ASSESSMENT IN LEARNING

1
ENGR. REMY REY ALVAREZ ANAVA, ECE, LPT, MAED-MATH (CAR)
 CHAPTER 3

PROGRAM OUTCOMES
AND
LEARNING OUTCOMES
 LEARNING OUTCOMES
1. State the program outcomes expected of all educational
institutions and educational institutions according to type.
2. Discuss the programs outcomes of teacher education.
3. Distinguish learning outcomes in the 3 domains of learning
and in the additional levels of knowledge processing of
Kendall and Marzano.
4. Formulate learning outcomes in the cognitive, psychomotor
and affective domains in the different levels and in the
metacognitive and self-system knowledge processing of
Kendall and Marzano.
 The shift of focus in education from content to
student learning outcomes has changed teachers’
instructional perspective. In the past, teachers were
often heard about their concern to finish their subject
matter before the end of the term. Maybe because of
the number of their students or failure to clarify the
desired learning outcomes, teacher’s concern for
outcomes was secondary to the completion of the
planned content for the subject. In other words,
teachers were more content-centered that outcomes-
centered.
 The new educational perspective requires
teachers to visualize the ideal graduates or course
passers of the program. What competencies,
knowledge or other characteristics should the
graduates or passers possess? The graduate of BEED
or BSEd program is one who has full understanding of
child development, who possesses the competency to
apply such understanding in planning the methods and
activities in the class such that the pupils will show the
desired learning outcomes.
 These are two of several of the BEED/BSEd
educational objectives. From the educational
objectives, learning outcomes may be drafted with a
statement opener such as “students can…” and
completing the statement by using whenever possible
concrete active verbs like: “demonstrate a wide range
of teaching skills;” “apply learned theories in practice
teaching;” “illustrate alternative teaching methods.
 The Commission on Higher Education (CHED),
The body that regulates higher education in the Philippines
in its Memorandum Order # 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 of
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
(higher education institute).
For example:
• Graduates of professional institutes demonstrate a service orientation in
one’s profession.
• Graduates of colleges participate in various types of employment,
development activities, and public discources, 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, socio-cultural, 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
process 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 were more than one (1) type of
learning, Benjamin Bloom and a committee of colleagues
in 1956, 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. These terms were regarded as
,
too technical by practicing teachers and so the domains
were translated to simpler terms commonly used by
teachers; knowledge, skills and attitudes (KSA).
 These domains are organized into categories or
levels and arranged in hierarchical order from the simplest
behavior to the most complex behavior. To ensure that the
learning outcomes are measurable, demonstrable and
verifiable, the outcomes should be stated as concrete and
active verbs. In mid-nineties, a former student of Bloom,
Lorin Anderson, reviewed the cognitive domain objectives
,
and effected some changes. The two most prominent of
these are (a) changing the names in the six subdivisions
from noun to verb and (b) slightly re-arranging the order.
DOMAIN I : COGNITIVE (KNOWLEDGE)

,
 DOMAIN I: Cognitive (Knowledge)
CATEGORIES/LEVELS OUTCOMES VERBS LEARNING OUTCOMES STATEMENTS
Remembering: define, describe, identify, label, match, list, Recite the multiplication tables; match the
recall of previously learned information name, outline, recall, recognize, reproduce, word with the parts of the picture of a sewing
select, state machine

Understanding: distinguish, estimate, explain, give example, Explain in one’s own words the stages in the
comprehending the meaning, translation and interpret, paraphrase, summarize life cycle of a butterfly; distinguish the
interpretation of instructions; state a different geometric figures
problem in one’s own word

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

using what was learned in the classroom into demonstrate, discover, modify, prepare, algebra problem; prepare daily menus for
similar new situations produce, show, solve, use one week for a family of six.

Analyzing:
,
analyze, compare, contrast. diagram, Observe a classroom and list down the
separating materials or concept into differentiate, distinguish, illustrate, outline, things to be improved differentiate the parts
component parts to understand the whole select of a tree

Evaluating: compare, conclude, criticize, critique, Defend a research proposal; select the most
judging the value of an idea, object or defend, evaluate, relate, support, justify effective solution; critique a class
material demonstration

Creating: categorize, combine, compile, compose, Compile personal records and documents
building a structure or pattern; putting parts devise, design, plan, organize, revise, into a portfolio; write a syllabus for a school
together rearrange, generate, modify subject
DOMAIN I : COGNITIVE (KNOWLEDGE)
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. The development of these skills requires
constant practice in accuracy and speed.
Simpson contributed 7 categories,
,
Dave 5 categories, and
Harrow 6 categories.
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.
 DOMAIN III: Affective (Attitude)
CATEGORIES/LEVELS OUTCOMES VERBS LEARNING OUTCOMES
STATEMENTS
Receiving: select, point to, sit, choose, describe, follow, Listen to others with respect, try to remember
being aware or sensitive to something and being hold, identify, name, reply profile and facts
willing to listen or pay attention
Responding: answer, assist, and, comply, conform, discuss, Participate in discussions, gives expectation;
showing commitment to respond in some greet, help, perform practice, read, recite, report, know the rules and practice them; question
measure to the idea or phenomenon tell, write concepts in order to understand them well
Valuing: complete, demonstrate, differentiate, explain, Demonstrate belief in the concept or process;
showing willingness to be perceived as valuing follow, invite, join, justify, propose, share, study, show ability to resolve
or favoring certain ideas perform

Organizing: arrange, combine, complete, adhere, alter, Accept responsibility, recognize the need for
arranging values into priorities, creating a unique defend, explain, formulate, integrate, organize, balance between freedom and responsible
value system by comparing, relating and relate, synthesize behavior, explain how to plan to solve problem;
synthesizing values prioritize time effectively for family, work and
personal life problems/conflicts propose plan for
improvement, inform management/ supervisor
on matters that need attention

Internalizing: act, display, influence, listen, discriminate, listen, Show self-reliance when asking; cooperate in
practicing value system that controls one’s modify, perform, revise, solve, verify group activities; demonstrate objectivity in
behavior; exhibiting behavior that is consisted problem-solving; revise judgment in light of new
pervasive, predictable and characteristics of the evidences, value people for what they are and
person not for how they look.
Kendall’s and
Manzano’s New
Taxonomy
Kendall and Manzano
instead of categorizing
learning activities which
Bloom and Anderson did,
reframed the three domains
of knowledge (information, ,
mental procedures and
psychomotor procedures)
by describing six levels of
processing knowledge.
The first four levels of
processing are
cognitive, beginning
with the lowest
(retrieval) then
moving upward with
increasing cognitive
complexity – ,
comprehension,
analysis, and
knowledge utilization.
The fifth level of
processing, the
metacognitive system,
involves the learner’s
specification of
learning goals,
monitoring of the
learner’s own learning ,
process, clarify and
accuracy of the
learner’s learning.
The highest level of
knowledge processing
self-system, involves the
learner’s examination of
the importance of the
learning task and his/her
self-efficacy. It also
involves the learner’s
examining his/her ,
emotional response and
his/her motivation of
learning.
Thank
You…
ENGR. REMY REY ALVAREZ ANAVA, ECE, LPT, MAED-MATH (CAR)