Program

Outcomes and
Student Learning
Outcomes
 analyze the difference between program
objectives and student learning
outcomes;

distinguish the different levels of

knowledge under the Cognitive Domain;
Intended
Learning discuss the psychomotor categories in
Outcomes the psychomotor domain of objective
contributed by the Simpson, Dave and
(ILO’s) Harrow;

discuss the 6 levels of learning in the

affective domain along with Kendall’s and
Morgan’s new taxonomy; and

formulate student learning outcomes in

every level for each type of learning.
What is the difference
between program
outcomes and
student learning
outcomes?
 IN THE PAST,

TEACHERS WERE MORE CONTENT-CENTERED

THAN OUTCOMES CENTERED
 What is
Program Outcomes?

• Program outcomes are statements conveying the intent

of a program of study.
• Specifically, program outcomes refer to what a student
should know or be able to do at the end of a program.
• They are often seen as the knowledge and skills students
will have obtained by the time they have received their
intended degree.
 continuation for
Program Outcomes:

There are three functions of program outcomes:

• To provide direction for instruction
• To convey instructional intent to others
• To provide the basis for assessment

Program outcomes need to fit within the goals of the program and institution.
Outcomes should be specific enough to guide coursework within the program,
but also general enough to align with the institutional mission and fit into
several courses within the program.
 CMO 20, s. 2014

requires the following program outcomes for all higher education institutions
the ability to:

a) articulate and discuss the latest development in the specific field of

practice
b) Effectively communicate orally and in writing using both English
and Filipino
c) Work effectively and independently in multi-disciplinary and multi-
cultural teams
d) Act in recognition of professional, social, and ethical responsibility
e) Preserve and promote “Filipino historical and cultural heritage”
 Program Outcomes based on
Higher Education Institution

because this determines the focus and purpose of the HEI. For example:

 Graduates of professional institutions demonstrate a service orientation in

one’s profession.
 Graduates of colleges participate in various types of employment,
development activities, and public discourse, particularly in response to the
needs of the communities once serves.
 Graduates of universities participate in the generation of new knowledge or
research and development projects.
 Graduates of State Universities and Colleges must, also, have the
competence to support “national, regional and local development plans
 Program Outcomes for
Teacher Education:

 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 environment.
 Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners.
 Program Outcomes for
Teacher Education:
continuation...

 Apply skills in the 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 teaching standards sensitive
to the local, national, and global realities.
 Pursue lifelong learning for personal and professional growth
through varied experienced and field-based opportunities
 What is STUDENT
LEARNING Outcomes?

• Student Learning Outcomes are statements that specify

what students will know, be able to do or be able to
demonstrate when they have completed or participated
in a Course or Program.
• SLO's specify an action by the student that must be
observable, measurable and able to be demonstrated.
SLOs should be SMART
• Specific (Stated in definite language, SLOs should describe the specific knowledge, values,
or skills graduates from the program are expected to demonstrate.)
• Measurable (Data related to the SLO should be readily available, and the data collection
process should be feasible considering available time and resources.)
• Aggressive but Attainable (In the spirit of continuous improvement, program faculty and staff
should determine an assessable criterion for success or benchmark for the SLO that will
progressively move the program closer to achieving its goals.)
• Results-oriented and Time-bound (SLOs should specify what students’ levels competence
should be after a finite period of time (e.g., 5% improvement in pass rates on the state
licensure exam in the next year). These specifications may be based on experience, previous
assessment results, external requirements, local, state, or national benchmarks, etc.)
 HOW DO YOU WRITE STUDENT LEARNING OUTCOMES?

As with program goals, there is no one ‘right’ way to write

SLOs, but the following is a popular structure:

“Students will be able to (ACTION VERB) (Product of

specific knowledge, value, or skill)”
 Example SLOs:
“Students will be able to identify historical periods of English literature.”
“Students will be able to apply differential calculus to model rates of change
in time of physical and biological phenomena”
“Students will be able to describe the function of key economic institutions”
“Students will be able to construct effective messages for diverse audiences”
“Students will be able to locate, interpret, evaluate, and use professional
dietetics literature to make evidence-based practice decisions.”
 Writing Knowledge-Based SLOs

• When constructing knowledge-based SLOs (i.e., describing what we want

graduates of the academic program to know), it may be helpful to consider
Bloom’s Taxonomy, presented below.
• The taxonomy presents hierarchical levels of knowledge ranging from simple
(remembering) to complex (creating).
• Lower levels of knowledge serve as necessary preconditions for higher levels of
expertise.
• Each cognitive ‘level’ is associated with specific demonstrable actions and
abilities.
• Write SLOs with action verbs corresponding to the academic program’s desired
 What is
Learning Domain?

