Assessment of Learning 2

(PED 108)
Reporters:
• Milciv Faith Merreylene C. Torayno, BEED 2
• Sheina Jean G. Maicom, BEED 2
Learning Outcomes:
Sources and Characteristics
Objectives:
1. Explain the meaning of learning
outcomes;
2. State the sources of learning outcomes;
3. Explain why learning outcomes must
consider needs of industry;
4. Explain the characteristics of good learning
outcomes and,
5. Determine whether a given learning outcomes
is good or not and improve on learning outcomes
that do not meet standards.
What is Learning Outcomes?
It is a statement indicating the end result for a learner
following a learning activities. Usually stated in what a
person can observe the learner do at the end of a learning
activities.
Sources of Learning Outcomes
1. The Vision and Mission- 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. On the other hand, private schools are either
sectarian or non-sectarian, which means whether it is
supported or not supported by an organization or religious
group or sect.
 DepEd Vision
We dream of Filipino 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 learner-
centered public institution, the Department of
education continuously improves itself to better serve
its stakeholders.
 DepEd Mission
To protect and promote the right of every Filipino to
quality, equitable, culture-based, and complete basic
education where:
Students learn in a child-friendly, gender-sensitive, safe
ad motivating environment.
Teachers facilitate learning and constantly nurture every
learner.
 DepEd Mission
Administrative 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 learners.
DepEd Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
Sources of Learning Outcomes
2. Policies, Competencies and Standards-
These policies and competencies and
standards that is issued by government
education such as DepEd, TESDA, and
CHED are prescribed sources of learning
outcomes.
 Sources of
Learning Outcomes
Sources of Learning Outcomes
3. Competencies- To bridge the gap between academe
and industry, expected competencies identified by the
different professions, business and industry should be
able to perform as expected in their respective
workplace or professions.
In the Philippines, the various Professional
Regulatory Boards of the Professional Regulation
Commission have come up with lists of competencies
expected of professionals.
Sources of Learning Outcomes
4. School’s Thrusts and Development goals – This
should be considered by the national government in
the formulation of learning outcomes. Schools are
there for society and society is also there for the
schools. Which means that in order for the schools to
be relevant the community along with the parents
must help each other.
Examples:
-2030 Agenda for Sustainable Development
-ASEAN Qualifications Reference Framework
- Philippine Qualifications Framework
Program Outcomes for Teacher Education Based on the
CMO’s:
Based on CMO’s 74 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.
6.1 Common to all programs in all
types of schools the graduates have
the ability to:
d. Act in recognition of professional, social and
ethical responsibility.
e. Preserve and promote “Filipino historical and
cultural heritage” (based on R.A 7722)
6.2 Common to the discipline (Teacher Education)
a.Articulated the rootedness of education in philosophical cultural
historical psychological and political contexts.
b.Demonstrate mastery of the 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 innovate curricula, instructional plans teaching
approaches, and resources for diverse learners.
6.3 Common to graduates of a horizontal type of
institution as defined 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 DepEd Order no.42, s 2017
or (The National Adoption and Implementation of
the Philippine Professional Standards for Teachers).
This order describes the expectations of
teacher’s increasing levels of knowledge,
practice and professional engagement. While
the program outcomes for teacher education
issued by the CHED were based on the PPST,
it may be good to present the gist of the
professional standards contained in 7 domains,
37 strands.
7 Domains, 37 Strands---------
1. Content Knowledge and Pedagogy
2. Learning Environment
3. Diversity of Learners
4. Curriculum and Planning
5. Assessment and Reporting
6. Community Linkages and Professional Engagement
7. Personal Growth and Professional Development
 Characteristics
of Good
Learning Outcomes
 Characteristics of Good
Learning Outcomes
1. Good learning outcomes are centered on
the student/learner.
2. Good learning outcomes are base on and
aligned with the institutional, program and
course outcomes.
3. Good learning outcomes are base on
and aligned with local, national and
international trends and issues.
4. Good learning outcomes are known
and are very well understood by both
students and faculty.
5. Good learning outcomes include a
spectrum of thinking skills from simple
remembering to creating or from the
lowest and simplest cognitive,
nonstructural process to cognitive in
Bloom’s and Anderson’s revised
taxonomy of objectives.
 Fink’s Taxonomy for Significant Learning
• 1. Caring- developing new feelings, interests and value
• 2. Learning how to learn- 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.
Structure of Observed
Learning Outcome
 SOLO TAXONOMY
SOLO- Structure of Observed Learning Outcome
It means of classifying learning outcomes in terms of their
complexity. Learning become more complex as it progress.