Program Outcomes and Student Learning Outcomes PDF

PROGRAM OUTCOMES AND STUDENT LEARNING OUTCOMES ABELLANO, Catherine CAFRE, Merlita DE LA CRUZ, Tricia Mae FACTOR, Lancet Racy JUGUETA, Janeth Introduction  Introduction In this Chapter, you will distinguish program outcomes from learning outcomes. Learning outcomes come in three (3) d...

PROGRAM OUTCOMES AND STUDENT LEARNING OUTCOMES ABELLANO, Catherine CAFRE, Merlita DE LA CRUZ, Tricia Mae FACTOR, Lancet Racy JUGUETA, Janeth Introduction  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 Manzano’s five levels of processing information, mental procedures and psychomotor procedures. Program Outcome Program Outcome specific to degrees are programs spelled out in the specific Policies, Standards and Guidelines (PSGSs) per program or degree issued by the same commission. Program Outcome Memorandum Order #20, s.2014 Program Outcome Memorandum Order #20, s.2014 Articulate and discuss the latest developments in specific field of practice Program Outcome Memorandum Order #20, s.2014 Articulate and discuss the latest developments in specific field of practice Effectively communicate orally and in writing using English and Filipino Program Outcome HEI (Higher Institutions) focus Program Outcome HEI (Higher Institutions) focus Graduates of professional institution demonstrate a service orientation in one's profession Program Outcome HEI Institutions Graduates of professional institution 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 serve. Program outcomes for the Bachelor in Elementary Education (BEED) degree/program a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts. a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts. b. Demonstrate mastery of subject matter/discipline. 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.  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.  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. 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 The Three Types of Learning 3 The Three Types of Learning Benjamin Bloom and a committee of colleagues in 1956, identified three domains of educational activities; the cognitive, affective 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).  DOMAIN I: COGNITIVE (KNOWLEDGE) Categories/Levels: Categories/Levels: 1.1 Remembering: recall of previously learned information Categories/Levels: 1.1 Remembering: recall of previously learned information Outcomes Verbs: Categories/Levels: 1.1 Remembering: recall of previously learned information Outcomes Verbs: define, describe, identify, label, match, list, name, outline, recall, recognize, reproduce, select, state Categories/Levels: 1.2 Understanding comprehending the meaning, translation and interpretation of instructions; state a problem in one’s own word Categories/Levels: 1.2 Understanding comprehending the meaning, translation and interpretation of instructions; state a problem in one’s own word Outcomes Verbs: distinguish, estimate, explain, give example, interpret, paraphrase, summarize Categories/Levels: 1.2 Understanding comprehending the meaning, translation and interpretation of instructions; state a problem in one’s own word Outcomes Verbs: distinguish, estimate, explain, give example, interpret, paraphrase, summarize Categories/Levels: 1.3 Applying: using what was learned in the classroom into similar new situations Categories/Levels: 1.3 Applying: using what was learned in the classroom into similar new situations Outcome Verbs Apply, change, compute, construct, demonstrate, distinguish, illustrate, outline, select Categories/Levels: 1.4 Analyzing: separating materials or concept into component parts to understand the whole Categories/Levels: 1.4 Analyzing: separating materials or concept into component parts to understand the whole Outcome Verbs: analyze, compare, contrast, diagram, differentiate, distinguish, illustrate, outline, select Categories/Levels: 1.5 Evaluating: judging the value of an idea, object or material Categories/Levels: 1.5 Evaluating: judging the value of an idea, object or material Outcome verbs: compare, conclude, criticize, critique, defend, evaluate, relate, support, justify Defend a research proposal; select the most effective solution; critique a class demonstration Categories/Levels: 1.6 Creating: building a structure of pattern; putting parts together Categories/Levels: 1.6 Creating: building a structure of pattern; putting parts together Outcome Verbs: categorize, combine, compile, compose, devise, design, plan, organize, revise, rearrange, generate, modify  DOMAIN II: PYSCHOMOTOR (SKILLS) Categories Perception Set Mechanism (Basic proficiency ) Complex Overt Response (Expert) Adaptation Origination  Dave (1975) Imitation Observing and patterning bahavior after some else  Dave (1975) Manipulation Being able to perform certain actions by memory or instructions  Dave (1975) Precision Refining, becoming more exact  Dave (1975) Articulation Coordinating and adapting a series of actions to achieve harmony and internal