CHAPTER 3

THE OUTCOMES OF STUDENT LEARNING

3.1. 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."

3.2. 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 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 Blace Lorin Anderson, reviewed the cognitive domain objectives effected
some changes. The me most prominent of these are (a) changing the same in the six subdivisions from
noun to verb and (b) slightly re-arranging the order.

3.3. DOMAIN I: COGNITIVE (KNOWLEDGE)

CATEGORIES/LEVELS OUTCOMES VERBS LEARNING OUTCOMES

1.1. Remembering; recall, or
previously learned information
1.2. Understanding,
Define, describe, identify, label,
match list, name, outline, recall,
recognize, reproduce, select, state
Distinguish, estimate, explain, give
STATEMENTS
Recite the multiplication tables;
match the word with the parts of
the picture of a sewing machine
Explain in one’s own words the
 comprehending the meaning,
translation and interpretation
of instructions; state a problem
in one’s own word
1.3. Applying; using what is learned
in the classroom into similar
new situations
1.4. Analyzing; separating materials
or concept into component
parts to understand the whole
1.5. Evaluating; judging the value of
an idea, object or material
1.6. Relating; building a picture or
pattern; putting parts together
example, interpret, paraphrase,
summarize
Apply, change, compute, construct,
demonstrate, discover, modify,
prepare, produce, show, solve, use
Analyze, compare, contrast,
diagram, differentiate, distinguish,
illustrate, outline, select
Compare, conclude, criticize,
critique, defend, evaluate, relate,
support, justify
Categorize, combine, compile,
compose, devise, design, plan,
organize, revise, rearrange,
generate, modify
stages in the life cycle of a
butterfly; distinguish the
different geometric figures
Use a mathematical formula to
solve an algebra problem; prepare
daily menus for one week for a
family of six.
Observe a classroom and list down
the things to improved differentiate
the parts of the tree
Defend a research proposal; select
the most effective solution; critique
a class demonstration
compile personal records and
documents into a portfolio; write a
syllabus for a school subject

THE CATEGORIES/ LEVELS OF COGNITIVE DOMAIN LEARNING OBJECTIVES ARRANGED HIERARCHICALLY

Creating

evaluating

analyzing

applying

understanding

remembering
The affective domain involves our feelings, emotions and attitudes. This domain includes the manner in
which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations
and attitudes. This domain is categorized into 5 subdomains.
*adapted from Bloom by Lon Anderson (2000)
CATEGORIES/LEVELS
RECEIVING- being aware or
sensitive to something and
being willing to listen or pay
attention.
RESPONDING- showing
commitment to respond in
some measure to the idea or
phenomenon.
VALUING- showing willingness
to be perceived as valuing or
favoring certain ideas.
ORGANIZATION
INTERNALIZATION
OUTCOMES VERBS
select, point to, sit, choose,
describe, follow, hold, identify, try to remember profile and
name, reply
answer, assist, and comply.
conform, discuss, greet, help,
perform practice, read, recite,
report, tell, write
complete, demonstrate,
differentiate, explain, follow,
invite, join, justify, propose,
report, share, study, perform
LEARNING OUTCOMES
STATEMENT
listen to others with respect
facts
participate in discussions
gives expectation
know the rules and practice
them
question concepts in order to
understand them well
demonstrate belief in the
concept or process
show ability to resolve