Kolehiyo ng Pantukan
COLLEGE OF TEACHER EDUCATION
Juan A. Sarenas Campus
Kingking, Pantukan, Davao de Oro
PROGRAM OUTCOMES AND STUDENT LEARNING
OUTCOMES
A Written Report
in
LEARNING ASSESSMENT 1
EDUC 6
GIRLIE M. VILLAROSA
BSED-MATHEMATICS 3RD YEAR
Submitted to:
LYNARD BOBBY L. ASIRIT, Phd
Professor
November 1, 2021
Educ 6
TABLE OF CONTENTS
Page
Chapter 1: Rationale ………………………………………. 4
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Chapter 2: Content 5
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Chapter 3: Examplars 8
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Chapter 4: Reflections 10
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Chapter 5: Concluding Remarks 12
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References 13
“ The important question is not how assessment is defined but whether assessment
information is used.”
– PALOMBA AND BANTA
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Chapter 1: RATIONALE
According to Cornell University, Program Outcomes examine what a
program or process is to do, achieve, or accomplish for its own improvement and/or
in support of institutional or divisional goals: generally numbers, needs, or
satisfaction driven. They can address quality, quantity, fiscal sustainability, facilities
and infrastructure, or growth. While Student Learning Outcomes are statements that
specify what students will know, be able to do or be able to demonstrate when they
have completed or participated in a Course or Program. SLO's specify an action by
the student that must be observable, measurable and able to be demonstrated
(Oxnard College).
Teachers is concern about finishing their subject matter before the end of the
term were common in the past, in which teachers were more content-centered than
outcomes-centered. The content-centered focuses only on the content helping
learners to build on the knowledge gained (Prachy Chodankar 2015), while
outcomes-centered approach to education that focuses on what a student should be
able to do in the real world upon completion of their course or program (Nunavut
Arctic College 2014).
Program outcomes represent broad statements that incorporate many areas
of inter-related knowledge and skills developed over the duration of the program
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through a wide range of courses and experiences. They represent the big picture,
describe broad aspects of behavior, and encompass multiple learning experiences.
Student Learning Outcomes (SLOs) for an academic program are defined as the
knowledge, skills, or behaviors that a program’s students should be able to
demonstrate upon program completion ( Marianne Lewis, Steve Kroeger, Mike
Zender, and the Center for the Enhancement Teaching & Learning (CET&L),
University of Cincinnati (2009).
Therefore program outcomes and student learning outcomes is a learning goals
and objective generally describe what an Instructor, program, or Institution aims to
do, whereas, a learning outcome describes observable, measurable terms what a
student is able to do as a result of completing a learning experience.
Chapter 2: CONTENT
The program outcomes and student learning outcomes is the shift of fucos in
education from content to student learning outcomes has changed teachers
instructional perperctive. In the past teachers were often heard about their concern
to finish their subjects 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 short teachers were more content-centered than outcomes-centered.
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Figure 1. Program Outcomes and Student Learning Outcomes
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. The Commision
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;
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b) effectively communicate orally and in writing using both English and
Filipino;
c) work effectively and independently in multi-disciplinary and multi-
cultural tearms;
d) act in recognition of professional, social and ethical responsibility; and
e) preserve and promote “Filipino historical and cultural heritage”.
Some based outcomes are based on types of Higher Education institutional
(HEI) 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 participated in the generation of new
knowledge or in research and development projects.
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Graduates of State Universities and Colleges must, in addition, have
the competencies to support “national, regional and local development
plans.
Purpose of Assessment
The purpose of assessment is student learning outcomes articulate what a
student should know or can do after completing a course or program. The
assessment of student learning outcomes provides information that puts student
learning at the forefront of academic planning processes. An assessment can be
graded or ungraded and can take a few minutes or it can take a few weeks. It can ask
students to demonstrate understanding or skills acquisition through writing, the
creation of a product or presentation, or the ability to successfully accomplish some
task. It can ask students to demonstrate their understanding as individuals or as
members of a group.understanding or skills acquisition through writing, the creation of a
product or pesentation, or the ab
monstrate their understanding as individuals or as members of a gr
Chapter 3: EXEMPLARS
The work put into establishing the vision, purpose, and goals of the program
should help provide direction for creating program outcomes. Basically, it is
necessary to take those goals and translate them into tangible, ‘measurable’ outcome
statements. Biggs and Tang (8) describe an outcome as
…a statement of how we would recognize if or how well students have learned what
is intended they should learn…[it] tells us what, and how well, students are able to
do something that they were unable, or only partially able, to do before teaching.
Good teachers have always had some idea of that…in outcomes-based teaching and
learning, we are simply making that as explicit as we can – always allowing for
unintended but desirable outcomes.
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Biggs and Tang were referring to course-level outcomes in this quote; however, the
principle is relevant to outcomes at any level. It is important to make explicit our
expectations about what we want students to take away from a course or program.
The last part of the quote is especially important – it is not possible to anticipate
or account for everything a student is going to learn, and that is not what learning
outcomes seek to do. The purpose of outcomes is to make the expectations and
priorities clear, with the knowledge that there will be other things students take
away from courses and program
In program planning, outcomes should be aligned, or connected, with
divisional and institutional goals, and with the Degree Level Expectations
established by all University of Toronto divisions. Further along the renewal
process, the program outcomes will be aligned with course level outcomes, as
described in the introduction to this guide. The program outcomes are specific
enough to explain how those broad expectations are accomplished within a given
program, and course outcomes will specify what expectations an instructor has for
the course, which are related to one or more program outcomes. Here’s an example
of how the Scandinavian Department might break down the research goal at
different learning outcome levels:
Level: Institution-Level Outcome (i.e., DLE category)
Example: Knowledge of Methodologies
Level: Program-Level Outcomes
Example: Students will be able to use research within the field to make evidence-
based decisions
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Level: Course-Level Outcomes
Example: Students will be able to critique the findings of a peer reviewed academic
article
However, when creating program-level outcomes, it is useful to think about
how students might demonstrate achievement of them – e.g., by the time they
graduate, what will they have done throughout the program to show that they’re
able to use research within the field to make evidence-based decisions? Perhaps they
will have created solutions for mock clients based on research findings. Perhaps they
will have taken on a field research project with a faculty member and a team of
students. Etc.