The domains of learning are a series of learning objectives created in

1956 by educational psychologist Dr. Benjamin Bloom.
They involve three categories of education, and each one requires a
different instruction style to achieve its intended outcomes.
Each domain has specific features and objectives designed to engage
students who learn to solve problems, process information and build
their skills using different perspectives.
This helps make learning easier and more enjoyable.
 TYPES OF
Learning Domain?
I. COGNITIVE DOMAIN
- involves the
development of our
mental skills and the
acquisition of
knowledge.
 The six categories under this
domain are:

1. Knowledge: the ability to recall data and/or information.

Example: A child recites the English alphabet.
2. Comprehension: the ability to understand the meaning of what is
known.
Example: A teacher explains a theory in his own words.
3. Application: the ability to utilize an abstraction or to use
knowledge in a new situation.
Example: A nurse intern applies what she learned in her
Psychology class when she talks to patients.
 The six categories under this
domain are:
continuation...
4. Analysis: the ability to differentiate facts and opinions.
Example: A lawyer was able to win over a case after recognizing logical
fallacies in the reasoning of the offender.
5. Synthesis: the ability to integrate different elements or concepts in order
to form a sound pattern or structure so a new meaning can be
established.
Examples: A therapist combines yoga, biofeedback and support group
therapy in creating a care plan for his patient.
6. Evaluation: the ability to come up with judgments about the importance of
concepts.
Examples: A businessman selects the most efficient way of selling
products.
 TYPES OF
Learning Domain?

II. PSYCHOMOTOR DOMAIN

- comprised of utilizing motor skills and
coordinating them.
BLOOM’S TAXONOMY DAVE’S TAXONOMY HARROW’S TAXONOMY
BLOOM’S TAXONOMY OF
PSYCHOMOTOR DOMAIN
 BLOOM’S TAXONOMY OF
PSYCHOMOTOR DOMAIN
1)Perception: the ability to apply sensory information to
motor activity.
Example: A cook adjusts the heat of stove to achieve the right
temperature of the dish.
2)Set: the readiness to act.
Example: An obese person displays motivation in performing
planned exercise.
3)Guided Response: the ability to imitate a displayed
behavior or to utilize trial and error.
Example: A person follows the manual in operating a machine.
4) Mechanism: the ability to convert learned responses into habitual actions with proficiency and confidence. Example: A mother was able to cook a delicious meal after practicing how to cook it.

5) Complex Overt Response: the ability to skilfully perform complex patterns of actions. Example: Typing a report on a computer without looking at the keyboard.

6) Adaptation: the ability to modify learned skills to meet special events. Example: A designer uses plastic bottles to create a dress.

7) Origination: creating new movement patterns for a specific situation. Example: A choreographer creates a new dance routine.
 BLOOM’S TAXONOMY OF
1)

2)

3)
Perception: the ability to apply sensory information to motor activity. Example: A cook adjusts the heat of stove to achieve the right temperature of the dish.

Set: the readiness to act. Example: An obese person displays motivation in performing planned exercise.

Guided Response: the ability to imitate a displayed behavior or to utilize trial and error. Example: A person follows the manual in operating a machine.
PSYCHOMOTOR DOMAIN
4) Mechanism: the ability to convert learned responses into habitual
actions with proficiency and confidence.
Example: A mother was able to cook a delicious meal after
practicing how to cook it.
5) Complex Overt Response: the ability to skilfully perform complex
patterns of actions.
Example: Typing a report on a computer without looking at the
keyboard.
6) Adaptation: the ability to modify learned skills to meet special
events. Example: A designer uses plastic bottles to create a dress.
7) Origination: creating new movement patterns for a specific
situation. Example: A choreographer creates a new dance routine.
R.H. DAVE’S TAXONOMY OF
PSYCHOMOTOR DOMAIN
 R.H. DAVE’S TAXONOMY OF
PSYCHOMOTOR DOMAIN
1) Imitation: Observing and patterning behavior after someone
else. Performance may be of low quality.
Example: Copying a work of art.
2) Manipulation: Being able to perform certain actions by
following instructions and practicing.
Example: Creating work on one’s own, after taking lessons, or
reading about it.
3) Precision: Refining, becoming more exact. Few errors are
apparent.
Example: Working and reworking something, so it will be “just
right.”
 R.H. DAVE’S TAXONOMY OF
PSYCHOMOTOR DOMAIN
1) Imitation: Observing and patterning behavior after someone else. Performance may be of low quality. Example: Copying a work of art.

