LEARNING OUTCOMES

SOURCES AND
CHARACTERISTICS

DISCUSSANT: Rhea Mae S. Ibañez

 “ TEACH to the
INDIVIDUAL, not to the
CURRICULUM ”
 LEARNING OUTCOMES
At the end of the chapter, the student should be able to:

EXPLAIN THE MEANING OF LEARNING OUTCOMES

STATE THE SOURCES OF LEARNING OUTCOMES;

EXPLAIN WHY LEARNING OUTCOMES MUST CONSIDER

NEEDS OF INDUSTRY:
EXPLAIN THE CHARACTERISTICS OF GOOD LEARNING
OUTCOMES
DETERMINE WHETHER A GIVEN LEARNING OUTCOME
IS GOOD OR NOT AND IMPROVE ON LEARNING
OUTCOMES THAT DO NOT MEET STANDARDS.
 In OBE, the focus is on
INTRODUCTION learning outcomes.
Learning outcomes are
naturally associated with
learners thus the phrase
student learning outcomes.
Don't get confused. We are
still referring to the same
learning outcomes focused
on the student or the
learner.
 Students who are well
informed about what
INTRODUCTION behaviors are expected of
them in a course/subject or
learning activity have a
definite guide during the
learning activity and are
therefore perceived to attain
success. Correlatively,
teachers who know very well
what they wish their students
to demonstrate or perform will
be in the best position to align
their instructional activities to
 It is Based on Figure 3 in Chapter 2, outcomes
come in different levels. The intended
institutional outcomes, the broadest of all
outcomes, are derived from the institution's vision
MEANING and mission From the institutional outcomes,
schools derive their graduate attributes (which are
OF also termed student outcomes). Below the
institutional outcomes are program outcomes. For
LEARNING the teacher education program, the program
OUTCOME outcomes are laid down in the Memorandum
Orders from the Commission on Higher
S Education, CMO No. 74 to 80, s. 2017. Higher
educational institutions which have their own
institutional outcomes that are derived from their
VMG (vision, mission, goals) may add program
 More specific than the program
outcomes are the course outcomes, the
outcomes for each subject in the
MEANING curriculum. Most specific are the
OF learning outcomes which others call
intended learning outcomes or
LEARNING student learning outcomes to
OUTCOME emphasize that these are the
knowledge, skills and values that
S
students are expected to demonstrate
at the end of the lesson. These are the
ones assessed in the process of
SOURCES OF
LEARNING
OUTCOMES
 1.The institution's vision and mission
1 statements are a relevant source of
student learning expectations. Public
schools refer to the public school
system vision and mission statements
as source of learning outcomes. Private
schools are either sectarian or non-
sectarian and their vision and mission
statements may be sourced from their
respective religious goals, in the case
of sectarian schools, or their founder's
 Policies and competencies and standards issued by
2 government education agencies such as the
Department of Education (DepEd), Technical Education
and Skills Development Authority (TESDA) and the
Commission on Higher Education (CHED) are prescribed
sources of learning outcomes. The DepEd issued the K
to 12 Curriculum Guide that contains the competencies
expected to be taught by teachers in the basic
education level. It likewise issued the Philippine
Professional Standards for Teachers (PPST). TESDA
likewise has a list of competencies per course and CHED
has program outcomes and course outcomes for all
programs. (The PPST from DepEd and the program
 3. To bridge the gap between academe and
3
industry, expected competencies identified by
the different professions, business and industry
should be adopted to ensure that graduates
are able to perform as expected in their
respective work places and/or professions. In
the Philippines, the various Professional
Regulatory Boards of the Professional
Regulation Commission have come up with lists
of competencies expected of professionals. The
Board for Professional Teachers, for example,
has a list of these competencies in its Table of
 4. For schools to be relevant, they should consider the
4 thrusts and development goals of national government
in the formulation of learning outcomes. Schools are
there for society and society is also there for the
schools,
In a global world and for global citizenship, the
determination of learning outcomes must likewise
consider international trends and development. This
makes graduates globally competitive. Amidst talk on
glocal citizenship, it is no longer adequate to work for
the realization of learning outcomes that are attuned
only to local needs.Global needs must be given equal
attention to make graduates global who are ready to
 PROGRAM
OUTCOMES FOR
TEACHER
EDUCATION BASED
 6.1 Common to all programs in all types of schools The graduates
have the ability to:

a. articulate and discuss the latest developments in the specific field of

practice. (PQF level 6 descriptor)

b. effectively communicate in English and Filipino, both orally and in writing

c. work effectively and collaboratively with a substantial degree of

independence in multi-disciplinary and multi-cultural teams. (PQF level 6
discriptor)

d. act in recognition of professional, social and ethical responsibility.

e. preserve and promote "Filipino historical and cultural heritage" (based on

 6.2 Common to the discipline (Teacher Education)

a. Articulated the rootedness of education in philosophical, 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.
6.3 Common to graduates of a horizontal type of institution
as defined in CMO-46, 2012

a. Graduates of professional institutions demonstrate service

orientation in their respective professions.

