Assessment of Student Learning 2

1
Student Learning Outcomes: An Overview

Module 001 Student Learning Outcomes: An

Overview

At the end of this module, you are expected to:

1. Define terms related to the student learning outcomes
2. Examine the sources of learning outcomes
3. Classify the different General Education outcomes
4. Analyze the characteristics of good student learning outcomes
5. Evaluate the examples of student learning outcomes

Student Learning Outcomes

Students have a definite guide during the learning activity when they are well informed
about what behaviors are expected of them in the course they are taking, and because of
that, they are perceived to attain success. Likewise, teachers can be in the best position to
align their instructional activities to their desired learning outcomes when they know what
they wish their students to demonstrate or perform. For these reasons, identifying and
clarifying students' learning outcomes should be done first before all assessment and
evaluation activities start. The said identified and at the same time clarified student
learning outcomes will serve as a guide to both teacher and students in activities towards
the achievement of the deserved learning outcomes
What are student learning outcomes? According to Student Learning Outcomes. (2017,
October 24). Retrieved January 07, 2018, from
https://www.mendocino.edu/academics/student-learning-outcomes, student learning
outcomes are measurable and verifiable knowledge, skills, abilities, and/or attitudes that
students have at the completion of a program or course. These are considered as an
integral component of modern education.
Sources of Expected Student Learning Outcomes
According to Navarro, R. L., Ph.D., & Santos, R. D., Ph.D. (2013). Assessment of Learning 2,
2nd Edition. Quezon City, Philippines: LORIMAR Publishing, Inc., pp 9-10, the expected
learning outcomes may be sourced from the following:
1. The institution’s mission statement
The school mission statement, either public or private, is a good source of
expected student learning outcomes. Public schools usually refer to the
DepEd/CHED mission statement, while private school, aside from the
DepEd/CHED mission, SLO can be sourced out from their respective religious
goals and maybe from the founder's philosophy.

Course Module
2. Policies on competencies and standards issued by the government agencies.
Competencies and standards set by government agencies such as DepEd,
TESDA, and CHED can be a good source of expected student learning
outcomes for a certain course.
3. Expected competencies identified by the different professions, businesses, and
industry.
To ensure that graduates will perform as expected in the real world of work,
expected competencies identified by the different professions, business, and
industry may be adopted in creating student learning outcomes to be
achieved by students in a certain course.

4. The thrusts and development goals of the national government

In identifying students' expected learning outcomes, the thrusts and
development goals of the national government is a good source.
5. International trends and development
In determining the student learning outcomes of students, trends, and
development internationally should also be considered. This will ensure that
future graduates will be competitive in working and practicing their
profession abroad.
6. Basic general education competencies

Adapting with the basic general education competencies is a good way of

sourcing out expected student learning outcomes. According to CHED
Memorandum Order No. 20, Series of 2013. (2013). Retrieved January 7, 2018,
from https://ched.gov.ph/wp-content/uploads/2013/07/CMO-No/, set General
Education outcomes can be categorized into three, namely:
A. Intellectual Competencies
• Higher levels of comprehension (textual, visual)
• Proficient and effective communication (writing, speaking, and use
of new technologies)
• Understanding the basic concepts across the domains of knowledge
• Critical, analytical, and creative thinking
• Application of different analytical modes(quantitative and
qualitative, artistic and scientific, textual and visual, experimental,
observations) in tackling problems methodically.

B. Personal and Civic Responsibilities

• Appreciation of the human condition
• Capacity to personally interpret the human experience
• Ability to view the contemporary world from both Philippine and
global perspective
• Self- assuredness in knowing and being Filipino
• Capacity to reflect critically on shared concerns and think of
innovative, creative solutions guided by ethical standards
• Ability to reflect on moral norms/ imperatives as they affect
individuals and society
• Ability to appreciate and contribute to artistic beauty
• Understanding and respect for human rights
 Assessment of Student Learning 2
3
Student Learning Outcomes: An Overview

