Learning Outcomes

• Formal statements that articulate:

– What students are able to do
after instruction?

• A specific statement of what students

can demonstrate, represent, or
produce (Maki,2005)
• Observable, assessable, and
measurable

• Relevant and meaningful to

learner

• students have to do their part

Effective Learning Outcomes
are SMART
• Specific

• Measurable

• Attainable

• Relevant

• Time-bound
 Ineffective learning outcome
are:
• Intangible and poorly defined
• Broad and not specific
• Difficult to assess
• Do not clearly define what
“competence” or mastery” of the
material looks like
• Lengthy, jargony, “padded”
Parts of learning outcome
A
audience

B
behavior

C
criteria
 “A” for AUDIENCE

Who?
Make our learning outcomes student-
centered

• TSWBAT= the student will be able

to
• TLSBAT= the learner should be
able to
 “B” for BEHAVIOR

What do you expect them to be able

to do as a result of the learning?
 “C” for CRITERIA

What constitutes a minimum

acceptable performance?
 How to write learning
outcomes
• Remember to consider the student's
perspective when writing learning
outcomes and ask what should the
student be able to know, do at the end
of this unit that they could not do at
the beginning.
• Start your learning outcome
statements with an action verb. For
cognitive outcomes use verbs that go
beyond knowledge and
comprehension. Aim for higher-level
verbs which require students to
evaluate, analyze, synthesize and
critique. The use of these verbs
ensures that the learning is
measurable.
• Try to keep to one discrete learning
outcome per statement, unless they
are closely related.
• Focus only on what’s important;
avoid the trivial. An outcome
statement should capture in an
integrated way the abilities, skills,
attitudes and/or values that will
demonstrate the attainment of that
outcome.
Bloom’s Taxonomy
 KNOWLEDGE
Cite Quote Tell
Count Read Trace
Define Recite Write
Describe Recognize
Draw Record
Identify Relate
Indicate Repeat
List Select
Name State
Point Tabulate
 COMPREHENSION
Associate Discuss Interpret
Classify Distinguish Locate
Compare Estimate Predict
Compute Explain Report
Contrast Express Restate
Describe Extrapolate Review
Differentiate Interpolate Translate
 Application
Apply Interpret Review
Calculate Locate Schedule
Complete Operate Sketch
Demonstrate Order Solve
Dramatize Practice Translate
Employ Predict Use
Examine Relate Utilize
Illustrate Report
Interpolate Restate
 Analysis
Analyze Differentiate Separate
Appraise Distinguish Summarize
Contrast Experiment
Criticize Infer
Debate Inspect
Detect Inventory
Diagram Question
 Synthesis
Arrange Formulate Produce
Assemble Generalize Propose
Collect Integrate Specify
Compose Manage
Construct Organize
Create Plan
Design Prepare
Detect Prescribe
 Evaluation
Appraise Grade Score
Asses Judge Select
Choose Measure Test
Critique Rank
Determine Rate
Estimate Recommend
Evaluate Revise
Not-so-good learning
Good learning outcomes
outcomes

The students The students will describe

will understand major theories of
democracies democracy

The students The students will identify

will appreciate art from the characteristics of art
other cultures from other cultures

The students will learn The students will explain

about the law of the major tenets of the law
relativity of relativity
 Student Learning Outcome

• Tied to specific skills or products

students are expected to learn

• Are measurable
 CHARACTERISTICS OF
LEARNING OUTCOMES
• Good student learning outcomes
are centered on the students, on
what the learners are capable of
doing instead of teaching
technique.
• Good learning outcomes are based
on the program mission statement
agreed upon by the program
faculty.
• Good student learning outcomes
are very well understood by both
students and faculty.
• Good learning outcomes include
the spectrum of thinking skills from
simple to higher order of knowledge
and skills.

• Good learning outcomes are

measurable.
 Sources of Expected
Student Learning
Outcome
• The institution mission
statement is a relevant
source of student learning
expectation.
• Policies on competencies and
standards by government
education agencies such as
DEPED, TESDA, CHED are
prescribe sources of student
learning outcomes.
• 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.
• The thrusts and development
goals of the national
government are useful
integration in the identified
competencies and
expectations from all sector
of education.
• 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.
 Thank You!
Leanne P. Ruda

Rocel Mae C. Cabarubias

Sheila Jalem