(APTER LEARNING OUTCOMES: SOURCES AND CHARACTERISTICS “Teach to the individual, not to the curriculum.” I teaming Outcomes EA 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; e explain the characteristics of good learning outcomes and determine whether a given leaning outcome is good or not and improve on learning outcomes that do not meet standards. Introduction In OBE, the focus is on learning outcomes. Leaming outcomes are naturally associated with learners thus the phrase student learning outcomes. Don't get confused. We are still referring to the same learning outcomes focused on the student or the learner. 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 are 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. 3132 Assesswent my LEABhns 2: AUTHENTIC ASSESSVENT Meaning of Learning Outcomes Based on Figure 3 in Chapter 2, outcomes come in different levels. The intended institutional outcomes, the broadest of all outcomes, are derived from the institution's vision and mission, From the institutional outcomes, schools derive their graduate attributes (which are also termed student outcomes), Below the institutional outcomes are program outcomes. For the teacher education program, the program outcomes are laid down in the Memorandum Orders from the Commission on Higher Education, | CMO No. 74 to 80, s. 2017, Higher educational institutions which | have their own institutional outcomes that are derived from their VMG (vision, mission, goals) may add program outcomes to these program outcomes issued by CHED, More specific than the program outcomes are the course outcomes, the outcomes for each | subject in the curriculum, Most specific are the learning outcomes | which others call intended leaning outcomes or student learning outcomes to 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- leaming and are expected to be demonstrated at the end of the lesson, Teaching objectives are not the same as learning outcomes. Teaching objectives are formulated from the point of the teacher while leaming outcomes are formulated from the point of view of the leamer. Teaching objectives state what the teacher does while learning outcomes state specifically what knowledge, skill or value must be demonstrated by the leamer after instruction. There should be no disconnect between teaching objective and learning outcome. In the words of OBE, they must be aligned. Sources of Learning Outcomes 1. The institution's vision and mission statements are a relevant source of student learning expectations. Public schools refer to the public school system vision and mission statements as source of learning outcomes. Private schools are either sectarian or non-sectarian and their vision and mission statements 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,Chapter 3 Leaming Outcomes: Sources and Characteriste Below are the vision and mission statements and core values of the Department of Education, Philippines: THE DEPED VISION We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. As a leamer-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders. THE DEPED MISSION To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: Students lear in a child-friendly, gender- sensitive, safe, and motivating environment. Teachers facilitate learning and constantly nurture every learner. Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen. Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long Jearners, OUR CORE VALUES Maka-Diyos Maka-tao Makakalikasan Makabansa 33"SSESSUENT IN LEARNS d: AUTHENTIC ASSESSIEN a If school teachers observe constructive alignment, then wwe expect that their teaching-leaming activities and assessment tasks are aligned with their learning outcomes (what they call learning dbjcetives) which are in turn aligned with the DepEd Vision-mission statements, Teacher education — institutions must teach the future teachers to align their lessons (learning outeomes, teaching-leaming activities and assessment tasks) with the Depld vision and mission statements. 2. Poheies and competencies and standards issued by government education agencies such as the Department of Education (DepFd). Technical Education and Skills Development Authority (TESDA) and the Commission on Higher Education + (CHED) are preseribed sources of learning outcomes, The Depkd issued the K to 12 Curriculum Guide that contains the competencies expected to be taught by teachers in the basic education level. It likewise issued the Philippine Professional Standards for Teachers (PPST). TESDA likewise has a list of competencies per course and CHED has program outcomes and course outcomes for all programs. (The PPST from DepEd and the program outcomes of teacher education from CHED are given below.) : 3. To bridge the gap between academe and industry, 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. In the Philippines, the various Professional Regulatory Boards of the Professiénal Regulation Commission have come up with lists of competencies expected of professionals, The Board for Professional Teachers, for example, has a list of these competencies in its Table of Specifications (TOS). 4. For schools to be relevant, they should consider the thrusts and development goals of national govemment in the formulation of learning outcomes. Schools are there for society and society is also there for the schools, In a global world and for global citizenship, the determination of learning outcomes must likewise ‘consider international trends and development. This makes graduates globally competitive. Amidst talk on glocal citizenship, it is(Chapter 3 ~ Learning Outcomes: Sources and Characteristic, 36 no longer adequate to work for the realization of learning outcomes that are attuned only to local needs. Global needs must be given equal attention to to make graduates glocal who are ready to respond to the needs to both local and global communities Examples of these intemational developments are the 2030 Agenda for Sustainable Development, the ASEAN Qualifications Reference Framework and the Philippine Qualifications Framework. Program Outcomes for Teacher Education Based on the CMOs Based on CMOs 74-80 s, 2017, The Policies, Standards and Guidelines for the teacher education program, graduates of all programs in all types of schools (professional institution, college or university) have the ability to: 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 discriptor) d. act in recognition of professional, social and ethical responsibility. €. