Chapter 3

PROGRAM OUTCOMES AND LEARNING OUTCOMES

LEARNING OUTCOMES
➢ State the program outcomes expected of all educational institutions according to
type
➢ Discuss the programs outcomes of teacher education
➢ Distinguish learning outcomes in the 3 domains of learning and in the additional
levels of knowledge processing of Kendall and Marzano
➢ Formulate learning outcomes in the cognitive, psychomotor and affective domains
in the different levels and in the metacognitive and self-system knowledge
processing of Kendall & Marzano
INTRODUCTION

In this Chapter, you will distinguish program outcomes from learning outcomes.
Learning outcomes come in three (3) different domains - cognitive, psychomotor, and affective.
You will also be introduced to Kendall’s and Marzano’s five levels of processing information,
mental procedures and psychomotor procedures.

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. Maybe because of the number of their
students or failure to clarify the desired learning outcomes, teacher’s concern for outcomes was
secondary to the completion of the planned content for the subject. In other words, teachers were
more content-centered than outcomes-centered.
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
(as stated in institutional outcomes and program outcomes. 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 66.
b) effectively communicate orally and in writing using both English and Filipino.
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.

Some program outcomes are based on HEI type 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”.

The program outcomes specific to degrees are programs spelled out in the specific
Policies, Standards and Guidelines (PSGSs) per program or degree issued by the same
Commission. The following are the program outcomes for the Bachelor in Elementary Education
(BEEd) degree/program that were endorsed to the Commission en banc for approval as of writing
time.

3.2 Program Outcomes for Teacher Education

a. Articulate the rootedness of education in philosophical, socio-cultural, historical,
psychological; and political contexts.
b. Demonstrate mastery of subject matter/discipline.
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.
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices.
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the local, national, and
global realities.
h. Pursue lifelong learning for personal and professional growth through varied experiential
and field-based opportunities.

3.3 The Three Types of Learning

Believing that there were more than one (1) type of learning, Benjamin Bloom and a
committee of colleagues in 1956, identified three domains of educational activities; the
cognitive, referring to mental skills; affective referring to growth in feeling or emotion; and
psychomotor, referring to manual or physical skills. These terms were regarded as too technical
by practicing teachers and so the domains were translated to simpler terms commonly used by
teachers; knowledge, skills and attitudes (KSA).
These domains are organized into categories or levels and arranged in hierarchical order
from the simplest behavior to the most complex behavior. To ensure that the learning outcomes
are measurable, demonstrable and verifiable, the outcomes should be stated as concrete and
active verbs. In mid-nineties, a former student of Bloom, Lorin Anderson, reviewed the cognitive
domain objectives and effected some changes. The two most prominent of these are (a) changing
the names in the six subdivisions from noun to verb and (b) slightly re-arranging the order.
These three domains of learning are given in detail in the succeeding pages.
3.4 DOMAIN 1: Cognitive (Knowledge)
Categories/Levels Outcomes Verbs Learning Outcomes
Statements
1.1 Remembering: recall of define, describe, identify, Recite the multiplication
previously learned label, match, list, name, tables; match the word with
information outline, recall. recognize, the parts of the picture of a
reproduce, select, state sewing machine
1.2 Understanding: distinguish, estimate, Explain in one’s own words
comprehending the explain, give example, the stages in the life cycle of
meaning, translation and interpret, paraphrase, a butterfly; distinguish the
interpretation of summarize different geometric figures
instructions; state a problem
in one’s own word
1.3 Applying: using what 1 was apply, change, compute, Use a mathematical formula
learned in the classroom construct, demonstrate, to solve an algebra problem;
into similar new situations discover, modify, prepare. prepare daily menus for one
produce, show, solve, use week for a family of six.
1.4 Analyzing: separating analyze, compare, contrast, Observe a classroom and list
materials or concept into diagram, differentiate, down the things to be
component parts to distinguish, illustrate, improved; differentiate the
understand the whole outline, select parts of a tree
1.5 Evaluating: judging the compare, conclude, Defend a research proposal;
value of an idea, object or criticize, critique, defend, select the most effective
material evaluate, relate, support, solution; critique a class
justify demonstration
1.6 Creating: building a categorize, combine, Compile personal records
structure or pattern; putting compile, compose, devise, and documents into a
parts together design, plan, organize, portfolio; write a syllabus for
revise, rearrange, generate, a school subject
modify

