The presentation describes Programme Learning Outcomes and Course Learning Outcomes

1. Programme Learning Outcomes
and Course Learning Outcomes
Dr Agnes Dcosta
Asso Professor
Pushpanjali College of Education

2. • Programme Learning Outcomes(PLOs)
describe the knowledge, competencies and
values that students display at the end of a
programme.
• Students should be able to articulate or put
into action what is described in the PLOs.
• PLOs are measurable evidences of student
learning.
• PLOs may be displayed on an institutional
website or in a handbook so that all
stakeholders know what to expect at the end
of the programme.

3. Some examples of PLOs in Teacher Education
At the end of the Programme, the learner will
• Communicate effectively with a range of audience
including peer teachers, parents, students and
administrators.
• Apply teaching and learning principles, theoretical
concepts and skills to a range of contexts and tasks
in a learning environment
• Demonstrate professionalism through ethical
conduct, reflection, and leadership.
• Assess student learning and use the results to take
informed decisions about future planning of
teaching learning process .

4. • Course Learning Outcomes (CLOs) are
measurable statements that convey what
students will learn in a particular course.
• CLOs are mapped into the PLOs.
• CLOs help the learners to identify what they
ought to do in order to complete the course
successfully. CLOs help to take responsibility
for one’s own learning and thus regulate self
learning.
• CLOs help faculty to design learning
experiences and ways to assess learning.

5. At the end of the Course on Assessment for Learning, the
learner will be able to
• Design a tool to assess student learning
• Prepare a rubric to evaluate student performance
• Analyse students performance and use the findings to
design remedial programme
Some examples of CLOs in Teacher Education
At the end of a Course on Action Research, the learner will
be able to
• Carry out individual and collaborative research and use
the results to improve the learning environment
• Conduct action research to find solutions to issues faced
with respect to teaching learning.

6. PLOs and CLOs should be
• In terms of observable and measurable behavioral
outcome
• Student focused
• SMART (Specific, Measurable, Acceptable to instructor,
Realistic to achieve and Time bound)
• With higher order learning outcomes wherever required
• Aligned with instructional activities and assessment
• Encompassing cognitive, psychomotor and affective
domains
• Revisited and revised if required
• Contextualised
• Transparent and clear to all stakeholders

7. Remember that PLOs and CLOs are
• What students need to learn and not we
want to teach them
• Based on student values, the mission of your
institution, the needs of society
• comprehensive and cover all domains. Align
to both cognitive and professional attributes
• Interconnected. A particular PLO may echo in
more than one course.
• Pointers to the teaching learning process

8. Assessing PLOs and CLOs
• The progress of student performance both in
cognitive and professional attributes must be
aligned to PLOs and CLOs
• While assessing PLOs the faculty draws data
from assessment of CLOs

9. A sample of how CLOs are mapped into PLOs
Communicate
effectively with a
range of
audiences.
Apply teaching and learning
principles, theoretical
concepts and skills to a
range of contexts and tasks
in a learning environment
Design learning
activities to
accommodate
learner diversity
Draws up an
Individualised
Education Plan
Enumerates a
set of rules for
class discipline
Designs a
constructivist
learning
environment for
a given topic
PLOs
CLOs for the
course
‘Learning and
Teaching’