1

ASL 2 Topic 1 – Discussion and Answer

What is Student Learning Outcome (SLO)?

Student Learning Outcomes

Student Learning Outcomes is the totality of accumulated knowledge, skills, and attitudes that
students develop during a course of study. And this serves as the basis for assessing the extent of learning
in an Outcome Based Education (OBE). Outcome Based Assessment must be continuously done during
the entire teaching learning both by the teachers and students to ensure that the activities are aligned with
the expected outcomes set for the students by the teachers. Providing feedback including the results of
assessment is important to identify the next steps towards the realization of the intended learning outcome.

What are the Sources of Expected Student Learning Outcomes (SLO)?

Outcomes or targets for every lesson are expected to be defined and clarified by the teacher at
the start of the course/learning activities. This is necessary so as both the students and teachers will be
guided as to what steps should be taken during the course of the teaching-learning activities.

Following are the factors that need to be considered in crafting the expected learning outcomes:

1. Mission statement of the school

2. Mandated policies on competencies and standards issued by the government education
agencies
3. Competencies expected by different professions, business and industry.
4. Development plan and goals as well as the current thrust of both the national and local
government.
5. Current global trends and developments so that graduates can compete globally.
6. General 21st century skills focusing on the following:
 Oral and written communication
 Quantitative reasoning ability together with scientific methodology
 Analyzing, synthesizing and developing creative solutions
 Use of technology
 Information literacy
 2

Characteristics of Good Learning Outcomes

It is important to define outcomes as clearly and explicitly as possible. Good learning outcomes
give emphasis to the application and integration of the knowledge and skills acquired in a particular unit of
instruction (activity, course program), and emerge from a process of reflection on the essential contents of
the activity and course program.

1. Very specific, and use verbs (that makes expectation clear). By being very specific, it informs
students of the standards by which they will be assessed, and ensures that student and
instructor goals in the course are aligned.
2. Focused on the learner: rather than explaining what the instructor will do in the course, good
learning outcome describe knowledge or skills that the student will employ, and help the
learner understand why that knowledge and those skills are useful and valuable to their
personal, professional, and academic future.
3. Are realistic: all passing students should be able to demonstrate the knowledge or skill
described by the learning outcome at the conclusion of the course. In this way, learning
outcomes establish standards for the course.
4. Focus on the application and integration of acquired knowledge and skills: good learning
outcomes reflect and indicate the ways in which the described knowledge and skills may be
used by the learner now and in the future.
5. Good learning outcomes prepare students for assessment and help them feel engaged in and
empowered by the assessment and evaluation process.
6. Offer a timeline for the completion of the desired learning.

Outcomes-Based Education: Matching Intentions with Accomplishment

OUTCOME-BASED EDUCATION: RESPONSE TO QUALITY LEARNING

The shift from the traditional input-based education (IBE) to Outcome-based Education (OBE) is
being energized by the increasing demand for vigilant enforcement accountability in all sectors of
education,

What is OBE?

OBE is a process of curriculum design, teaching, learning and assessment that focuses on what
students can actually do after they are taught. The basic tenets of OBE were advanced by the American
Sociologist, William Spady, who defines OBE as a comprehensive approach to organizing and operating an
education system that is focused on and defined by the successful demonstrations of learning sought from
each student (Spady, 1994:2)
 3

Spady underscores Outcome as…clear learning results that we want students to demonstrate at the of
significant learning experiences…and are actions and performances that embody and reflect learners’
competence in using content, information, ideas, and tool successfully. In his own words, the paradigm
shift’s goal was “to have a way for more learners to become more capable, empowered, and successful
than what traditional conditions were allowing”

The Commission on Higher Education (CHED) defines Outcome-based Education as “an approach
that focuses and organizes the educational system around what is essential for all learners to know, value
and do to achieve a desired level of competence at the time of graduation (CHED Implementation
Handbook, 2013).

Spady (1993) Identified Four Basic Principles of OBE:

1. Clarity of focus about outcomes – Learners are certain about their goals and are always gives
significant, culminating exit outcomes.
2. Designing backwards – Using the major learning outcomes as the focus and linking all
planning, teaching and assessment decision directly to these outcomes.
3. Consistent, high expectation of success - Helping students to succeed by providing them
encouragement to engage deeply with the issues they are learning and to achieve the set of
high challenging standards.
4. Expanded opportunity – Developing curriculum that allows every learner to progress in his/her
own pace and that caters to individual needs and differences.

