PROGRAM OUTCOMES

AND
LEARNING OUTCOMES
PROGRAM OUTCOMES
and student learning
outcomes
 The shift of focus in education from content
to student learning outcomes has changed
teachers’ instructional perspective.
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.
The Commission on Higher
Education, the body that regulates
higher education in the Philippines
in its memorandum #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 if practice 66.
b. effectively communicate orally and in writing
using both English and Filipino.
c. 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 circulation in
one’s profession.
* Graduate 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
FOR TEACHER
EDUCATION
a. Articulate the rootedness of education in
philosophical, sociocultural, 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.
d. Develop innovative curricula, instructional
plans, teaching approaches, and resources for
diverse learners.
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.
THE THREE TYPES
OF LEARNING
 Believing that there are more than one type
of learning, Benjamin Bloom and a committee
of colleagues in 1965, 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. The domains were translated to simpler
terms commonly used by teachers; knowledge,
skills and attitudes.
DOMAIN I: Cognitive
(Knowledge)
 Categories/Levels Outcomes Verbs Learning Outcomes Statements

Remembering define, describe, identify, label, match, recite the multiplication table
list, name, outline, recall, recognize,
reproduce, select, state

Understanding distinguish, estimate, explain, give explain in one’s own words the stages
example, interpret, paraphrase, in the life cycle of a butterfly
summarize

Applying apply, change, compute, construct, use a mathematical formula to solve an

demonstrate, discover, modify, algebra problem
prepare, produce, show, solve, use

Analyzing analyze, compare, contrast, diagram, observe a classroom and list down the
differentiate, distinguish, illustrate, things to be improved
outline, select

Evaluating compare, conclude, criticize, critique, defend a research proposal

defend, evaluate, relate, support,
justify

Creating categorize, combine, compile, write a syllabus for a school subject

compose, devise, design, plan,
organize, revise, rearrange, generate,
modify
 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. Simpson
contributed 7 categories, Dave 5
categories and Harrow 6 categories.
 Category Example and Key Words (verbs)
Perception (Awareness) Example: Detects non-verbal communication cues
Key Words: chooses, describes, detects, differentiates, distinguishes,
identifies, isolates, relates, selects

Set Example: knows and acts upon a sequence of steps in a manufacturing

process.
Key words: begins, displays, explains, moves, proceeds, reacts, shows,
states, volunteers

Guided Response Example: performs a mathematical equation as demonstrated.

Key words: copies, traces, follows, react, reproduce, response

Mechanism (Basic Example: use a personal computer.

Proficiency) Key words: assembles, calibrates, constructs, dismantles, displays,
fixes, grinds, heats, manipulates, measures, mends, mixes, organizes,
sketches

Complex overt response Example: maneuvers a car into a tight parallel parking spot.
(Expert) Key words: assembles, builds, calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats, manipulates, measures, mends,
mixes, organizes, sketches

Adaptation Example: responds effectively to unexpected experiences.

Key words: adapts, alters, changes, rearranges, reorganizes, revises,
varies

Origination Example: construct a new theory

Key words: arranges, builds, combines, composes, constructs, creates,
designs, initiate, makes, originates
 Dave (1975)

Category Examples and Key Words (verbs)

Imitation Example: copying a work of art.

Key words: copy, follow, mimic, repeat, replicate,
reproduce, trace

Manipulation Example: follows instructions to build a model.

Key words: act, build, execute, perform

Precision Example: demonstrate a task to a beginner.

Key words: calibrate, demonstrate, master,
perfectionism

Articulation Example: Combining a series of skills or activities to

meet a novel requirement.
Key words: adapt, constructs, combine, creates,
customize, modifies, formulate

Naturalization Example: maneuvers a car into a tight parallel

parking spot.
Key words: create, design, develop, invent, manage,
naturally
Harrow (1972)

Category Examples and Key Words (verbs)

Reflex Movements Example: instinctive response

Key words: react, respond

Fundamental Movements Example: perform a simple task

Key words: grasp an object, throw a ball, walk

Perceptual Abilities Example: track a moving object

Key words: catch a ball, draw or write

Physical Abilities Example: gain strength

Key words: agility, endurance, strength

Skilled Movements Example: perform a role in a stage play

Key words: adapt, constructs, creates, modifies

Nondiscursive Communication Example: express one’s self y using movements

and gestures
Key words: arrange, compose, interpretation
 Kendall and Marzano’s
New Taxonomy
-reframed the three domains of
knowledge by describing six levels of
processing knowledge.
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.
 Char
acter
izati
on

Internalization

Organizing

Valuing

Responding

Receiving
 These contribution from Simpson, Dave and Harrow have been re-organized and simplified into 4 categories or
levels.

Categories/Levels Outcomes Verbs Learning Outcomes

Statements

Observing watch, detect, distinguish, Detect non-verbal communication

differentiate, describe, relate, cues
select

Imitating begin, explain, move, display, Recognize one’s imitations

proceed, react, show, state,
volunteer

Practising bend, calibrate, construct, Operate quickly and accurately

differentiate, dismantle, display,
fasten, fix, grasp, manipulate

Adapting organize, relax, shorten, sketch, Perform automatically

write, re-arrange, compose,
create, design, originate
 Categories/Levels Outcomes Verbs Learning Outcomes
Statements

Receiving select, point to, sit, choose, Listen to others with respect
describe, follow, hold, identify,
name, reply

Responding Answer, assist, and, comply, Participate in discussions

conform, discuss, greet, help,
perform, practice, read, recite,
report, tell, write

Valuing complete, demonstrate, Show ability to resolve

differentiate, explain, follow,
invite, join, justify, propose,
report, share, study, perform

Organizing arrange, combine, complete, Accept responsibility

adhere, alter, defend, explain,
formulate, integrate, organize,
relate, synthesize

Internalizing act, display, influence, listen, Show self-reliance when asking

discriminate, listen, modify,
perform, revise, solve, verify