The document discusses program outcomes and student learning outcomes in education. It outlines the shift from content-focused to outcomes-focused education, requiring teachers to envision ideal graduates years after completion. The Commission on Higher Education in the Philippines requires all higher education institutions to ensure graduates can communicate effectively, work in teams, act professionally and ethically, and promote Filipino culture. Program outcomes vary by institution type, such as demonstrating service, employment, or research, with additional requirements for state universities to support development plans. The document also outlines program outcomes for teacher education and levels of a new taxonomy of learning.

1. Program Outcomes
and Student
Learning Outcomes

2. The shift of focus in
education from content to
learning outcomes has changed
teachers’ instructional
perspective.
More content- centered than
outcomes-centered

3. The new educational
perspective requires
teachers to visualize the
ideal graduates three or
more years after graduation
and right after completion
of the program, i.e.,
graduation time.

4. The Commission on Higher
Education, the body that
regulates higher education in
the Philippines in its
memorandum #20, s.2014 requires
the following program outcomes
for all higher education
institutions:

5. The ability to:
a)Articulate and discuss the
latest developments in the
specific fields of practice
66
b)Effectively communicate
orally and in writing using
both English and Filipino.

6. 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.

7. Some program outcomes
are based on HEI type
because this determines
the focus and purpose
of the HEI.For example:

8.  Graduates of professional
institutions demonstrate
a service orientation in
one’s profession.

9. Graduates of colleges
participate in various
types of employment,
development activities,
and public discourses,
particularly in response
to the needs of the
communities one serves.

10.  Graduates of universities
participate in the generation of
new knowledge or in research and
development project
 Graduates of state universities
and colleges must, in addition
have the competencies to support
“national, regional and local
development plans.

11. Program Outcomes for
Teacher Education

12. a)Articulate the rootedness of
education in philosophical,
socio-cultural, historical,
psychological, and political
contexts.
b)Demonstrate mastery of subject
matter/discipline.

13. 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.

14. e) Apply skills in the
development and utilization of
ICT to promote quality, relevant,
and sustainable education
practices.
f) Demonstrate a variety of
thinking skills in planning,
monitoring, assessing, and
reporting learning processes and
outcomes.

15. g)Practice professional and
ethical teaching standards to
the local, national and global
realities.
h)Pursue lifelong learning for
personal and professional growth
through varied experiential and
field-based opportunities.

16. The New Taxonomy
(Marzano and
kendall,2007)

17. Level 6 - self - system
thinking
Level 5 – metacognition
Level 4 – knowledge
utilization
Level 3 – analysis
Level 2 – comprehension
Level 1 – retrieval

18. Level 1 – Retrieval
Executing
- The student can perform
procedures without significant
errors.
Recalling
- The student can produce
information on demand

19. Recognizing
- The student can
determine whether
provided information is
accurate, inaccurate or
unknown.

20. Level 2 – Comprehension
Symbolizing
- The student can depict critical
aspects of knowledge in a pictorial
of symbolic form.
Integrating
-The student can identify the
critical or essential elements of
knowledge.

21. Level 3 – Analysis
 Specifying
- The student can make and defend
predictions about what might happen.
 Generalizing
- The student infers new generalizations
from known knowledge.
 Analyzing Errors
- The student can identify and explain
logical or factual errors in knowledge.

22.  Classifying
- The students can identify super
ordinate and subordinate
categories to which information
belongs.
 Matching
- The students can identify
similarities and differences in
knowledge.

23. Level 4 – knowledge Utilization
• Investigating
- The students generate a hypothesis and
uses the assertions and opinions of others
to test the hypothesis.
• Experimenting
- The students generate and test a
hypothesis by conducting an experiment and
collecting data.

24. Problem-solving
- The student can accomplish a
goal for which obstacle exist.
Decision-Making
- The student can select among
alternatives that initially
appear to be equal and defend
their choice.

25. Level 5 – Metacognition
Specifying goals
- The student can set specific
goals relative to knowledge and
develop a plan for accomplishing
the goal.
Process Monitoring
- The student can self-monitor the
process the process of achieving a
goal.

26. Monitoring Clarity
- The student can determine how
well they understand knowledge.
Monitoring Accuracy
- The student can determine how
accurate their understanding of
knowledge is and defend their
judgement.

27. Level 6 – Self System Thinking
Examining Importance
- The student can analyze how
important specific knowledge is to
them.
Examining Efficacy
- The student can examine how much
they believe they can improve their
understanding of specific knowledge.

28. Examining Emotional Response
- The student can identify emotional
responses associated with a piece of
knowledge and determine why those
associations exist.
 Examining Motivation
- The student can examine their own
motivation to improve their
understanding or competence in specific
knowledge.