Educ 307 | Learning Outcomes

Summary

This lecture discusses the concept of learning outcomes, their significance, and how to effectively craft them for educational success. It explores key sources of learning outcomes, including institutional goals, national standards, and industry needs. The lecture emphasizes the importance of aligning learning outcomes with both educational frameworks and professional standards, particularly in teacher education. Characteristics of good learning outcomes are also highlighted, such as being learner-centered, measurable, relevant, and SMART (Specific, Measurable, Attainable, Result-oriented, Time-bound). The session concludes with the role of learning outcomes in enhancing graduates' employability and preparing them for real-world applications.

Takeaways

• 😀 Learning outcomes are specific, measurable goals that indicate what learners should know, understand, and be able to do after a learning experience.
• 😀 Learning outcomes should be clear, observable, and accessible to both students and educators for effective teaching and assessment.
• 😀 Key sources of learning outcomes include institutional vision and mission, national and regulatory standards, industry expectations, and government development goals.
• 😀 Industry relevance is critical when crafting learning outcomes, as it ensures that graduates possess the skills employers need and are prepared for the workforce.
• 😀 Good learning outcomes should be learner-centered, focusing on student performance rather than the educator's teaching activities.
• 😀 The process of developing learning outcomes must align with institutional goals, program outcomes, and professional standards like those from CHED and TESDA.
• 😀 The Philippine Professional Standards for Teachers (PPSC) emphasize content knowledge, pedagogy, and community engagement in the development of learning outcomes for teacher education programs.
• 😀 Taxonomies like Bloom’s Taxonomy, MAC Peggy and Wigan’s, and SOLO help in structuring learning outcomes to cover a range of cognitive skills from basic recall to critical thinking and application.
• 😀 Good learning outcomes are SMART: Specific, Measurable, Attainable, Result-oriented, and Time-bound.
• 😀 Learning outcomes should be contextually relevant, addressing local, national, and international trends and issues to ensure they remain useful and meaningful for learners.
• 😀 A well-constructed learning outcome ensures that students can apply what they have learned beyond the classroom, contributing to long-term skill development and employability.

Q & A

What are learning outcomes, and why are they important?

Learning outcomes are specific statements that describe what learners are expected to know, understand, and be able to do by the end of a learning experience. They are important because they provide concrete targets for instruction and assessment, ensuring that the competencies of students are assessed during and after teaching.

What are the main sources of learning outcomes?

The main sources of learning outcomes include the institution's vision and mission, national and regulatory standards (like CHED and DepEd), occupational and industry expectations, and national development goals, such as those aligned with sustainable development and government initiatives.

How does the institutional vision and mission influence learning outcomes?

The institutional vision and mission influence learning outcomes by aligning them with the school's purpose and values. For example, at Holy Cross of Davao College, learning outcomes are shaped not only by program outcomes but also by the spirit of stewardship, a core value of the institution.

Why is it essential for learning outcomes to reflect industry needs?

It is essential for learning outcomes to reflect industry needs because they ensure that graduates are workplace-ready and equipped with competencies that employers recognize as valuable. This alignment with industry standards helps improve graduates' employability.

What role do the Philippine Professional Standards for Teachers (PPST) play in crafting learning outcomes for teacher education programs?

The PPST provides a set of standards expected from teachers in areas like content knowledge, pedagogy, and professional engagement. These standards help guide the formulation of learning outcomes for teacher education programs by ensuring alignment with expectations for future teachers.

What are the key characteristics of good learning outcomes?

Good learning outcomes should be learner-centered, aligned with institutional and program outcomes, contextually relevant, transparent, span a cognitive range, and follow the SMART criteria (Specific, Measurable, Attainable, Result-oriented, Time-bounded). They should also be useful and relevant to learners, ensuring they can apply the knowledge after completing the program.

How does Bloom's revised taxonomy influence the development of learning outcomes?

Bloom's revised taxonomy influences learning outcomes by shifting the focus from nouns to verbs, clarifying the cognitive skills students are expected to demonstrate. The revised taxonomy includes levels like Remember, Understand, Apply, Analyze, Evaluate, and Create, which help in defining the cognitive range of learning outcomes.

How do the national and regulatory standards influence the creation of learning outcomes?

National and regulatory standards, such as those set by the Commission on Higher Education (CHED) or the Department of Education (DepEd), set minimum expectations for what students should learn and be able to do in specific programs. These standards provide a framework for developing learning outcomes that meet national and professional requirements.

What is the significance of aligning learning outcomes with national development goals?

Aligning learning outcomes with national development goals ensures that the curriculum supports broader societal and economic objectives. For example, initiatives like the ARLP program aim to reduce dropout rates, which directly influence how educational outcomes are framed to support national educational and developmental priorities.

What are the advantages of using a taxonomy like SOLO or MAC in defining learning outcomes?

Taxonomies like SOLO (Structure of Observed Learning Outcomes) and MAC (Knowledge, Basic Skills, Long-term Understanding, and Transfer of Learning) help in defining the depth and range of student learning. SOLO, for instance, helps assess the progression of competence from basic understanding to high-level abstraction, while MAC focuses on applying knowledge in long-term, transferable ways, making the learning outcomes more comprehensive.