Table 1. Domain l: Cognitive (Knowledge)

(Source: Bloom, Benjamin S. Taxonomy of Educational Objectives, Book 1: Cognitive Domain,

2nd edition June 1984)
 Figure 2. The Categories/Levels of Cognitive Domain Learning Objectives Arranged
Hierarchically

(Source: Bloom, Benjamin S. Taxonomy of Educational Objectives, Book 1: Cognitive Domain,

2nd edition June 1984)
3.5 DOMAIN II: Psychomotor (Skills)

In the early seventies, E Simpson, Dave and A.S. Harrow recommended categories for
the Psychomotor Domain which included physical coordination, movement and use of the motor
skills body parts. Development of these skills requires constant practice in accuracy and speed.
Simpson contributed 7 categories, Dave 5 categories and Harrow 6 categories.

Category Example and Key Words (verbs)

Perception (awareness): The Examples: Detects non-verbal communication cues.
ability to use sensory cues to guide Estimate where a bail will land after it is thrown and
motor activity. This ranges from then moving to the correct location to catch the ball.
sensory stimulation, through cue Adjusts heat of stove to correct temperature by smell
selection, to translation. and taste of food. Adjusts the height of the forks on a
forklift by comparing where the forks are in relation to
the pallet.

Key Words: chooses, describes, detects, differentiates,

distinguishes, identifies, isolates, relates, selects.

Set: Readiness to act. It includes Examples: Knows and acts upon a sequence of steps
mental, physical, and emotional in a manufacturing process. Recognize one’s abilities
sets. These three sets are and limitations. Shows desire to learn a new process
dispositions that predetermine a (motivation). NOTE: This subdivision of Psychomotor
person’s response to different is closely related with the “Responding to phenomena”
situations (sometimes called subdivision of the Affective domain.
mindsets).
Key Words: begins, displays, explains, moves,
proceeds, reacts, shows, states, volunteers.

Guided Response: The early Examples: Performs a mathematical equation as

stages in learning a complex skill demonstrated. Follows instructions to build a model.
that includes limitation and trial Responds hand-signals of instructor while learning to
and error. Adequacy of operate a forklift.
performance is achieved by
practicing. Key Words: copies, traces, follows, react, reproduce,
responds

Mechanism (basic proficiency): Examples: Use a personal computer. Repair a leaking

This is the intermediate stage in faucet. Drive a car.
learning a complex skill. Learned
responses have become habitual Key Words: assembles, calibrates, constructs,
and the movement can be dismantles, displays, fastens, fixes, grinds, heats,
performed with some confidence manipulates, measures, mends, mixes organizes,
and proficiency. sketches.

Complex Overt Response Examples: Maneuvers a car into a tight parallel

(Expert): The skilful performance parking spot. Operates a computer quickly and
of motor acts that involve complex accurately. Displays competence while playing the
movement patterns. Proficiency is piano.
indicated by a quick, accurate, and
highly coordinated performance, Key Words: assembles, builds, calibrates, constructs,
requiring a minimum of energy. dismantles, displays, fastens, fixes, grinds, heats,
This category includes performing manipulates, measures, mends, mixes, organizes,
without hesitation, and automatic sketches.
performance. For example, players
are often utter sounds of NOTE: The Key Words are the same as Mechanism,
satisfaction or expletives as soon but will have adverbs or adjectives that indicate that
as they hit a tennis ball or throw a the performance is quicker, better, more accurate, etc.
football, because they can tell by
the feel of the act what the result
will produce.

