Program Objectives 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.
The new educational perspective requires teachers to visualize the ideal graduates or course passers of the program. What competencies, knowledge or other characteristics should the graduates or passers possess? The graduate of BEED or BSEd program is one who has full understanding of child development, who possesses the competency to apply such understanding in planning the methods and activities in the class such that the pupils will show the desired learning outcomes. These are two of several of the BEED/BSEd educational objectives. From the educational objectives, learning outcomes may be drafted with a statement opener such as “students can…” and completing the statement by using whenever possible concrete active verbs like: “demonstrate a wide range of teaching skills;” “apply learned theories in practice teaching;” “illustrate alternative teaching methods.
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.
DOMAIN I: Cognitive (Knowledge)
| Categories/Levels | Outcomes Verbs | Learning Outcomes Statements |
|---|---|---|
|
Remembering: recall of previously learned information |
define, describe, identify, label, match, list, name, outline, recall, recognize, reproduce, select, state |
Recite the multiplication tables; match the word with the parts of the picture of a sewing machine |
|
Understanding: comprehending the meaning, translation and interpretation of instructions; state a problem in one's own word |
distinguish, estimate, explain, give example, interpret, paraphrase, summarize |
Explain in one's own words the stages in the life cycle of a butterfly; distinguish the different geometric figures |
|
Applying: using what was learned in the classroom into similar new situations |
apply, change, compute, construct, demonstrate, discover, modify, prepare, produce, show, solve, use |
Use a mathematical formula to solve an algebra problem; prepare daily menus for one week for a family of six. |
|
Analyzing: separating materials or concept into component parts to understand the whole |
analyze, compare, contrast. diagram, differentiate, distinguish, illustrate, outline, select |
Observe a classroom and list down the things to be improved differentiate the parts of a tree |
|
Evaluating: judging the value of an idea, object or material |
compare, conclude, criticize, critique, defend, evaluate, relate, support, justify |
Defend a research proposal; select the most effective solution; critique a class demonstration |
|
Creating: building a structure or pattern; putting parts together |
categorize, combine, compile, compose, devise, design, plan, organize, revise, rearrange, generate, modify |
Compile personal records and documents into a portfolio; write a syllabus for a school subject |
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. The development of these skills requires constant practice in accuracy and speed. Simpson contributed 7 categories, Dave 5 categories, and Harrow 6 categories. They have been re-organized and simplified into 4 categories or levels.
| Categories/Levels | Outcomes Verbs | Learning Outcomes Statements |
|---|---|---|
|
Observing: active mental attention to a physical activity |
watch, detect, distinguish, differentiate, describe, relate, select |
Detect non-verbal communication cues; watch a more experienced person; observe and read directions |
|
Imitating: attempt to copy a physical behavior |
begin, explain, move, display, proceed, react, show, state, volunteer |
Show understanding and do sequence of steps with assistance; recognize one's limitations |
|
Practising: performing a specific activity repeatedly |
bend, calibrate, construct, differentiate, dismantle, display, fasten, fix, grasp, grind, handle, measure, mix, operate, manipulate, mend |
Operate quickly and accurately; display competence while performing, performance is moving towards becoming automatic and smooth. |
|
Adapting: fine tuning the skill and making minor adjustments to attain perfection |
organize, relax, shorten, sketch, write, re-arrange, compose, create, design, originate |
Perform automatically; construct a new scheme/ sequence; apply skill in new situation; create a new routine, develop a new program |
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.
| Categories/Levels | Outcomes Verbs | Learning Outcomes Statements |
|---|---|---|
|
Receiving: being aware or sensitive to something and being willing to listen or pay attention |
select, point to, sit, choose, describe, follow, hold, identify, name, reply |
Listen to others with respect, try to remember profile and facts |
|
Responding: showing commitment to respond in some measure to the idea or phenomenon |
answer, assist, and, comply, conform, discuss, greet, help, perform practice, read, recite, report, tell, write |
Participate in discussions, gives expectation; know the rules and practice them; question concepts in order to understand them well |
|
Valuing: showing willingness to be perceived as valuing or favoring certain ideas |
complete, demonstrate, differentiate, explain, follow, invite, join, justify, propose, share, study, perform |
Demonstrate belief in the concept or process; show ability to resolve |
|
Organizing: arranging values into priorities, creating a unique value system by comparing, relating and synthesizing values |
arrange, combine, complete, adhere, alter, defend, explain, formulate, integrate, organize, relate, synthesize |
Accept responsibility, recognize the need for balance between freedom and responsible behavior, explain how to plan to solve problem; prioritize time effectively for family, work and personal life problems/conflicts propose plan for improvement, inform management/ supervisor on matters that need attention |
|
Internalizing: practicing value system that controls one's behavior; exhibiting behavior that is consisted pervasive, predictable and characteristics of the person |
act, display, influence, listen, discriminate, listen, modify, perform, revise, solve, verify |
Show self-reliance when asking; cooperate in group activities; demonstrate objectivity in problem-solving; revise judgment in light of new evidences, value people for what they are and not for how they look. |