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722) 6.2 Common to the discipline (Teacher Education) a. Articulated the —_rootedn 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 delivery modes appropriate to specific learners and their environments.36 | Assescuenr mw Leamwns 2: AUTHENTIC ASSESSHENT 4. Develop innovate curricula, instructional plans, teaching approaches, and resources for diverse learners, 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 for Teachers issued by the Department of Education in Department Order #42, s. 2017. While the program outcomes for teacher education issued by the Commission on Higher Education were based on the PPST, it may be good to present the gist of the professional standards contained in 7 Domains, 37 strands. Quality teachers in the Philippines need to possess the following characteristics: recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound and critical understanding of the application of theories and principles of teaching and learning. They apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research. They display proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to promote high- quality learning outcomes, Provide learning environments that are safe, secure, fair and supportive in order to promote‘Chapter 3 - Learning Outcomes: Sources and Characteristic learner responsibility and achievement. They create an environment that is learning-focused and they efficiently manage learner behavior in a physical and virtual spac They utilize a range of resources and provide intellectually challenging and stinulating activities. to encourage constructive classroom interactions geared towards the attainment of high standards of learning. establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics and experiences as inputs to the planning and design of learning opportunities. They encourage the celebration of diversity in the classroom and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment. interact with the national and local curriculum requirements. They translate curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning. They apply their professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to learners’ needs and incorporate a range of teaching and learning resources. They communicate learning goals to support learner Participation, understanding and achievement. apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement. They use assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. They provide learners with the necessary feedback about learning outcomes that informs the reporting cycle and enables teachers to select, organize and use sound assessment processes. establish school-community partnerships aimed at enriching the learning environment, as well as the community’ engagement in the educative process. They identify and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspirations of the wider school community and other key stakeholders. They understand and fulfill their obligations in upholding professional ethics, accountability and lw38 | Assessuer m Leasunc 2: Avmannc ASSESSMENT transparency 10 promote professional and harmonious relationships with learners, parents, schools and the wider community Viale personal growth and professional development sind evhilit high personal regard for the profession by maintaining qualities that uphold the dignity of teaching such ax caring attitude, respect and integrity. They value personal and. professional reflection and learning to snove their practice, They assume responsibility for personal growth and professional development for lifelong earning, The 7 Domains and 37 strands of the PPST are in Appendix A. Leaming 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, In summary, when teacher formulates his/her learning outcomes, he/she takes into consideration the. institutional ‘outcomes, the program outcomes from the CHED, the Philippine Professional Standards for Teachers and the DepEd vision and mission statements since DepEd is the main employer of teacher education graduates. 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 Jearmer-centered. They describe what the leamer is able to do as a result of teaching, Here is an example, “The learner is able to write a paragraph that observes unity, coherence, variety... “To teach the students how to write a good paragraph is not leamer-eentered, It is teacher-centered instead. It is a teaching objective not a learning outcome. Teaching objectives belong to the teacher while learning outcomes belong to the learner, 2. Good learning outcomes are based on and aligned with the institutional, program and course outcomes. It is in aligning learning outcomes with institutional outcomes that educational institutions realize their intended institutional outcomes, It is ift‘Chapter 3 ~ Learning Outcomes: Sources and Characteristic aligning learning outcomes with intended program outcomes issued by the regulating body (in the case of the Philippines, the Commission ‘on Higher Education) that the program outcomes are also realized. It is in aligning the learning outcomes to the course outcomes that cach course/subject in the teacher education curriculum attains its course outcomes. 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. Aligning learning outcomes with local, national and international issues ensures teaching-learning that is relevant and attuned to the local and global world of learners. 