How to Adopt OBE?

In OBE, learning outcomes are constructively aligned in a Learning programs:

1. Institutional Intended Learning Outcomes (IILO) – what the graduates of the university/colleges are
supposed to be able to do.
2. Program Intended Learning Outcomes (PILO) – what graduates from a particular degree program
should be able to do.
3. Course Intended Learning Outcomes (CILO) – what students should be able to do at the
completion of a given course; and
4. Intended Learning Outcomes (ILO) – what students should be able to do at the completion of a unit
of study of a course.
 4

Activity 1 – Answer

A. Identify the characteristic of a good student learning outcome that each of the following
depicts:

The Students:

1. can perform the dance "Pandango sa Ilaw"

Good student learning outcomes (SLO) are centered on the students, on what the
learners are capable of doing, instead of the teaching technique.
2. can submit a proposed project to hold a poster contest on environmental sanitation
Good student learning outcomes (SLO) are centered on the students, on what the
learners are capable of doing, instead of the teaching technique.
3. can decide on the best solution to a Mathematics problem
Good learning outcomes include a spectrum of thinking skills from simple to
the higher order of application of knowledge and skills.
4. can participate in a community project as a contribution to society
Good learning outcomes are based on the program mission statement agreed
upon by the faculty in consultation with other stakeholders like alumni and
other professionals.
5. can discuss with the teacher one's difficulty in attaining the desired learning outcome
Good student learning outcomes are very well understood by both students
and faculty.
6. can research on the life and works of Apolinario Mabini and submit a report on one's
findings
Good learning outcomes include a spectrum of thinking skills from simple to
the higher order of application of knowledge and skills.
7. can do a power point presentation on the solar system
Good learning outcomes are measurable.
8. can demonstrate a simple experiment in class on the law of buoyancy
Good student learning outcomes (SLO) are centered on the students, on what the
learners are capable of doing, instead of the teaching technique.
9. can volunteer to perform the desired competency
Good learning outcomes are measurable.
10. can illustrate through posters the characteristics of a good member of the community
Good learning outcomes are based on the program mission statement agreed
upon by the faculty in consultation with other stakeholders like alumni and
other professionals.
 5

B. Write 2 examples of student learning outcomes derived from each of the following
sources:

1. Your school's mission

Mission of the University

RA No. 9744

The University shall primarily provide advanced professional and technical

instruction for special purposes, advanced studies in industrial trade, agriculture, fishery,
forestry, aeronautics and land-based programs, arts and sciences, health sciences, information
technology and other relevant fields of study. It shall also undertake research and extension
services, and provide progressive leadership in its areas of specialization.

1. Graduates of the professional institutions can demonstrate service orientation in their

respective professions.
2. 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.
3. Graduates of universities contribute to the generation of new knowledge by
participating in various research and development projects.

2. The act of enhancing the Philippine basic education system (K to 12 law)

a. Give every student an opportunity to receive quality education that is globally

competitive based on pedagogically sound curriculum that is at par with international standards

b. Broaden the goals of high school education for college preparation, vocational and
technical career opportunities as well as creative arts, sports and entrepreneurial employment in
a rapidly changing and increasing globalized environment;

c. Make education learner-oriented and responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of learners, schools and communities through the
appropriate language of teaching and learning, including mother tongue as a learning resource.

3. National Competency-Based Teacher Standards (NCBTS)

1. Demonstrate mastery of subject matter/discipline

2. Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.

3. Practice professional and ethical teaching standards sensitive to the local, national, and
global realities.
 6

4. General education basic competencies

1. Demonstrate competence in a specific discipline
2. Communicate effectively through oral, written, and visual forms
3. Develop skills to maintain mental and physical wellness.

5. Education for All (EFA)

1. Participate and eliminate of drop-outs and repetition in first three grades. All children
aged six should enter school ready to learn and prepare to achieve the required
competencies for Grades 1 to 3.
2. Improve all aspect of the quality of education and ensuring excellence of all so that
recognized and measurable learning outcomes are achieved by all, especially in literacy,
numeracy and essential life skills.