Chapter 4: REFLECTIONS
Teaching has only one purpose, and that is to facilitate learning (Cross, 1988).
The program outcomes and student learning outcomes, teachers were more content-
centered than outcomes-centered. It is said in this study that prior, the teacher's main
focus was to finish their subject matter before the end of the term. It necessitates
teachers seeing ideal graduates three or more years after graduation and
immediately following program completion.To accomplish this, according to
Memorandum Order # 20, s. All higher education institutions are required to
articulate and discuss the most recent developments in their field of practice,
effectively communicate orally and in writing in both English and Filipino, work
effectively and independently in multi-disciplinary and multi-cultural teams, act in
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recognition of professional, social, and ethical responsibility, and preserve and
promote Filipino historical and cultural heritage as part of the 2014 program.
I learned that it's critical to stick to those program outcomes in order to set
clear expectations and priorities, knowing that students will take other things away
from courses and programs and a student learning outcome is an evaluation that
allows a teacher to quantify their impact on student progress as assessed by a
specific academic or elective criteria.
The chosen course proved a positive experience for students due to the
achievement of an appropriate study atmosphere and the establishment of beneficial
student-teacher relationships. Attaining the study group’s confidence permitted
instituting a functional feedback mechanism, which allowed those in attendance to
demonstrate their grasp of the learned material and give recommendations on
bettering the course based on personal experience. Consequently, Student Learning
Outcomes were sufficiently achieved, leaving both learners and their lector satisfied
with the pupils’ level of attained knowledge and competencies (Ivy Panda 2020).
It would be beneficial for graduate students to have expertise with the
requirements set forth by a higher educational institution. Any professional
institution that requires graduates to attend a service orientation in the field of their
profession requires them to attend a service orientation in the field of their
profession. College graduates are required to participate in many sorts of jobs,
development activities, and public discourses in which they must serve their
communities. University graduates must also contribute to the creation of new
knowledge or participate in research and development projects. They must also
possess the necessary skills to assist in the implementation of "national, regional, and
local development strategies."
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Chapter 5: CONCLUDING REMARKS
What is the differences between program outcomes and student learning outcomes?
What are the program outcomes of higher education institutions and program outcomes
based on types of higher education institution?
This may important questions to think about while trying to figure out what
program outcomes and student learning outcomes all about. When comparing
program outcomes from student learning outcomes it is just similar to tell in
differentiating content-centered and outcomes-centered. Content-centered
curriculum is based upon the idea that various subject contain essential knowledge,
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the mastery of which will make child an educated one while the outcome-centered is
a student learning outcomes describe the measurable skills, abilities, knowledge or
values that students should be able to demonstrate as a result of completing
program of study, a course or lesson.
Program outcomes is a learning goals and objective generally describe what an
Instructor, program, or Institution aims to do. It suggest that a teacher’s primary goal is
to finish the subject matter before the conclusion of the semester. Students must
complete the curricula of higher education in order to graduate. Those requirements
may appear challenging, but they will prepare graduates for the field in which they
will work.
Hence the main porpuse of this written is to assists students in
understanding what outcomes they will need to achieve in the future. This is to
emphasize that all program objectives must be met by all students. This work may
be very helpful since it was written with all the program outcomes needs to require.
REFERENCES
Cornell University. “Program Outcomes examine what a program or process is to do
achieve..”. from
https://scl.cornell.edu/staff/assessment-and-planning/outcomes/progra
m-outcomes
Oxnard College. “ learning outcomes”. from
https://www.oxnardcollege.edu/committees/curriculum-committee/stu
dent-learning-outcomes-definition?fbclid=IwAR1AWbBzvYGU-
gTAPALNjI-0sgPT47XSeVOdqASf2_pEjKFTLOtPwKKppM8
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Cross (1988). “Teaching has only one purpose, and that is to facilitate learning”. from
https://capstone.unst.pdx.edu/sites/default/files/outcomes
%20Centered%20Design_0.pdf
Prachy Chodankar (2015). The content-centered focuses only on the content helping
learners to build on the knowledge gained. August 27, 2015, from
https://www.slideshare.net/prachyc/content-centered-curriculum
Nunavut Arctic College (2014). “Outcomes-centered approach to education that focuses on
what a student should be able to do in the real world upon completion of their
course or program”. Retreived on January 2014, from
https://obecurriculumsessions.wordpress.com/what-is-obe/?
fbclid=IwAR0yxZwYSDq5sXzn_fEQt6zzfeVbbRYPHoL6LySfRQI51RR8GGTOSX
bIckA
Marianne Lewis, Steve Kroeger, Mike Zender, and the Center for the Enhancement
Teaching & Learning (CET&L), University of Cincinnati (2009). “Program-
based student learning outcomes”.
https://www.uc.edu/content/dam/uc/cetl/docs/ProgramBased_SLOm
odules1.pdf
Books:
Assessment in Learning, pg 20-21.
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