Adaptation: Skills are well Examples: Responds effectively to unexpected

developed and the individual can experiences. Modifies instruction to meet the needs of
modify movement patterns to fit the learners. Perform a task with a machine that it was
special requirements. not originally intended to do (machine is not damaged
and there is no danger in performing the new task).

Key Words: adapts, alters, changes, rearranges,

reorganizes, revises, varies.

Origination: Creating new Examples: Constructs a new theory. Develops a new

movement patterns to fit a and comprehensive training programming. Creates a
particular situation or specific new gymnastic routine.
problem. Learning outcomes
emphasize creativity based upon Key Words: arranges, builds, combines, composes,
highly developed skills. constructs, creates, designs, initiate, makes, originates.

Table 2. Domain II: Psychomotor (Skills)

(Source: http://www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html Retrieved, February 3, 2017)
 Psychomotor Domain Taxonomies
Dave (1975):
Category Example and Key Words (verbs)
Imitation - Observing and Examples: Copying a work of art. Performing a skill while
patterning behaviour after observing a demonstrator.
someone else. Performance may Key Words: copy, follow, mimic, repeat, replicate,
be of low quality. reproduce, trace
Manipulation - Being able to Examples: Being able to perform a skill on one‘s own after
perform certain actions by taking lessons or reading about it. Follows instructions to
memory or following build a model.
instructions. Key Words: act, build, execute, perform
Precision – Refining, becoming Examples: Working and reworking something, so it will be
more exact. Performing a skill “just right.” Perform a skill or task without assistance.
within a high degree of precision Demonstrate a task to a beginner.
Key Words: calibrate, demonstrate, master, perfectionism
Articulation - Coordinating and Examples: Combining a series of skills to produce a video
adapting a series of actions to that involves music, drama, color, sound, etc. Combining a
achieve harmony and internal series of skills or activities to meet a novel requirement.
consistency. Key Words: adapt, constructs, combine, creates, customize,
modifies, formulate
Naturalization - Mastering a Examples: Maneuvers a car into a tight parallel parking spot.
high level performance until it Operates a computer quickly and accurately. Displays
become second-nature or competence while playing the piano. Michael Jordan playing
natural, without needing to think basketball or Nancy Lopez hitting a golf ball.
much about it. Key Words: create, design, develop, invent, manage,
naturally

Harrow (1972):
Category Example and Key Words (verbs)
Reflex Movements - Reactions that are Example: instinctive response
not learned, such as an involuntary
reaction Key Words: react, respond
Fundamental Movements - Basic Example: perform a simple task
movements such as walking, or grasping.
Key Words: grasp an object, throw a ball, walk
Perceptual Abilities - Response to Examples: track a moving object, recognize a
stimuli such as visual, auditory, pattern
kinaesthetic, or tactile discrimination. Key Words: catch a ball, draw or write
Physical Abilities (fitness) - Stamina Examples: gain strength, run a marathon
that must be developed for further
development such as strength and agility. Key Words: agility, endurance, strength
Skilled movements - Advanced learned Examples: Using an advanced series of integrated
movements as one would find in sports or movements, perform a role in a stage play or play in
acting. a set of series in a sports game.
Key Words: adapt, constructs, creates, modifies
Non-discursive communication - Use Example: Express one’s self by using movements
effective body language, such as gestures and gestures
and facial expressions. Key Words: arrange, compose, interpretation
3.6 DOMAIN III: Affective (Attitude)

The affective domain refers to the way in which we deal with situations emotionally such
as feelings, appreciation, enthusiasm, motivation, values, and attitude. The taxonomy is ordered
into 5 levels as the person progresses towards internalization in which the attitude or feeling
consistently guides or controls a person’s behavior.

