Guidelines Syllabus

1. Document Guidelines for the 2023 Syllabus
General Guidelines
• There are 3 variations of the syllabus:
o SYLLABUS FOR SUBJECTS SUCH AS MAJOR SUBJECTS AND COLLEGE SPECIFIC
SUBJECTS
o SYLLABUS FOR GENERAL EDUCATION SUBJECTS which makes use of GELO
o SYLLABUS FOR PATHF SUBJECTS
• This syllabus is subject for revision since the University is expecting revisions in the
VMGO
Specific Guidelines
1. ICD College coordinators should provide basic information such as their specific COLLEGE
LOGO, COLLEGE NAME, PROGRAM OUTCOMES (as stipulated in the CMO’s of their specific
program), COLLEGE VALUES*, and NAMES of the Signatories for the Dean, CA and VPAA
before they can disseminate to their college faculty.
• It is highly recommended that the ICD College Coordinator discuss the new
format and the process of accomplishing the new syllabus with their co-
faculty.
• It is also recommended that the College should identify specific Values
tailored to their college VMGO to promote the identity of their graduates.
2. In accomplishing the learning plan and identifying the Course Outcomes, the ICD office
encourages to follow the process of “BACKWARD DESIGN” to which the Course Outcomes
will be considered as subject/course requirements after accomplishing the Learning Plan. The
faculty may follow the following steps in accomplishing the Learning Plan:
Step 1: IDENTIFYING and ORGANIZING SUBJECT MATTERS/TOPICS
Identify the Subject Matters/Topics of your subject following the logical and
rational sequence. You may follow sequences such as introductory to
practicum or conceptual to application etc… Kindly also consider the number
of topics to be discussed in your subjects, make sure that the duration of your
subject matters/topics are properly distributed based on the difficulty on
how you would tackle or discuss the subject matter.
Step 2: PLANNING FOR TEACHING-LEARNING ACTIVITIES
Upon organizing your topics, you may then start planning on how you can
create Teaching-Learning Activities based on your topics. From here, you may
try to imagine how you would teach your subject matter. Below is a sample on
how you may present your TL activities.
• You may think of Teaching-Learning activities that promote outcomes from your
students. You may think of considering these outcomes as subject requirements that
students should come up with at the end of the semester. Examples of outcome-based
activities includes:
▪ Project-based activities
▪ Performance-based activities
▪ Task-based activities
▪ Time-based activities
▪ Collaborative activities
• For laboratory subjects, please include the materials needed in your activity in this
column.
The teaching activity will
serve as the title of the
activity.
The description of the activity
will present the
work/outcome/outputs to be
done by the students.
Identify what type of outcomes
these activities will be based on
your specific course.

2. Step 3: ALIGNING ASSESSMENT TASKS
By the time you have carefully planned your teaching-learning activities, you may now
align your assessment tasks. In presenting your assessment tasks, you may include the
assessment tool. Below is an example:
Subject Matter Teaching-Learning Activities
Assessment Task
Step 4: FORMULATING INTENDED LEARNING OUTCOMES
With the completion of the Teaching-Learning activities aligned with the assessment
tasks, you may now formulate your Intended Learning Outcomes. The formulation
of the ILO’s based from your planned TL activities and assessment tasks ensures the
alignment of ILO’s, TL activities and Assessment tasks in the syllabus.
