EDUC 108

Assessment of
Learning 1
PROGRAM OUTCOMES
AND STUDENT
LEARNING
OUTCOMES

PASCUA, RUBY
Program Outcomes & Student Learning Outcomes

➜ In the past, teachers’ and schools’ main

concern was to complete the planned
content for a subject.

In other words, teachers were more content-

centered than outcomes-centered.
What are program outcomes?

➜ They examine what a program or process

is to do, achieve, or accomplish for its
own improvement and/or in support of
institutional or divisional goals.
EXAMPLES OF PROGRAM OUTCOMES

assignments & tests

choice of instructional mode

choice of course content

assignment & feedback

Program outcomes:

➜ DO NOT describe student learning. Rather, they

reflect the services a program provides or
describes programmatic elements, such as
percent admits from those who applied, percent
retention rate, number of graduates, number
faculty publications, and class size.
➜ These are different from program requirements
that all students must meet in order to graduate.
 A GOOD PROGRAM
OUTCOME:

➜ Addresses a specific action,

behavior, or achievement
➜ Is narrowly focused and
measurable
➜ is achievable or can be improved
upon if not achieved
➜ is related to the mission of the
program and/or the university
➜ Is meaningful to the program
What are student learning outcomes?

➜ Program learning outcomes are the skills,

competencies, and “big ideas” students should be
able to articulate, put into action, or utilize.
➜ The shift of focus in education from content to
student learning outcomes has changed teacher’s
instructional perspective.
➜ In the past, teachers were often heard about their
concern to finish their subject matter before the
end of the term.
What are student learning outcomes?

➜ 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.
➜ Student learning outcomes describe what the
students should know or be able to do, from key
knowledge, skills, abilities, or competencies.
What are student learning outcomes?

➜ Program learning outcomes are measured in

assessment activities conducted throughout the
program.
➜ Written with concrete verbs.
➜ Developed and annually reviewed by program
faculty.
➜ Small in number, but big in impact. Suggested
number is from 5 to 8.
Why are student learning outcomes important?

➜ They are important because they:

➜ state what will be measured in a program’s
assessment process.
➜ represent what the faculty most values for
student learning.
➜ identify for students and other stakeholders
what successful completers of your program
know, believe, or have the skills to do.
 A GOOD STUDENT
LEARNING OUTCOME:

➜ Addresses an observable, attainable

knowledge area, skill, ability, or
competency
➜ Is narrowly focused and
measurable
➜ Is stated at the appropriate
cognitive level for the degree
➜ Is related to the mission of the
program and/or the university
➜ Is meaningful to the program
VMUF’S COURSE LEARNING OUTCOMES:

Knowledge Knowledge Skills

Display an advanced level of
understanding of leadership
and management in teaching.
Analyze and solve managing
issues in the teaching
profession by using critical
thinking based on decision
making and problem solving.
Demonstrate the concepts in
planning, designing,
preparing, using and
evaluating different
instructional materials.

Skills
Integrate significant
encounters in the different
levels of development of the
students to aid in
determining the
appropriateness of the
materials for children.
Attitudes
Develop the appropriate
approaches to teaching that
uphold Christian values
Virginians under the
inspriation and patronage of
Our Lady of the Miraculous
Medal.
Exercise: GOOD VS BAD LOs

1 2
Students will identify an Students will learn how to
issue, develop an arguable develop a well-designed
thesis about the issue, argument.
locate relevant supporting
evidence, analyze the
evidence, and draw a well-
supported conclusion.
PROGRAM OUTCOMES
FOR TEACHER
EDUCATION
The program outcomes specific to degrees are
programs spelled out in the specific Policies,
Standards, and Guidelines (PSGs) per program or
degree issued by the Commission on Higher
Education (CHED).
Program Outcomes for Teacher Education in the Philippines as of 2017

CMO No. 74, Series of 2017 CMO No. 75, Series of 2017 CMO No. 77, Series of 2017 CMO No. 78, Series of 2017 CMO No. 80, Series of 2017
PSGs for Bachelor of Elementary PSGs for Bachelor of Secondary PSGs for Bachelor of Special Needs PSGs for Bachelor of Technology PSGs for Bachelor of Physical
Education (BEEd) Education (BSEd) Education (BSNEd) and Livelihood Education (BTLEd) Education (BPEd)

CMO No. 76, Series of 2017 CMO No. 79, Series of 2017
PSGs for Bachelor of Early PSGs for Bachelor of Technical-
Childhood Education (BECEd) Vocational Teacher Education
(BTVTEd)

CMO No. 81, Series of 2017 CMO No. 82, Series of 2017
PSGs for Bachelor of Science in Exercise and Sports Sciences (BSESS) PSGs for Bachelor of Culture and Arts Education (BCAEd)
The following program outcomes are common to all
teacher education programs as suggested by the CHED:

➜ Articulate the rootedness of education in philosophical,

socio-cultural, historical, psychological, and political
contexts.
➜ Demonstrate mastery of subject matter/discipline.
➜ Facilitate learning using a wide range of teaching
methodologies and delivery modes appropriate to
specific learners and their environments.
➜ Develop innovative curricula, instructional plans,
teaching approaches, and resources for diverse types of
learners.
The following program outcomes are common to all
teacher education programs as suggested by the CHED:

➜ Apply skills in development and utilization of ICT to

promote quality, relevant, and sustainable educational
practices.
➜ Demonstrate a variety of thinking skills in planning,
monitoring, assessing, and reporting learning processes
and outcomes.
➜ Practice professional and ethical standards sensitive to
local, national, and global realities.
➜ Pursue lifelong learning for personal and professional
growth through varied experiential and field-based
opportunities.
Goal vs Objective vs Outcome

GOALS
OBJECTIVES
OUTCOMES
Goal vs Objective vs Outcome

➜ A learning goal is a broad statement of

competence. Its main purpose is to provide
an overall direction to learning and help
keep instruction focused on the targeted
content.
➜ It is an achievable result, but not necessarily
measurable or observable.
Goal vs Objective vs Outcome

➜ A learning objective is a specific statement

that clearly describes what the course
intends the participants to be able to do as a
result of the instruction and activities.
➜ It identifies what behaviors must
demonstrate in order to confirm the intended
learning took place.
Goal vs Objective vs Outcome

➜ A learning outcome is an explicit statement

that describes the learning that participants
will have achieved and can demonstrate at
the end of a course. They serve as the
evidence that learning took place.
Thank you!