consistency  Harrow(1972) Reflex Movements Reaction that are not learned, such as involuntary actions  Harrow(1972) Reflex Movements Reaction that are not learned, such as involuntary actions Fundamental movement Basic movement like walking  Harrow(1972) Perceptual Abilities Response to stimulati  Harrow(1972) Perceptual Abilities Response to stimulati Physical abilities (fitness) Stamina that must be developed for further development  Harrow(1972) Perceptual Abilities Response to stimulati Physical abilities (fitness) Stamina that must be developed for further development Skilled Movement Advance learning movement  Harrow(1972) Perceptual Abilities Response to stimulati Physical abilities (fitness) Stamina that must be developed for further development Skilled Movement Advance learning movement Nondiscursive communication Use effective body language  AFFECTIVE DOMAIN TAXONOMY: A BREAKDOWN  The affective domain refers to the emotional aspects of learning, including feelings, attitudes, values, and motivation. It is organized into five levels, progressing from basic awareness to internalized values. Receiving The initial stage where students are aware of and attend to stimuli. Receiving The initial stage where students are aware of and attend to stimuli. RESPONDING Students actively participate in the learning process, showing interest and willingness to engage. VALUING Students attach positive or negative worth to ideas, concepts, or experiences VALUING Students attach positive or negative worth to ideas, concepts, or experiences ORGANIZING Students internalize values and integrate them into their belief systems.  CHARACTERIZING Students consistently demonstrate their values in their behavior, making them an integral part of their personality. SIMPLIFIED PYSCHOMOTOR DOMAIN LEVELS Observing Actively paying attention to physical activity. Outcomes Detecting non-verbal cues, observing others, following directions.  IMITATING Attempting to copy a physical behavior. Outcomes Performing a sequence of steps with assistance, recognizing limitations.  PRACTICING Performing a specific activity repeatedly. Outcomes Performing skills quickly and accurately, improving performance. ADAPTING Fine-tuning skills and making adjustments for perfection. Outcomes Performing skills automatically, creating new routines or programs. KENDALL AND MARZANO'S NEW TAXONOMY: A BREAKDOWN  Kendall and Marzano's New Taxonomy is a framework for categorizing learning activities and assessing student understanding. It focuses on the six levels of processing knowledge rather than the three domains of knowledge. Levels of Processing Knowledge: RETRIEVAL Basic recall of information or procedures. COMPREHENSION Understanding the meaning of information  ANALYSIS Breaking down information into its parts and understanding the relationships between them. KNOWLEDGE UTILIZATION Applying knowledge to solve problems or create new products. METACOGNITIVE SYSTEM Monitoring one's own learning process, setting goals, and evaluating understanding. SELF-SYSTEM Examining the importance of the learning task, self-efficacy, emotional response, and motivation. KEY DIFFERENCES FROM BLOOM'S TAXONOMY  FOCUS ON PROCESSING Emphasizes the cognitive processes involved in learning. METACOGNITIVE AND SELF-SYSTEM Includes higher-order levels related to self- awareness and regulation. THREE DOMAINS OF KNOWLEDGE Maintains the structure of information, mental procedures, and psychomotor procedures. This taxonomy provides a comprehensive framework for educators to design effective learning experiences and assess student progress. ASSESSING STUDENT LEARNING OUTCOMES Outcomes assessment is the process of gathering information on whether the instruction, services and activities that the program provide are producing the desired student learning outcomes. What is Student Learning Outcomes? What is Student Learning Outcomes? Student Learning Outcomes (SLOs) describe what we want our students to know or be able to do: key knowledge, skills, abilities, or competencies. Usually, they complete the statement, "At the end of the program, students will be able to…”.  Student learning outcomes should be specific to a particular academic degree and distinguish one degree program from others offered within the academic college or university. A good student learning outcome: A good student learning outcome: addresses an observable, attainable knowledge area, skill, ability, or competency; A good student learning outcome: addresses an observable, attainable knowledge area, skill, ability, or competency; is narrowly focused and measurable; A good student learning outcome: addresses an observable, attainable knowledge area, skill, ability, or competency; is narrowly focused and measurable; is stated at the appropriate cognitive level for the degree (bachelor's, master's, or PhD) and based on the expectations of the program; A good student learning outcome: addresses an observable, attainable knowledge area, skill, ability, or competency; is