CHAPTER 3

• Learning outcomes


  The knowledge, skills, and values that students are expected to demonstrate at the end of the lesson

  
• Learning outcomes are not the same as teaching objectives, but there must be alignment between the two
• Sources of learning outcomes

  • Vision and Mission Statements, and Core Values
  • Policies, issuances, competencies, and standards issued by government education agencies
  • Competencies identified by different professions, business and industries to bridge the gap between the academe and the industry
  • Thrusts and development goals of the national government as well as international trends
• Characteristics of good learning outcomes


  • They are centered on the student/learner
  • They are based on and aligned with the institutional, program and course outcomes
  • They are based on and aligned with local, national, and international trends and issues
  • They are known and are very well understood by both students and the faculty
  • They include a spectrum of thinking skills from simple remembering to creating or from the lowest and simplest cognitive, unistructural process to the highest cognitive and integrative process in Bloom's and Anderon's revised taxonomy of objectives
  • They are SMART (Specific, Measurable, Attainable, Result-Oriented, and Time-Bound)
  • They are useful and relevant to the learners

  
• Taxonomies of learning objectives

  • Bloom's and Anderson's Taxonomy of Objectives
  • Four Key Educational Goals by McTighe and Wiggins (2018)
  • Taxonomy for Significant Learning by Fink (2003)
  • The Structure of the Observed Learning Outcome (SOLO) Taxonomy by Biggs
• Learning outcomes are the most specific among the different levels of outcomes (institutional, program, course, and learning)
• Teaching objectives are not synonymous to learning outcomes
• Learning outcomes may be derived from many sources
• Learning outcomes must also be based on the needs of the industry
• Learning outcomes include a spectrum of thinking skills from simple remembering to creating or from the lowest and simplest cognitive, unistructural process to the highest cognitive and integrative process