b. Graduates of colleges are qualified for various types of

employment and participate in development activities and public
discourses, particularly in response to the needs of the communities
they serve.

c. Graduates of universities contribute to the generation of new

knowledge by participating in various research and development
THE PHILIPPINE PROFESSIONAL STANDARD
FOR TEACHERS

The program outcomes for the teacher education program

in the Philippines must necessarily be based on the
Philippine Professional Standards for Teachers issued by
the Department of Education in Department Order #42, s.
2017. While the program outcomes for teacher education
issued by the Commission on Higher Education were
based on the PPST, it may be good to present the gist of
the professional standards contained in 7 Domains, 37
 • recognize the importance of
QUALITY TEACHERS IN mastery of content knowledge and
THE PHILIPPINES its interconnectedness within and
NEED TO POSSESS across curriculum areas, coupled
THE FOLLOWING with a sound and critical
CHARACTERISTICS understanding of the application of
theories and principles of teaching
and learning.
• provide learning environments
that are safe, secure, fair and
supportive in order to promote
learner responsibility and
achievement.
 •establish learning
QUALITY TEACHERS IN
THE PHILIPPINES environments that are
NEED TO POSSESS responsive to learner diversity
THE FOLLOWING
•interact with the national
CHARACTERISTICS
and local curriculum
requirements. They translate
curriculum content into
learning activities that are
relevant to learners and
based on the principles of
effective teaching and
 •apply a variety of assessment tools
QUALITY TEACHERS IN and strategies in monitoring,
THE PHILIPPINES evaluating, documenting and
NEED TO POSSESS reporting learners needs, progress
THE FOLLOWING and achievement
•establish school-community
CHARACTERISTICS partnerships aimed at enriching the
learning environment, as well as
the community's engagement in
the educative process.
• Vaue personal growth and professional
development and exhibit high personal
regard for the profession by maintaining
qualities that uphold the dignity of
teaching such as caring attitude, respect
CHARACTERISTIC
S OF GOOD
LEARNING
OUTCOMES
1. Good learning outcomes are centered on the
student/learner.
2. Good learning outcomes are based on and aligned with
the institutional, program and course outcomes.
3. Good learning outcomes are based on and aligned with
local, national and international trends and issues.

4. Good learning outcomes are known and are very well

understood by both students and faculty.
5. Good learning outcomes include a spectrum of thinking
skills from simple remembering to creating or from the
lowest and simplest cognitive, unistructural process to
cognitive in Bloom's and Anderson's revised taxonomy of
Figure 7. Blooms and Andersons Taxonomy of
 McTighe and
They aso cited 6 facts of understanding .
Wiggins KNOWLEDGE GOALS specify the knowledge that
( McTighe, students should know while BASIC SKILS state what
students should be able to do. UNDERSTANDING
2018) in their
GOALS refer to student’s grasp of big ideas.
understanding LEARNERS UNDERSTANDING is demonstrated when
by Design explain
they can. provide explanations

FOUR KEY TYPES OF

( UbD)
EDUCATIONAL GOALS interpret identify means
• KNOWLEDGE use knowwledge in new
apply
• BASIC SKILLS situations

• LONG TERM have see viewpoints through critical

UNDERSTANDING perspectives eyes

• LONG TERM able to find value in what others may

emphatize
TRANSFER GOALS find odd
LONG TERM TRANSFER GOALS refer to
students' capacity to apply what they
have learned to new situation or
different context. Long-term transfer
goals are often transdisciplinary in
nature. They encompass complex skills
like critical thinking, collaboration,
developmental habits of mind such as
persistence and self-regulation.
Finks Taxonomy for significant learning ( Fink, 2003)
includes;
1.Caring-developing new feelings, interests and
values)
2.Learning how to learn becoming a self-directed
learner
3.Integration connections
4.Human Dimension learning about self and
others
5.Application skills (critical, creative and
practical
thinking)
Figure 8. THE STRUCTURE OF THE OBSERVED LEARNING
OUTCOME ( SOLO)
 THE STRUCTURE OF The Structure of the Observed
Learning Outcome (SOLO) is a means
THE OBSERVED
of classifying learning outcomes in
LEARNING OUTCOME ( terms of their complexity. Learning
SOLO) becomes more complex as it
progresses. Teaching-learning begins
with one or few aspects of the task
(unistructural), then tackling several
aspects of the task unrelated and so
tasks that are independent of each
other (multistructural), then
integrating the multiple aspects into
a whole (relational), and finally
generalizing into something abstract
(extended abstract). See the
In summary, all the taxonomies of objectives or
outcomes discussed in the foregoing paragraphs
begin with the cognitive process at the lowest
level becoming more complex and higher in level
as one goes higher in the taxonomy of objectives.
Good learning outcomes are concerned not only
with the cognitive process in the lower level like
remembering but also with more complex
outcomes in the higher cognitive level such as
applying, evaluating and creating.
 4.Good learning
outcomes are
SMART
( Specific,
Measurable,
Attainable, Result-
 4.Good learning
outcomes are useful
and relevant to the
learner.
 THANK YOU
FOR LISTENING
“TO GOD BE ALL THE GLORY”