pie learning task and his/her self-efficacy. It also involves the learner’s examining his/her emotional response and his/her motivation of learning. = i § Figure 5. Kendall's and Marzano’s New Taxonomy (Source: Marzano, RJ, and J.S. Kendall. The New Taxonomy of Education Objectives, 2nd ed.)‘The New Taxonomy (Marzano and Kendall, 2007) ora spec ovis 19 them Self & Examining ‘The student can analyze how im ; CO ee arene trmaie mene mvt ee understanding of specific nowled. Pee 5" iste Th aden can ery enol sponses seed Whee of Emotional ‘knowledge and determine why those associations © , ae ©,» | Examining Ti eon ean tong nen PONS se baby arte epee iG Speing Gas Te cn eS pols relative to knowedge and develop «plan oy accomplishing the : i Process “The student can sel monttorthe process of achieving # goal — F Moitociag |The student an detemine how el they uodestand Koowledge. “The mudent can detennine how accurate their understanding of know ledge stag efend theijudgment. - rs investigates researc find out about, take a position on; what are the diecng features of how & why did this happen; what would have happened if The stadent enerates a hypothesis and uses the assertions and opinions of othe to test the hypothesis. ‘ Experimenting | experiment; generate and test; test the idea’ that would happen ifs how ‘would you test hat; how would you determine ifs how can this be explained; | based on the experiment, what can be predicted The student generates and tessa hypothesis by conducting an experiment and collecting data, Problem-Solving. solve; how would you overcome; adapt develop a strategy to; figure outa way 10; how will you reach your goal undec these conditions __ "| The student can accomplish a goal for which obstacles exist. Decision-Making »| decide; select the best among te following altematives; which among the i following would be the best; what is the best way; which of these is most suitable ‘The student can select among altematives that initially appear to be equal and | * defend their choice. cit Y } Specifying make and defend; predict; judge; deduce; what would have to happen; develop an argument for, under what conditions a The student can make and defend predictions about what might happen. ‘whit conclusions can be drawn; what inferences can be made; creat a principle, | seneralizaton ot rue; trace the development of form conclusions | The studet can infer iew generalizations from known knowledge. | ‘entifyerors or problems; identify issues or misunderstandings; assess titiqu; diagnose; evaluate; eit revise, ‘ | The student can identify and explain logical or factual errors in knowledge. ‘classify; organize; sort; identify a broader category; identify different types ‘eategories ‘The student can identify super ordinate and subordinate categories to which information belongs. x Matching Categorize; compare & contrast; differentiate: discriminate; distinguish: sort: Roark oe ential; discriminate; distinguish; sor; ee Se et sn adits nol, a ae? Pict represent; illustrate; draw; show; use models; diagram pis can depict critical aspects of knowledge ina pictorial of symbolic Integrating, describe how or why; describe the key pars of describe the effect, describe ie explain. ways in which; paraphrase; summarize ‘he rtcal or essential elements of knowledge. mee ENO URGEEE Figure 6. The New Taxonomy in Detail ‘Source: http://www greatschoolspartnershlp.org/wp-contenYuploads/2014/06%3B Marzan | Verbs 3.16.121,pdf 10_New._Taxonomy Chart with.For additional information on the new taxonomy of Marzano and Kendall, refer to Figure 6. 3,8, Exercises 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 leaming outcome belongs. 4. Formulate a procedure to follow in preparing for class demonstration 2, Formulate new program Domain LevellCategory* 3, Perform repeatedly with speed and accuracy 4, Listen to others with respect. 5, Select the most effective among a number of solutions 6. Watch a more experienced performer 7. Know the rules and practice them : 8. Show ability to resolve problems/conflcts 9, Apply learning principles in » studying pupil behavior 10. Recite prices of commodities ~ from memory 2 * For the psychomotor domains, use Harrow's Classification to determine level. _*For the goa domain use Bloom's and Anderson's taxonomy, | en eel FASSESSMENT OF LEARNING Outcomes (AssesSweNT 1) pecan Laat ARNE TS SO ene) ie coer ee B. Using the indicated topic or subject matter, write the learning outcomes for each of the 3 domains arranged from the simplest to the most complex level or category. 1.Cognitive: Topic - Investigative Project in Biological Science 1. Remembering 1.2. Understanding 1,3. Applying 1.4. Analyzing 1.5. Evaluating 1.6. Creating 2.Psychomotor: Topic - Table Setting 2.1. Observing 2.2. Imitating 2.3. Practicing 2.4. Adapting 3. Affective: Topic - Developing and Nurturing Honesty 3.1 Receiving 3.2 Responding 3.3 Valuing 3.4 Organizing 3.5 Intemalizing C. Based on Kendall’s and Marzano’s new taxonomy, select learning competencies from the K to 12 Curriculum Guide to illustrate levels of difficulty found in the new taxonomy of Kendall and Marzano. Refer to Kendall’s and Marzano’s new taxonomy in Figure 5.