Intended Learning Outcomes (ILOs) are concise statements that describe
what students should be able to do or to come up with by the end of a
learning experience, whether it's a course, a lesson, a workshop, or an entire
educational program. They serve as clear and measurable goals to guide
curriculum development, assessment, and instruction. Here's a step-by-step
guide on how to write effective ILOs:
Start with Action Verbs:
Begin each ILO with a strong action verb that clearly defines what the learner
should achieve. Common verbs used in ILOs include "demonstrate,"
"present," "synthesize," "apply," "evaluate," "create," "understand," and
"compare." Below are examples of verbs you may use as classified to the level
of learning:
Remembering
(Knowledge):
Define, List, Recall, Recognize,
Describe, Identify, Memorize,
Name, Repeat, State
Understanding
(Comprehension):
Explain, Summarize,
Paraphrase, Interpret, Clarify,
Classify, Compare, Contrast,
Discuss Infer
Applying (Application): Apply, Demonstrate, Use,
Solve, Illustrate, Calculate,
Operate, Build, Construct,
Execute
Analyzing (Analysis): Analyze, Evaluate, Examine,
Compare, Contrast,
Differentiate, Investigate,
Deconstruct, Categorize,
Discriminate
Evaluating
(Synthesis):
Create, Design, Invent,
Formulate, Compose,
Construct, Plan, Organize,
Revise, Hypothesize
Creating (Evaluation): Evaluate, Judge, Assess, Justify,
Critique, Debate
Prioritize, Decide,
Recommend, Select
Be Specific and Observable:
Ensure that the intended outcome is specific and observable. It should
describe a tangible, measurable result. Avoid vague terms like "know,"
"appreciate," or "learn about" because they are not easily measurable.
Instead, use verbs like "list," "identify," or "solve."
Use Clear and Concise Language:
Keep your ILOs brief and to the point. Use clear and straightforward language
to avoid any ambiguity. Avoid jargon or complex terminology that may
confuse students or instructors.

3. Align with Bloom's Taxonomy or Other Frameworks:
Consider using educational frameworks like Bloom's Taxonomy to guide your
ILOs. Bloom's Taxonomy categorizes cognitive skills into six levels:
knowledge, comprehension, application, analysis, synthesis, and evaluation.
Align your ILOs with the appropriate level based on the depth of learning you
want to achieve.
Consider the Context:
Tailor your ILOs to the specific context of your course or program. Think about
the prerequisites students should have and how the outcomes fit into the
overall curriculum.
Prioritize Learning Objectives:
If you have multiple ILOs, prioritize them in terms of importance or sequence.
This helps students and instructors understand the relative significance and
order of attainment.
Use Measurable Criteria:
Include criteria or conditions that will determine whether the learner has
achieved the outcome. These criteria should be specific and measurable,
often involving observable behaviors or performance indicators.
Avoid Overloading ILOs:
Keep each ILO focused on one specific outcome. Avoid combining multiple
outcomes into a single statement, as this can make assessment and
evaluation more challenging.
Review and Revise:
Regularly review and revise your ILOs to ensure they remain relevant and
aligned with your educational goals. They may need adjustments based on
changes in the course content, teaching methods, or assessment strategies.
Share ILOs with Stakeholders:
Communicate the ILOs to students at the beginning of the course or program,
so they understand what is expected of them. Share them with colleagues
and administrators to ensure alignment with overall educational goals.
Examples of Intended Learning Outcomes:
**By the end of this course, students will be able to evaluate financial
statements to make informed business decisions."
**Upon completion of this workshop, participants will demonstrate basic first
aid techniques to respond to common medical emergencies."
**At the conclusion of this program, graduates will be able to design effective
marketing strategies that align with business objectives and industry trends."
Remember that effective ILOs are essential for guiding the development of
curriculum, designing assessments, and ultimately evaluating whether
learning objectives have been met. They should be specific, measurable,
achievable, relevant, and time-bound (SMART), making it easier to assess and
track student progress.
Step 5: IDENTIFYING COURSE OUTCOMES
Since you have already accomplished your Learning Plan, you can now
identify which outcomes from your T-L activities are worth to be course
requirements. You may now consider these
activities/outcomes/requirements as course outcomes to align these
outcomes based on how you have planned your activities in your subject. In
this process, the alignment of CO’s, ILO’s, Teaching-Learning activities, and
Assessment Tasks are ensured.
Course outcomes (CO’s) are specific, measurable, and observable statements
that describe the output/outcome students are expected to achieve by the
end of a course. These outcomes articulate the intended learning outcome of
the course and serve as a guide for instructors in designing curriculum,
assessments, and instructional activities. Course outcomes are essential for
communicating expectations to students and for assessing their progress and
achievement. Here are some key characteristics and purposes of course
outcomes:
Specific and Measurable: Course outcomes should be precise and
quantifiable, using action verbs that indicate what students are expected to
do or demonstrate. This makes it easier to assess whether the outcomes have
been achieved.