Figure 3. The Categories/Levels of Affective Domain Learning Objectives Arranged

Hierarchically

Source: D.R. Krathwool, B.S. Bloom, B.B. Masia (1964) Taxonomy of Educational Objectives:
Handbook II-Affective Domain, New York: David Mckay Co.
 These contributions from Simpson, Dave and Harrow have been re-organized and
simplified into 4 categories or levels.

Categories/Levels Outcomes Verbs Learning Outcomes

Statements
2.1 Observing: active mental watch, detect, distinguish, Detect non-verbal
attention to a physical differentiate, describe, relate, communication cues; watch a
activity select more experienced person;
observe and read directions

2.2 Imitating: attempt to copy begin, explain, move, Show understanding and do
a physical behavior display, proceed, react, sequence of steps with
show, state, volunteer assistance; recognize one’s
limitations

2.3 Practising: performing a bend, calibrate, construct, Operate quickly and

specific activity differentiate, dismantle, accurately; display
repeatedly display, fasten, fix, grasp, competence while
grind, handle, measure, mix, performing, performance is
operate, manipulate, mend moving towards becoming
automatic and smooth.

2.4 Adapting: fine tuning the organize, relax, shorten, Perform automatically;
skill and making minor sketch, write, re-arrange, construct a new
adjustments to attain compose, create, design, scheme/sequence; apply skill
perfection originate in new situation; create a
new routine, develop a new
program

Table 3. Simplified and Re-organized Categories or Levels of Learning in the Psychomotor Domain
 Categories/Levels Outcomes Verbs Learning Outcomes Statements
3.1 Receiving: being select, point to, sit, Listen to others with respect, try to
aware or sensitive to choose: describe, remember profile and facts
something and being follow, hold, identify,
willing to listen or pay name, reply
attention

3.2 Responding: showing answer, assist, and, Participate in discussions, gives

commitment to comply, conform, expectation; know the rules and
respond in some discuss, greet, help, practice them; question concepts in
measure to the idea or perform practice, read, order to understand them well
phenomenon recite, report, tell, write

3.3 Valuing: showing complete, demonstrate, Demonstrate belief in the concept or

willingness to be differentiate, explain, process; show ability to resolve
perceived as valuing or follow, invite, join,
favoring certain ideas justify, propose, report,
share, study, perform

3.4 Organizing: arranging arrange, combine, Accept responsibility, recognize the

values into priorities, complete, adhere, alter, need for balance between freedom
creating a unique value defend, explain, and responsible behavior, explain
system by comparing, formulate, integrate, how to plan to solve problem;
relating and organize, relate, prioritize time effectively for family,
synthesizing values synthesize work and personal life
problems/conflicts propose plan for
improvement, inform
management/supervisor on matters
that need attention

3.5 Internalizing: act, display, influence, Show self-reliance when asking;

practicing value listen, discriminate, cooperate in group activities;
system that controls listen, modify, demonstrate objectivity in problem-
one's behavior; perform, revise, solve, solving; revise judgment in light of
exhibiting behavior verify new evidences, value people for what
that is consisted they are and not for how they look.
pervasive, predictable
and characteristics of
the person

Figure 4. The Categories / Levels of the Affective Domain

(Source: Krathwool, David R. and Benjamin Bloom. Taxonomy of Educational Objectives,

Handbook II: Affective Domain (The Classification of Educational Goals) 1956
3.7 Kendall’s and Marzano’s New Taxonomy

Kendall and Marzano instead of categorizing learning activities which Bloom and
Anderson did, reframed the three domains of knowledge (information, mental procedures and
psychomotor procedures) by describing six levels of processing knowledge. (Refer to Figure 5).
The first four levels of processing are cognitive, beginning with the lowest (retrieval) then
moving upward with increasing cognitive complexity -- comprehension, analysis, and
knowledge utilization. The fifth level of processing, the metacognitive system, involves the
learner’s specification of learning goals, monitoring of the learner’s own learning process, clarity
and accuracy of the learner’s learning. (See Figure 5)
The highest level of knowledge processing self-system, involves the learner’s
examination of the importance of the learning task and his/her self-efficacy. It also involves the
learner’s examining his/her emotional response and his/her motivation of learning.