narrowly focused and measurable; is stated at the appropriate cognitive level for the degree (bachelor's, master's, or PhD) and based on the expectations of the program; is related to the mission of the program and/or university; and A good student learning outcome: addresses an observable, attainable knowledge area, skill, ability, or competency; is narrowly focused and measurable; is stated at the appropriate cognitive level for the degree (bachelor's, master's, or PhD) and based on the expectations of the program; is related to the mission of the program and/or university; and is meaningful to the program  Principles of Good Practice in Assessing Learning Outcomes 1. The assessment of student learning starts with the institution's mission and core values. There should be a clear statement on the kinds of learning that the institution values most for its students.  2. Assessment works best when the program has clear statement of objectives aligned with the institutional mission and core values. Such alignment ensures clear, shared and implementable objectives. 3. Outcomes - based assessment focuses on the student activities that will still be relevant after formal schooling concludes. The approach is to design assessment activities which are observable and less abstract such as "to determine the student's ability to write a paragraph which is more observable than "to determine the student's verbal ability."  4. Assessment requires attention not only to outcomes but also and equally to the activities and experiences that lead to the attainment of learning outcomes. These are supporting student activities.  5. Assessment works best when it is continuous, ongoing and not episodic. Assessment should be cumulative becau improvement is best achieved through a series of activities done over time in an instructional cycle. 5. Assessment works best when it is continuous, ongoing and not episodic. Assessment should be cumulative because improvement is best achieved through a linked series of activities done over time in an instructional cycle.  7. The intended learning outcome / lesson objective NOT CONTENT is the basis of the assessment task. You use content in the development of the assessment tool and task but it is the attainment of your learning outcome NOT content that you want to assess. This is Outcomes-Based Teaching and Learning.  8. Set your criterion of success or acceptable standard of success. It is against this established standard that you will interpret your assessment results. Example: Is a score of 7 out of 10 (the highest possible score) acceptable or considered success?  9. Make use of varied tools for assessment data-gathering and multiple sources of assessment data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles. DepED Order No. 73, s. 2012 cites the use of multiple measures as one assessment guideline. 10. Learners must be given feedback about their performance. Feedback must be specific. «Good work!" is positive feedback and is welcome but actually is not a very good feedback since it is not specific. A more specific better feedback is "You observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced." 11. Assessment should be on real-world application and not on out-of-context drills. 12. Emphasize on the assessment of higher- order thinking. 13. Provide opportunities for self- assessment. 11. Assessment should be on real-world application and not on out-of-context drills. 12. Emphasize on the assessment of higher- order thinking. 13. Provide opportunities for self- assessment. Samples of Supporting Student Activities Student Learning Outcome #1: Students can organize information from secondary sources as basis of a research topic. Student Learning Outcome #1: Students can organize information from secondary sources as basis of a research topic. Supporting Student Activities 1.1. practice differentiating source material and one's opinion 1.2. reading articles and formulating an original paragraph from quotes, paraphrases and summaries 1.3. writing of essays to develop the topic 1.4. integrating bibliographic entries in appropriate format Student Learning Outcome #2: Students write multiple page essays complying with standard forrat and style. Supporting Student Activities 2.1. analyzing and evaluating texts 2.2. writing about a variety of perspectives on single topic 2.3. adapting tone and style to address one's audience 2.4. reviewing grammar and essay format in readings 2.5. holding group discussion about various topics  THE OUTCOMES ASSESSMENT PHASES IN THE INSTRUCTIONAL CYCLE Constructive Alignment Constructive Alignment Constructive alignment is based on the constructivist theory (Biggs, 2007) that learners use their own activity to construct their knowledge or other outcomes. Constructive Alignment  A Mental Exercise In this mental exercise, determine whether or not the assessmen task is aligned to the learning outcome. If the assessment task is not aligned to the learning outcome, improve it to align it to the learning outcome.  