• Ability to contribute personally and meaningfully to the country’s

development

C. Practical Skills
• Working effectively in a group
• Application of computing and information technology to assist and
facilitate research
• Ability to negotiate the world of technology responsibly
• Problem-solving (including real-world problems)
• Basic work-related skills and knowledge
In adapting all or some of the above competencies, identifying and determining the
expected student learning outcome will be easier and will ensure the holistic
development of students once these student learning outcomes will be achieved.
Characteristics of Good Learning Outcomes
Before discussing the characteristics of good learning outcomes, let's first have the three
broad types of student learning. We have to discuss these briefly first because the learning
outcomes that should be identified and determined should focus on these types of student
learning and, according to Writing Meaningful Student Learning Outcomes (SLOs). (n.d.).
Retrieved January 07, 2018, from http://oie.gsu.edu/assessment-and-review-academic-
and-adminstrative/academic-assessment-and-review/assessment-manual/writing-
meaningful-student-learning-outcomes-slos/, these are the following:
1. Content knowledge or understanding (Cognitive)
It deals with what the students should know as he takes a course.
2. Abilities, skills or competencies (Behavioural/Psychomotor)
It deals with what students should be able to do
3. Values, dispositions or attitudes (Affective)
It deals with what students should value or care about.

According to Navarro, R. L., Ph.D., & Santos, R. D., Ph.D. (2013). Assessment of Learning 2,
2nd Edition. Quezon City, Phiippines: LORIMAR Publishing, Inc., pp. 10-13 and Writing
Meaningful Student Learning Outcomes (SLOs). (n.d.). Retrieved January 07, 2018, from
http://oie.gsu.edu/assessment-and-review-academic-and-adminstrative/academic-
assessment-and-review/assessment-manual/writing-meaningful-student-learning-
outcomes-slos/, the characteristics of good learning outcomes are the following:

1. Good learning outcomes are student-centered.

It should be realistic and achievable by the students. It should not focus on
teaching but on the students' learning. The desired learning competencies should
guide what teaching strategies are best to use in achieving the set competencies.
For instance, the student learning outcome (SLO) is to explain the life cycle of an
insect. To make the students be guided towards the achievement of the desired
competency, the teacher may use instructional techniques and strategies like

Course Module
 • Video presentation of the life cycle of an insect
• Field trip to a nature park to observe the life cycle of a certain
insect
• Essay writing on the life cycle of an insect

2. Good learning outcomes should be based on the mission and goals of the
program.
In determining the SLO, issuances from DepEd and CHEd should be the basis for
standardization. Likewise, it should be based on the program's mission
statement with the agreement among the administration, faculty, alumni, and
other professionals. Moreover, professional organizations' thrusts applicable to
employers and industry groups' course and advocacies should also be considered
in determining SLOs.
3. Good learning outcomes are well-understood by faculty and students.
To make the learning outcomes well understood by faculty and students, these
should be clearly stated. Agreement between them should be present, especially
in the importance of the said competencies in the student's development. It will
be better if these SLOs will be developed cooperatively by the faculty and
students. To monitor the progress of the desired learning outcomes or skills and
competencies, the following steps can be followed:
a. Hooking the students to the desired learning outcomes.
b. Exploring, experiencing, and supporting the activities of students.
c. Applying the ideas required in fabricated, simulated, or in real-life
situations
d. Refining, rehearsing, reviewing the target skills or competencies.
e. Evaluating the performance of students vs. the target learning
outcomes
f. Deciding on the action, solution, or creative project to apply the
learning outcome

4. Good learning outcomes include a spectrum of thinking skills.

There should be a continuous sequence of thinking skills from lower-order
thinking skills (LOTs) to the higher-order thinking skills (HOTs). In short, its
short range of learning outcomes should be from simple to complex. For
instance, the competency is " ability to understand; the learning outcomes can be

can create
can
evaluate
can
synthesize
can
analyze
can apply
can explain
can
identify

Figure 1 Example of Spectrum of Thinking Skills

5. Good learning outcomes are measurable.

 Assessment of Student Learning 2
5
Student Learning Outcomes: An Overview

Learning outcomes should be expressed as transitive verbs( should start with the
word "to") and action words and, of course, demonstrable and observable at
different levels.
Example: For Reading, Language, Mathematics, and Science(K to 12)

NUMERICAL RATING PROFICIENCY LEVEL

1 Below basic level

2 Basic level

3 Proficient level

4 Advanced level

6. Good learning outcomes should be comprehensive

Learning outcomes should describe what should be achieved and consist of the
three domains – cognitive, affective, and psychomotor learning targets.
7. Good learning outcomes should be actionable.
How can we determine if the learning outcomes are actionable? The answer is
when the achievement of the said outcomes can be used in improving the
program.