4. Aligned with Course Goals: Course outcomes should align with the broader
goals and objectives of the course. They provide a clear link between what
students are learning and the overall purpose of the course.
Focused on Learning: Course outcomes focus on what students will learn, not
on what the instructor will teach. They emphasize the learner's perspective
and the desired outcomes of the learning experience.
Assessment and Evaluation: Instructors use course outcomes to design
assessments, assignments, quizzes, and exams that measure students'
achievement of the stated objectives. This ensures that assessments are
aligned with the learning goals.
Communication to Students: Course outcomes are typically shared with
students at the beginning of the course. This helps students understand what
is expected of them and provides a roadmap for their learning journey.
Curriculum Design: Course outcomes guide the selection of course content,
instructional strategies, and resources. They help instructors make decisions
about what to include in the curriculum to achieve the desired outcomes.
Continuous Improvement: Course outcomes also play a role in program and
institutional assessment. They help educators and institutions evaluate the
effectiveness of their courses and make improvements as needed.
Examples of Course Outcomes:
**By the end of this mathematics course, students shall have solved complex
algebraic equations using appropriate mathematical techniques and tools.
**Upon completion of this history course, students shall have mapped
historical events, documents, and perspectives.
**After successfully completing this marketing course, students have
developed a comprehensive marketing plan that includes market analysis,
segmentation, targeting, and positioning strategies.
**By the conclusion of this programming course, students shall have
designed software applications that meet specified requirements in
debugging and troubleshooting proficiently
Course outcomes provide a clear roadmap for both instructors and students,
helping to set expectations, measure progress, and assess the effectiveness
of the educational experience. They are a fundamental component of course
design and assessment in education.
The number of course outcomes, also known as course learning outcomes
(CLOs), can vary depending on several factors, including the nature of the
course, its level of complexity, the educational institution's guidelines, and
the specific learning objectives of the course. There is no universally fixed or
mandated number of course outcomes; however, it's important to strike a
balance to ensure that the outcomes are manageable, clear, and achievable.
Here are some considerations regarding the number of course outcomes:
Clarity and Manageability: The number of course outcomes should be
manageable for both instructors and students to understand and work
towards. Too many outcomes can lead to confusion and a lack of focus, while
too few may not adequately cover the content.
Specificity: Each outcome should be specific and measurable, addressing a
particular aspect of learning. It's more effective to have a smaller number of
well-defined outcomes than a larger number of vague ones.
Depth and Complexity: Consider the complexity of the course content and
the depth of learning required. Advanced or specialized courses may have
more outcomes to cover the depth of knowledge and skills.
Alignment with Goals: Ensure that the course outcomes align with the overall
goals and objectives of the course and the program. They should reflect what
students need to achieve to meet those goals.
Assessment and Evaluation: Each outcome should be assessable, meaning it
can be measured or evaluated through assessments and activities. The
number of outcomes should align with the number and types of assessments
used in the course.
Curriculum Scope: The scope of the course content should also inform the
number of outcomes. Some courses may have a broad range of topics, while
others may be more focused.

5. In practice, a typical course may have anywhere from 3 to 10 course
outcomes, but there is no strict rule. The emphasis should be on quality and
alignment with the course's purpose and content. Ultimately, the number of
course outcomes should be sufficient to cover the essential knowledge, skills,
or abilities that students are expected to gain from the course while ensuring
that they are clear and attainable.
Since the Course Outcomes (CO) are considered now as subject requirements
or course requirements, these outcomes now shall be reflected in the
requirements stipulated in the Grading System.
