Educational purpose

1. Chapter 3
PROGRAM OUTCOMES AND STUDENT
LEARNING OUTCOMES
Presented by: Group 3
1

2. What is Program Outcomes and
Student Learning Outcomes?
Program Outcomes (POs)
-These are broad statements that describe what a
student should know, be able to do, or value by the
time they complete an entire academic program or
degree (e.g., a Bachelor's degree in Education).
Student Learning Outcomes (SLOs)
-These are more specific and measurable statements
that describe what a student should know, be able to
do, or demonstrate after completing a specific
course, lesson, or learning activity within that
program. 2

3. 3.1 Program Outcomes and
Student Learning Outcomes
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.
In short, teachers were more content-centered
than outcomes-centered.
3

4. 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.c.,
graduation time (as stated in
institutional outcomes and program
outcomes.
4

5. The Commission on Higher Education, 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;
b) effectively communicate orally and in writing using both English
and Filipino;
c) work effectively and independently in multi-disciplinary and multi-
cultural teams;
d) act in recognition of professional, social and ethical responsibility;
and
e) preserve and promote "Filipino historical and cultural heritage."
5

6. Some program outcomes are based on types of higher
education institutional (HEI) because this determines the
focus and purpose of the HEI.
For example:
Graduates of professional institutions demonstrate a service orientation in
one's profession.
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.
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."
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30. 3TYPES OF LEARNING
1. COGNITIVE
2. AFFECTIVE
3. PSYCHOMOTOR

31. 1. COGNITIVE- Referring to
mental skills and intellectual
processes.(remembering, understanding,
applying, analyzing, evaluating and creating)
2. AFFECTIVE- Referring to
growth in feeling, attitudes,
values and emotion.

32. 3. PSYCHOMOTOR-
Referring to manual or
physical skills.

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36. 34
BLOOM'S TAXONOMY 1956 ANDERSON'S KRATHWOHL'S
TAXONOMY 2001
5. Synthesis: The ability to put parts
together to form a coherent or unique
new whole, Examples of verbs that
relate to this function are:
5. Evaluating:
Making judgments based oncriteria and
standards through checking and eritiquing.
Critiques,recommendations and reports are
some of the products that can becreated to
demonstrate the processes of evaluation. In
the newertaxonomy. evaluating
comes beforecreating as it is often a
necessarypart of the
precursory behaviorbefore one creates
compose plant invent propose
produce formulate develop
design collect set arrange
assemble app generelize construct
create document organize
prepare Combine originate
PREDICT R
modify tell

37. 35
BLOOM'S TAXONOMY 1956 ANDERSON'S KRATHWOHL'S
TAXONOMY 2001
5. Synthesis: The ability to put parts
together to form a coherent or unique
new whole, Examples of verbs that
relate to this function are:
5. Evaluating:
Making judgments based oncriteria and
standards through checking and eritiquing.
Critiques,recommendations and reports are
some of the products that can becreated to
demonstrate the processes of evaluation. In
the newertaxonomy. evaluating
comes beforecreating as it is often a
necessarypart of the
precursory behaviorbefore one creates

38. REMEMBERING Produce the right information from memory
RECOGNIZING
•Identify frogs in a diagram of different kinds of amphibian.
•Find an isoscelles triangle in your neighborhood.
•Answer any true-false or multiple - choice questions.
RECALLING
•Name three 19th-century women English authors.
•Write the multiplication facts.
•Reproduce the chemical formula for carbon tetrachloride
COGNITIVE PROCESS EXAMPLES
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39. UNDERSTANDI
NG
Make meaning from educational materials and experience
INTERPRETI
NG
•Translate a story problem into an algebraic equation.
•Draw a diagram of the digestive system.
•Paraphrase Jawaharlal Nehru's tryst with destiny speech.
EXEMPLIFYI
NG
•Draw a parallelogram.
•Find an example of stream-of-consciousness style of writing.
•Name a mamrnal that lives in our area.
CLASSIFYIN
G
• Label numbers odd or even.
• List the events of the Sepoy Mutiny of 1857.
• Group native animals into their proper species. 37

40. COMPARING
• Explain how the heart is like a pump
• Compare Mahatma Gandhi to a present day leader.
• Use a Venn diagram to demonstrate how two books by Charles Dickens are
similar and different.
EXPLAINING
•Draw a diagram explaining how air pressure affects the weather.
• Provide details that justify why the French Revolution happened when and how it
did
• Describe how interest rates affect the economy.
APPLYING USE A PROCEDURE
EXECUTING
• Add a column of two-digit numbers.
• Orally read a passage in a foreign language
• Have a student open house discussion
IMPLEMENTING
• Design an experiment to see how plants grow in different kinds of soil.
• Proofread a piece of writing.
• Create a budget 38