Examples of Learning Outcomes

Appendix A: Examples of Learning Outcomes – Centre for Teaching Support & Innovation.
(n.d.). Retrieved January 07, 2018, from http://teaching.utoronto.ca/teaching-
support/course-design/developing-learning-outcomes/appendix-a-examples-of-learning-
outcomes/ examples of learning outcomes, were given and these are
A. Learning outcomes enable students to know or be able to do by the end of the
period and indicate how the knowledge and skills will be demonstrated.
• By the end of this course, students will be able to determine and develop
data collection instruments and measures for planning and to conduct
quantitative research.

B. Multiple learning outcomes that span a range of learning based on Bloom’s

taxonomy and indicated be relevant and active verbs
• Predict the feature and motion of visible celestial objects
• Formulate specific questions about the motion of visible celestial objects
• Plan ways on how to stimulate an answer to the chosen questions
• Select integrated information from various sources
• Communicate procedures, results, and conclusions properly
• Evaluate the impact of research and other accomplishments in space
technology…

Course Module
 C. Learning outcomes which address the content, skills, and long term attitudes or
values
• Content – Give the difference among the different food service styles.
• Skills - role play on how to serve foods to customers using the different
food service styles.
• Values – recognize the importance of serving customers effectively.

D. Learning outcomes wherein specific language is used, and student performance

expectations are clearly indicated.
VAGUE LEARNING OUTCOME:
• By the end of this course, students will be added to their
understanding of the complete research process.

MORE PRECISE OUTCOME:

• Describe the research process in doing quantitative research
• Evaluate the research quality critically by others
• Formulate research questions for testing, refining, and
building theories
• Determine and demonstrate research design facility and
collection of data
• Formulate a logical and complete plan for data analysis that
will answer the research questions adequately and probe
alternative explanations
• Interpret findings and draw conclusions

References and Supplementary Materials

Books and Journals
1. Navarro, R. L., Ph.D., & Santos, R. D., Ph.D. (2013). Assessment of Learning 2, 2nd
Edition. Quezon City, Phiippines: LORIMAR Publishing, Inc.
2. Student Learning Outcomes. (2017, October 24). Retrieved January 07, 2018, from
https://www.mendocino.edu/academics/student-learning-outcomes
3. Appendix A: Examples of Learning Outcomes – Centre for Teaching Support &
Innovation. (n.d.). Retrieved January 07, 2018, from
http://teaching.utoronto.ca/teaching-support/course-design/developing-
learning-outcomes/appendix-a-examples-of-learning-outcomes/
4. The Faculty Center. (n.d.). Retrieved January 07, 2018, from
https://facultycenter.stonybrook.edu/assessment/studentlearningexamples

Online Supplementary Reading Materials

1. Learning Outcomes (n.d.). Retrieved January 07, 2018, from
https://www.uwo.ca/tsc/resources/selected_teaching_topics/curriculum_course_
design/learning_outcomes.html
2. Examples of Learning Outcomes Statements. (n.d.). Retrieved January 07, 2018,
from https://web.uri.edu/assessment/examples-of-learning-outcomes-
statements/
 Assessment of Student Learning 2
7
Student Learning Outcomes: An Overview

Online Instructional Videos

1. Good Learning Outcomes. (2015, July 08). Retrieved January 07, 2018, from
https://www.youtube.com/watch?v=CgT_rIlcH2A
2. N. (2014, March 21). NJCCC How to Identify and Write Good Learning Outcomes.
Retrieved January 07, 2018, from
https://www.youtube.com/watch?v=CN8mZzWzD9U

Course Module