The document discusses learning goals, objectives, and outcomes. It defines learning goals as broad statements about the curriculum, objectives as more specific statements about instruction, and outcomes as what students will know and be able to do by the end of a course. Learning outcomes have three components: an action verb describing the performance, a learning statement specifying what will be demonstrated, and a criterion for acceptable performance. Different types of learning outcomes are also described, including cognitive, affective, and psychomotor outcomes. The importance of writing clear, measurable learning objectives and using assessment results to improve goals, teaching, and curriculum is emphasized.

1. PUPIL’S
LEARNING
GOAL
LEONY C. ESPIN-TENDERO

2. Objectives
Differentiate learning
objectives from learning
outcomes and learning goals
Identify the kinds of learning
outcomes

3. Identify the three main
components of learning
outcomes
State the elements of a writing
Effective learning objectives

4. ? What do you want pupils to
know by the time they finish
a lesson?
What do you want pupils to
be able to do with what they
know?

5. Creating Learning Goals
Learning objectives are brief, clear statements
of learning outcomes of instruction
that are related to and flow from the program
goals.
-focus on pupils
Learning goals express intended outcomes in
broad, global language
-focus on curriculum

6. Learning outcomes are statements that describe
significant and essential learning that learners
have achieved, and can reliably demonstrate at
the end of the course or program.
It identifies what the learner will know and be able
to do by the end of a course or program- the
essential and enduring knowledge, abilities
(skills), and attitudes (values, dispositions) that
constitute the integrated learning needed by a
graduate,.

7. Three Main Components of Learning Outcome
1. Action-word that identifies the performance to be
demonstrated.
2. Learning Statement-specifies what learning will
be demonstrated in the performance
3. Criterion or standard for acceptable performance

8. ACTION
WORD
LEARNING
STATEMENT
CRITERION
Produces Documents Using word
processing
equipment
Analyzes Global and
environmental
factors
In terms of
their effects
on people

9. Examples of Goals, Objectives and Outcomes
GOAL OBJECTIVE LEARNING OUTCOME
To develop
knowledge,
understanding,
and skills
related to the
recognition
and
interpretation
of igneous and
metamorphic
rocks
To explain the
different magma
derived from
partial melting
of the mantle in
different
tectonic regime.
Students should
be able to
demonstrate
how magma ….

10. GOAL OBJECTIVE LEARNING
OUTCOME
Recognize
rising and
falling
intonation and
meanings they
signal
• yes-no
questions
• wh- questions
• statement
Use the correct
intonation
Yes -No
questions
Questions
introduced by
interrogatives
Pupils should
be able to use
in a
conversation
the correct
intonation

11. TRANSLATING A COURSE GOAL INTO MEASURABLE STUDENT
OUTCOMES
COURSE GOAL MEASURABLE STUDENT
OUTCOMES
Understands proper
hygiene
Identify the active
ingredient
Explain why teeth
should be cleaned at
least twice per year
Describe how poor
dental hygiene can
lead to poor overall
health

12. LEARNING OUTCOMES SHOULD BE SMART
S
M
A
R
T
mart
easurable
aggressive but attainable
esults-oriented
ime-bound

13. COGNITIVE LEARNING OUTCOMES
KNOWLEDGE
COMPREHENSION
ANALYSIS
APPLICATION
EVALUATION
SYNTHESIS
Blooms Taxonomy

14. KNOWLEDGE
To know specific facts, terms,
concepts, principles, or theories
COMPREHENSION
To understand, interpret, compare,
contrast, or explain

15. APPLICATION
To apply knowledge to new
situations, to solve problems
ANALYSIS
To identify the organization structure; to
pull meaning from parts, relations, and
organizing principles

16. EVALUATION
To judge the quality of something
based on its adequacy, value, logic or
use
SYNTHESIS
To create something, to integrate ideas
into a solution, to propose an action
plan, to formulate a new classification
scheme

17. AFFECTIVE LEARNING OUTCOMES
AFFECTIVE DESCRIPTION
ACCEPTING Willingness to participate in an
activity or to attend to a stimulus;
getting and holding the attention of
students
RESPONDING Actively participates; demonstrates
interest in an object
VALUING Value or worth attached to an
object, activity or phenomena;
varies from simple acceptance to
commitment
ORGANIZATION Compare and contrast and resolve
conflict to build a consistent value
system
CHARACTERIZATION BY VALUE Adopt a value system for a length
of time that contributes to a
particular “lifestyle”

18. SKILL OR PSYCHOMOTOR LEARNING OUTCOME
SKILL DESCRIPTION
Perception Uses sense organs to obtain cues to guide action;
ranges from awareness of stimulus to translating
cue perception into action
Set Readiness to take action; mental, physical and
emotional set (or readiness to act)
Guided
Response
Knowledge of the steps required to perform a task;
includes imitation and trial-and-error
Mechanism Perform tasks in a habitual manner, with a degree
of confidence and proficiency

19. Complex
Overt
Response
Skillful performance of motor acts
involving complex patterns of
movement
Adaptation Skillful performance of motor acts
involving complex patterns of
movement; modifies movement
patterns to account problematic or
new situations
Origination Creating new movement patterns to
account for problematic or new
situations; creates new tasks that
incorporate learned ones

20. Identify
Student
Learning
Goals for
Courses/Maj
ors
Design
Course/Major
Curriculum to
Meet Goals
Assess Student
Learning to
Identify Needed
Revisions to
Course/Major
Use Assessment Results to
Revise Goals, Teaching
Methodologies, Curriculum,
and Budgeting Priorities

21. In order for us to reach the outcome of what we want
our children to demonstrate we should know how to
write learning objectives

22. Understanding and
clearly stating what your
program is trying to
accomplish serves as a
foundation for a
successful assessment
plan. University of Central
Florida

23. THANK YOU
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