41. ANALYZING
Break a concept down into its part and describe how the parts relate to the
whole.
Differentiati
ng
• List the important information in a mathematical word problem and
cross out the unimportant information.
• Draw a diagram showing the major and minor characters in a novel.
Organizing
• Place the books in the classroom library into categories
• Make a chart of often-used figurative devices and explain their effect.
• Make a diagram showing the ways plants and animals in your
neighborhood interact with each other
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42. Checking
• Participate in a writing group, giving peers feedback on
organization and logic of arguments.
• Listen to a political speech and make a list of any
contradictions within the speech.
• Review a project plan to see if all the necessary steps are
included.
Evaluati
ng
Make judgements based on criteria and syllabus
guidlines
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43. Critiquing
•Judge how well a project meets the criteria of a rubric,
• Choose the best method for solving a complex
mathematical_problem.
• Judge, the validity of arguments for and against astrology,
Evaluati
ng
Make judgements based on criteria and syllabus
guidlines
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CREATI
NG
Put pieces together to form something new or recognire componenis "new
structure.
Ge
ner
atin
g
•Given a list of criteria, list some options for
improving race relations in the school.
• Generate several scientific hypotheses to explainwhy plants need
sunshine.
• Propose a set of alternatives for reducing
dependence on fossil fuels that address both
economic and environmental conçerns.
• Come up with alternative hypotheses based on criteria.
pla
nni
ng
•Make a storyboard for a multimedia presentation on insects.
• Outline a research paper on Mark Twain's views onPlanningreligion.
• Design a scientific study to test the effect of
differeat kinds of music on hens' egg production.

45. 43
CREATI
NG
Put picces together to form something new or recognire componenis "new
structure.
Pro
duc
ing
• Write a journal from the point of view ofmountaincer.
•Build a habitat for pigeons.
•Put on a play based on a chapter from a novel you're reading.

46. 4 LEVELS OF
KNOWLEDGE

47. FACTUAL KNOWLEDGE
Refers to the facts.This refers to
essential facts, terminology, details
or elements students must know
or be familiar with in order to
understand or discipline or solve a
problem in it. (knowing what/that something is true)

48. CONCEPTUAL KNOWLEGE
Refers to the interrelationship of
facts. It is facts put together within
a within a larger structure that
enable them to function together.
(knowing why something is true)

49. PROCEDURAL KNOWLEGE
This knowing how to do
something. Refers to information
or knowledge that helps students
to do something specific to a
discipline, subject or area of study.
( knowing how to do something)

50. METACOGNITIVE KNOWLEGE
This knowing that you know, this
is thinking about your own
thinking in a purposeful way.
Knowledge of one’s own
cognition. (knowing about your own
cognition/thinking about thinking)

51. REVISED VERSION FROM
ORIGINAL
Prepared By: Sarlie Manggos-alan
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TABLE: 1.2

52. Knowledge of
terminology
Vocabulary terms,
mathematical symbols,
musical notation, alphabet
Factual Knowledge - Basic Education
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53. Knowledge of classifications and
categories
Species of animals, different kinds
of arguments, geological era
Knowledge of principles and
generalizations
Types of conflict in literature,
Newton's Law of Motion,
principles of democracy
Conceptual
Knowledge
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54. Knowledge of subject-specific
skills and algorithms
Procedure for solving quadratic equations,
mixing colors for oil paintings, serving a
volleyball
Knowledge of subject-specific
techniques and methods
Literary criticism, analysis of historical
documents, mathematical problem-solving
methods
Procedural Knowledge - How to do
something
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55. Strategic knowledge
Ways of memorizing facts, reading
comprehension strategies, methods
of planning a Web site
Knowledge about cognitive Different reading demand of textbooks
Metacognitive
Knowledge
48

56. Self-knowledge
Need for a diagram or chart to
understand complex processes,
better compression in quiet
environments, needs to discuss
ideas with someone before writing
an essay
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57. Taxonomies of the
Cognitive Domain
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58. Bloom's Taxonomy
1956
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1. Knowledge:
Remembering or retrieving previously
learned material.
2. Comprehension : The ability to grasp or
construct meaning from material.
3. Application : The ability to use learned
material or to implement material in new

59. Bloom's Taxonomy
1956
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4. Analysis:
The ability to break down
or distinguish the parts of material into its
components so that its organizational
structure may be better understood.

60. 1. Remembering:
Recognizing or recalling knowledge from
memory. Remembering is when memory
is used to produce or retrieve definitions,
facts, or lists, or to recite previously
learned information.
2. Understanding:
Constructing meaning from different
types of functions be they written or
graphic messages or activities like
Anderson's and
krathwohl's Taxonomy
2001
53

61. 3.Applying:
Carrying out or using a procedure
through executing or implementing.
Applying relates to or refers to situations
where learned material is used through
products like models, presentations,
interviews or simulations.
4. Analyzing:
Breaking materials or concepts into parts,
determining how the parts relate to one
Anderson's and
krathwohl's Taxonomy
2001
54