Figure 5. Kendall’s and Marzano’s New Taxonomy

(Source: Marzano, R.J. and J.S. Kendall. The New Taxonomy of Education Objectives, 2 nd ed.)
 Level of Difficulty Process Useful Verbs, Phrases, Definitions
6 Examining The student can analyze how important specific knowledge is to them.
Self System Thinking Importance
Examining The student can examine how much they believe they can improve their understanding of specific
Efficacy knowledge.
Examining The student can identify emotional responses associated with a piece of knowledge and determine
Emotional why those associations exist.
Response
Examining The student can examine their own motivation to improve their understanding or competence in
Motivation specific knowledge.
5 Specifying The student can set specific goals relative to knowledge and develop a plan for accomplishing the
Metacognition Goals goal.
Process The student can self-monitor the process of achieving a goal.
Monitoring
Monitoring The student can determine how well they understand knowledge.
Clarity
Monitoring The student can determine how accurate their understanding of knowledge is and defend their
Accuracy judgement.
4 Investigating investigate; research; find out about; take a position on; what are the differing features of; how &
Knowledge why did this happen; what would have happened if
Utilization The student generates a hypothesis and uses the assertions and opinions of others to test the
hypothesis.
Experimenting experiment; generate and test; test the idea that; what would happen if; how would you test that;
how would you determine if; how can this be explained; based on the experiment, what can be
predicted
The student generates and tests a hypothesis by conducting an experiment and collecting data.
Problem- solve; how would you overcome; adapt; develop a strategy to; figure out a way to; how will you
Solving reach your goal under these conditions
The student can accomplish a goal for which obstacles exist.
Decision- decide; select the best among the following alternatives; which among the following would be the
Making best; what is the best way; which of these is most suitable
The student can select among alternatives that initially appear to be equal and defend their
choice.
3 Specifying make and defend; predict; judge; deduce; what would have to happen; develop an argument for;
Analysis under what conditions
The student can make and defend predictions about what might happen.
Cognitive System

Generalizing what conclusions can be drawn; what inferences can be made; create a principle, generalization
or rule; trace the development of; form conclusions
The student can infer new generalizations from known knowledge.
Analyzing identify errors or problems; identify issues or misunderstandings; assess; critique; diagnose;
Errors evaluate; edit; revise
The student can identify and explain logical or factual errors in knowledge.
Classifying classify; organize; sort; identify a broader category; identify different types/categories
The student can identify super ordinate and subordinate categories to which information belongs.
Matching categorize; compare & contrast; differentiate; discriminate; distinguish; sort; create an analogy or
metaphor
The student can identify similarities and differences in knowledge.
2 Symbolizing symbolize; depict; represent; illustrate; draw; show; use models, diagram, chart
Comprehension The student can depict critical aspects of knowledge in a pictorial of symbolic form.
Integrating describe how or why; describe the key parts of; describe the effects; describe the relationship
between; explain ways in which; paraphrase; summarize
The student can identify the critical or essential elements of knowledge.
1 Executing use; demonstrate; show; make; complete; draft
Retrieval The student can perform procedures without significant errors.
Recalling exemplify; name; list; label; state; describe; who; what; where; when
The student can produce information on demand.
Recognizing recognize (from a list}; select (from a list); identify (from a list); determine if the following
statements are true
The student can determine whether provided information is accurate, inaccurate or unknown.
 Figure 6. The New Taxonomy in Detail (Marzano and Kendall, 2007)
Source: http://www.greatschoolspartnership.org/wp-
content/uploads/2014/06/x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf

For additional information on the new taxonomy of Marzano and Kendall, refer to Figure 6.