STEP 6: ALIGNMENT OF COURSE OUTCOMES (CO) WITH PROGRAM OUTCOMES
(PO)
Aligning course outcomes with program outcomes is a crucial process in
curriculum design and educational assessment. This alignment ensures that
individual courses contribute to the overarching goals and objectives of a
program or degree. Here's how you can effectively align course outcomes
with program outcomes:
Understand Program Outcomes:
Begin by familiarizing yourself with the program or degree's overall learning
outcomes. These are the broad goals and expectations that the program has
for its graduates. Program outcomes typically encompass the knowledge,
skills, abilities, and dispositions that students should develop over the course
of the program.
Identify Relevant Program Outcomes:
Review the program outcomes and identify which ones are relevant to the
specific course you are designing or teaching. Not every program outcome
will be addressed in every course, but each course should contribute to
achieving some of the program outcomes.
Determine Course Outcomes:
Define the specific learning outcomes for your course. These should be
aligned with the program outcomes you've identified as relevant. Use action
verbs that describe what students should be able to do or demonstrate by
the end of the course.
Map Course Outcomes to Program Outcomes:
Create a clear mapping or matrix that illustrates how each course outcome
aligns with one or more program outcomes. This mapping helps both
instructors and program coordinators see how the course fits into the larger
curriculum.
Assessment Alignment:
Ensure that the assessments and evaluation methods used in the course align
with the course outcomes. Each assessment should measure the specific skills
or knowledge associated with the course outcomes, and collectively, they
should contribute to achieving the program outcomes.
Instructional Design:
Plan your instructional strategies, activities, and content to address the
course outcomes and support students in achieving them. Make sure that the
course content and activities are aligned with the intended learning
outcomes.
Feedback and Assessment Rubrics:
Develop clear assessment rubrics that outline the criteria for evaluating
student performance on each course outcome. These rubrics should reflect
the level of achievement required to meet the program outcomes.
Regular Review and Revision:
Continuously review and assess the alignment between course outcomes and
program outcomes. As courses are revised or new ones are developed,
ensure that the alignment is maintained or adjusted as needed.
Communicate Alignment:
Make the alignment between course and program outcomes explicit to both
students and colleagues. Share this information in course syllabi and program
documentation.
Assessment Data Analysis:
Collect and analyze assessment data to determine whether students are
achieving the course outcomes and, by extension, the program outcomes.
Use this data to make improvements to the course and program.
Aligning course outcomes with program outcomes ensures that students
receive a coherent and purposeful education that prepares them for success

6. in their chosen field. It also helps with program accreditation and quality
assurance processes, as it demonstrates that the curriculum is designed to
meet established educational standards and goals.
Not all Program Outcomes (PO) can be targeted within a single subject area.
Please choose appropriate and targetable Program Outcomes (PO) that you
can think are fitting to your subject taught.
3. VALUES INTEGRATION
In the values integration, the Office of the Curriculum Development has already
identified distinct values to which NVSU may cater as a brand of instruction and
identity. It is encouraged that each College may come up with their specific Values
tailored for the identification of their graduates. College ICD coordinators may
facilitate collecting ideas from their co-faculty.
4. CLASSROOM POLICIES
The inclusion of Classroom Policies as reflected in the syllabus are based on the
recommendations made by accreditors from AACCUP. The ICD office has already
identified general provisions of Classroom policies based on the 2020 Revised Student
Handbook. Furthermore, each faculty member may add his/her own specific policies
under the “Other Policies” section.
5. REFERENCES
• The faculty are encouraged to make use of at least 5 references from the
library.
• If the faculty has his/her own reference, it is highly encouraged that he/she
may also inform the library of this reference for compilation.
• It is also highly recommended that you put your own instructional module as
your reference as well.
6. TEACHER’S INFORMATION
• Please fill in necessary information in this box
7. DOCUMENT HISTORY
• It should only be the ICD office who will give information as to what revisions
have been made in this document.
8. PREPARATION, REVIEW, AND APPROVAL
• Please fill in the necessary information in this section.
• For service colleges, the signatories for the Department Chair and Deans will
be from the origin College, however, it should be specified to what College,
Program or major the subjects are being taught. (Please see the info box)
Notes