A Mental Exercise Learning Outcomes Assessment Task Dance Tango Trace the history of Tango Interpret a given poem What is your favorite line in the poem? Why is it your favorite line? Present a report with Demonstrate how to PowerPoint PowerPoint presentation Derive the meaning of at least 5 in words by means Solve a given problem of context  A Mental Exercise Learning Outcomes Assessment Task Pronounce short a sound Encircle the words with correctly short sound Trace the historical Trace the historical development of the development of the Philippine Philippine basic education of basic education curriculum curriculum with the use of an appropriate graphic organizer  Variety of Assessment Methods, Tools and Tasks Assessment methods can be classified as traditional and authentic.  Variety of Assessment Methods, Tools and Tasks Assessment methods can be classified as traditional and authentic. Traditional assessment method refers to the usual paper-and-pencil test while authentic assessment refers to non-paper-and-pencil test.  Variety of Assessment Methods, Tools and Tasks Assessment methods can be classified as traditional and authentic. Traditional assessment method refers to the usual paper-and-pencil test while authentic assessment refers to non-paper-and-pencil test. Authentic assessment is also called alternative assessment, it being an alternative to the traditional. The paper-and-pencil test (traditional assessment) assesses learning in the cognitive domain (Bloom) or declarative knowledge (Kendall and Marzano, 2012). The paper-and-pencil test, however, is inadequate to measure all forms of learning Psychomotor learning (Kendall and Marzano, 2012) or procedural knowledge (Kendall and Marzano, 2012) and learning proven by a product and by a performance cannot be measured by paper-and-pencil test. Assessment tools for the cognitive domain (declararive knowledge) are the different paper-and-pencil tests. Portfolio and it's types Portfolio Portfolio A purposeful collection of students work that exhibits the students efforts, progress,and achievements in one or more areas. it is a planned, systematic technique of collecting and assessing formative and/or summative student assessment for the goal of recording students progress towards the attainment of learning objectives in the course. Types of Portfolio - Working/Development Portfolio - Display, Showcase or Best Work Portfolios - Assessment or Evaluation Portfolio Working or Development Portfolio Working or Development Portfolio - Teacher Student Portfolio - The working portfolio is a working document. - This means that you will be building or adding to the portfolio every day during your placement to display the tasks and activities that you are completing. Display, Showcase or Best Works Portfolios - Teacher Alternative Assessment Portfolio - To document what a student has learned based on standards and competencies expected of students at each grade level. - This contains multiple examples of a student's same type of work done over time and is used to assess progress. Rubrics: Your Guide to Assessment  Rubrics: Your Guide to Assessment Rubrics are like roadmaps for grading, making expectations clear for both teachers and students. Two types of Rubrics:  Two types of Rubrics: 1. Analytic Rubrics: Think of these as detailed checklists. Each criterion is evaluated separately, giving you a clear picture of strengths and weaknesses. This is great for detailed feedback and targeted improvement.  Two types of Rubrics: 2. Holistic Rubrics: Imagine a single scorecard. It assesses the overall quality of the work, considering all criteria together. This is faster and focuses on the big picture, perfect for quick feedback.  Choosing the Right Rubric: Analytic: Best for assignments with multiple important criteria that need individual evaluation.  Choosing the Right Rubric: Analytic: Best for assignments with multiple important criteria that need individual evaluation. Holistic: Ideal for overall quality assessments, especially when you need quick feedback.  Assessment Methods and Multiple Intelligences  Assessment Methods and Multiple Intelligences Learners have multiple intelligences and varied learning styles. Students must be given the opportunity to demonstrate learning that is aligned to their multiple intelligences and to their learning styles. It is good for teachers to consider the multiple intelligences of learners to enable learners to demonstrate learning in a manner which makes them feel comfortable and successful. Assessment of Learning outcome in the K- 12 Program : Assessment of Learning outcome in the K- 12 Program : 1. Teachers should employ assessment Methods that are consistent with standards. 2. Teachers must employ both formative and summative both individually and collaboratively. 3. Grades are a function of written work, performance task and quarterly test. 4. The cognitive dimensions given by krathwohl governs formulation of assessment tasks  ✨ End of the report! Thank you