2) Manipulation: Being aPrecision: Refining, becoming more exact. Few errors are apparent.

3) Example: Working and reworking something, so it will be “just right.”

4) Articulation: Coordinating a series of actions, achieving

harmony and internal consistency.
Example: Producing a video that involves music, drama, color,
sound, etc.
5) Naturalization: Having high level performance become
natural, without needing to think much about it.
Examples: Michael Jordan playing basketball, Nancy Lopez
hitting a golf ball, etc.
HARROW’S TAXONOMY OF
PSYCHOMOTOR DOMAIN
 HARROW’S TAXONOMY OF
PSYCHOMOTOR DOMAIN
1) Reflex movements are actions elicited without learning in response to
some stimuli.
Examples include: flexion, extension, stretch, postural adjustments.
2) Basic fundamental movement are inherent movement patterns which are
formed by combining of reflex movements and are the basis for complex
skilled movements.
Examples are: walking, running, pushing, twisting, gripping, grasping,
manipulating.
3) Perceptual refers to interpretation of various stimuli that enable one to make
adjustments to the environment. Visual, auditory, kinesthetic, or tactile
discrimination. Suggests cognitive as well as psychomotor behavior.
Examples include: coordinated movements such as jumping rope, punting,
or catching.
 HARROW’S TAXONOMY OF
1)

2)

3)
Reflex movements are actions elicited without learning in response to some stimuli.
Examples include: flexion, extension, stretch, postural adjustments.

Basic fundamental movement are inherent movement patterns which are formed by combining of reflex movements and are the basis for complex skilled movements.
Examples are: walking, running, pushing, twisting, gripping, grasping, manipulating.

Perceptual refers to interpretation of various stimuli that enable one to make adjustments to the environment. Visual, auditory, kinesthetic, or tactile discrimination. Suggests cognitive as well as psychomotor behavior.
Examples include: coordinated movements such as jumping rope, punting, or catching.
PSYCHOMOTOR DOMAIN
4) Physical activities require endurance, strength, vigor, and agility which
produces a sound, efficiently functioning body.
Examples are: all activities which require
a) strenuous effort for long periods of time; b) muscular exertion;
c) a quick, wide range of motion at the hip joints; and d) quick, precise
movements.
5) Skilled movements are the result of the acquisition of a degree of
efficiency when performing a complex task.
Examples are: all skilled activities obvious in sports, recreation, and dance.
6) Non-discursive communication is communication through bodily
movements ranging from facial expressions through sophisticated
choreographics.
Examples include: body postures, gestures, and facial expressions efficiently
executed in skilled dance movement and choreographics.
 TYPES OF
Learning Domain?
III. AFFECTIVE DOMAIN
- involves our emotions
toward learning and how
that develops as we
progress from a low order
process, such as listening,
to a higher order process,
like resolving an issue.

BLOOM’S TAXONOMY MARZANO AND KENDALL’S TAXONOMY

Five areas of emotional response from simple to complex
include:
• Receiving: Involves a passive awareness of emotions and feelings
and a student must succeed at this level to learn at later stages.
For example, a student at this stage waits to speak until someone else
finishes speaking. Instructional verbs include ask, choose, identify and
use.
• Responding: A student actively engages in the learning process by
receiving it and reacting to it.
For example, a student participates in a class discussion of a book
they read. Instructional verbs include assist, discuss, read and write.
• Valuing: A student values a concept when they express its worth or
what it means to them.
For example, a student may write an opinion article about a social topic
they feel strongly about, discussing and defending their stance.
Instructional verbs include complete, explain, propose and study.
Five areas of emotional response from simple to complex
include:

• Organizing: A student develops a value system by arranging

their values or beliefs in order of priority.
For example, a student trying to make honor roll realizes they should
prioritize studying for an upcoming test over going to the movies with
friends. Instructional verbs include arrange, complete, modify and prepare.
• Characterizing: A student acts according to the values they
have developed and internalized as a personal philosophy.
For example, a student accepts that cheating is unethical and completes a
difficult assignment independently even though a friend offers to let them
copy their answers. Instructional verbs include display, perform, question
and solve.
Thank you for
listening to