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. Some teachers have the commendable practice of writing the learning outcome on the board. Good learning outcomes include 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. You have learned this in the first course on assessment, Assessment in Learning |. For a review, Bloom's and Anderson’s taxonomy of objectives are given here. 39yom's and Anderson's Taxonomy of Objectives Figure 7. B Other than Bloom’s taxonomy, the most popular among taxonomies of objectives, are other taxonomies of leaming objectives that include simple thinking skills and higher order thinking skills. Below are taxonomies of MeTighe and Wiggins, Marzano, Fink and Biggs and Collins. All of these taxonomies of objectives include objectives from the lowest to the highest levels. MeTighe and Wiggins (McTighe, 2018) in their Understanding by Design (UbD) described four key types of educational goals ~ knowledge, basic skills, long-term erstanding and long-term transfer goals. They also cited, 6 of understanding. Knowledge goals specify the knowledge that students should know while basic skills state what students should be able to do. Understanding goals refer to students’ grasp of big ideas. Learner's understanding is demonstrated when they can: Provide explanations Explain interpret ‘Apply + Seo viewpoints through eritical eyes *__ Able to find value in what others may find odd + Aware of what they 40 not understand > _ Empathize 7 Have self-knowledgeChapter 3~Leaming Outcomes Sources and Characerste | 44 eS ‘erm transfer goals refer to students’ capacity to apply what they have learned to new situation or different context, Long- term transfer goals are often transdisciplinary in nature, They encompass complex skills like critical thinking, collaboration, developmental habits of mind such as persistence and self- regulation. (MeTighe, 2018) Fink’s Taxonomy for Significant Learning (Fink, 2003) includes: 1, Caring — developing new feelings, interests and values) 2. Learning how to leam — becoming a self-directed learner 3. Integration — connections 4. Human Dimension ~ learning about self and others 5. Application — skills (critical, creative and practical thinking) 6. Foundational knowledge — understanding and remembering. Like Bloom and Anderson, Marzano, Fink, McTighe and Wiggins, Biggs also begins with the simplest cognitive skill. See Biggs’ SOLO taxonomy below. SOREN) PG eer aOUCmnt Caer CLT ets a | on a eras rr Mentty eer Neme un Pare error il | eee amr y A mero ret eee Tr CLD Pee Teme Ce CC Observed Learning Outcome Figure 8. The Structure of (SOLO) 2 (Source: Fink,D.(2003). Creating Significant Learning Expetiences. Colombia: Jossey-Bass.)42 ‘ASSESSMENT Iv LeaRwns 2: AUTHENTIC ASSESSMENT The Structure of the Observed Learning Outcome (SOLO) is a means of classifying learning outcomes in terms of their complexity, Learning becomes more complex as it progresses, Teaching-leamning begins with one or few aspects of the task (unistructural), then tackling several aspects of the task unrelated and so tasks that are independent of each other (multistructural), then integrating the multiple aspects into a whole (relational), and finally generalizing into something abstract (extended abstract), See the behavioral terms that apply per level. i 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. Good learning outcomes are concerned not only with the cognitive process in the lower level like remembering but also with more complex outcomes in the higher cognitive level such as applying, evaluating and creating. 4. Good learning outcomes are SMART - Specific, Measurable, Attainable, Result - oriented and Time-bound. “To discuss everything that you leamed from this course” is not a good leaning outcome. It is not specific. But “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. 5. 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. It is easier for the learners to realize the learning outcomes if they are of use and of relevance to them. If the learning outcomes are relevant, the learners see the importance or significance of realizing the learning outcomes in their life. It is quite difficult for learners to learn something which has no relevance to their life.Learning outcomes are the knowledge, skills and values that students are expected to demonstrate at the end of the lesson. Teaching objectives are not synonymous to learning outcomes. Teaching objectives are teacher-centered while learning outcomes are learner-centered. Teaching objectives ¢ what the teacher does while learning outcomes state what learners are expected to do. Learning outcomes are derived from the following: — vision and mission statements of educational institutions; . policies, outcomes and competencies issued by the DepEd such as the Philippine Professional Standards for Teachers (PPST); — program outcomes for teacher education issued by the Commission on Higher Education (CHED); — Table of Specifications for the Licensure Examination for Teachers from the Professional Regulatory Board for Professional Teachers; — the competency standards from the Technical * Education Skills Development Authority (TESDA) — national and regional developmental goals and framework like The Philippine | Qualifications Reference Framework (PQRF) — international trends like the 2030 Agenda for Sustainable Development, ASEAN Qualifications Reference Framework (AQRF); and needs of industry Learning outcomes must be based on needs, of industry to eliminate the gap between the academe and industry and so make teaching-learning relevant to the needs of industry to prepare the graduates adequately for their future jobs Good learning outcomes are learner - centered, The learning outcomes describe very clearly what the learner is expected to know and do based on and aligned with the institutional, program and course outcomes. CASSESSMENT IW LEARWNG 2: AUTHENTIC ASSESSENT Ee © Good leaming outcomes are based on and aligned with needs of industry and with local, national and international trends and issues. What are taught are relevant to the needs of industry and are in keeping with local, national and international trends known and are very well understood by both students and faculty. ¢ When learning outcomes are specific and crystal clear, teachers are given clear direction in teaching and learners see and understand clearly what are expected of them. © Learning outcomes include a spectrum of thinking skills from simple remembering to creating or from the lowest and simplest cognitive, unstructural process to the higher cognitive and integrative processes. -