Chapter 3: Program Outcomes and 1. BEED – CMO No. 74, s. 2017 2.
Rearranging the order of the last
Student Learning Outcomes 2. BSED- English, Math, Science, two synthesis and evaluation.
Social Science – CMO No. 75, s.
TTH BPEd 2017
Blooom’s Taxonomy Anderson’s and
1956 Krathwol’s Taxonomy
CHED Memorandum Order 20 s. 2014 3. BECE – CMO No. 76, s. 2017 2001 (Revised
4. Bachelor of Special Needs Taxonomy)
requires following program outcomes for 1. Knowledge:
all HEIs the ability to: Education – CMO No. 77, s. 2017 Remembering or 1. Remembering:
5. Bachelor of Tech. and Livelihood retrieving previous Recognizing or
1. Articulate and discuss the latest Education – CMO No. 78. S. 2017. learned material. recalling
e.g. know, identify, knowledge from
developments in the specific field 6. Bachelor of Technical – Vocational relate list, define, memory.
of practice. Teacher Education – CMO No. 79, s. recall, memorize,
2. Effectively communicate orally in repeat, record, name,
2017
recognize, acquire.
writing using both English and 7. BPED – CMO No. 80, s. 2017.
Filipino. 8. Bachelor of Culture and Arts – CMO 2. Comprehension:
3. Work effectively and independently Ability to grasp or 2. Understanding –
No. 82, s. 2017. construct meaning constructing
in multi-disciplinary and multi- from material. meaning from
culturally terms. The Three Types of Learning e.g. restate, locate different types of
4. Act in recognition of professional, report, identify, functions be they
Benjamin Bloom – believed that there recognize, explain, written or graphic
social and ethical responsibility. was more than one type of learning, express, identify, messages.
5. Preserve and promote ‘’Filipino together with a committee of colleagues in
discuss, describe, e.g. interpreting,
review, infer, illustrate, exemplifying, classifying
Historical and cultural heritage.’’ 1956. interpret, draw, summarizing inferring
represent, conclude, comparing or explaining.
Program Outcomes for Teacher -identified 3 domains of educational differentiate.
Education in 2017 Philippines by activities: KSA. Cognitive (knowledge),
Policies, Standards and Guidelines 3. Application:
Psychomotor (skills), and Affective Ability to use 3. Applying – refers
(PSG) (attitudes). learned material to situations where
or to implement learned materials
1. Articulate the rootedness of - these domains are organized into material in new in used through
education in philosophical, socio- and concrete products like
categories or levels and arranged in situations. models,
cultural, historical, psychological, hierarchical form (simplest behavior to e.g. apply, relate, presentations,
and political contexts. complex behavior) develop, use, operate, interviews, or
2. Demonstrates mastery of subject organize, employ, simulations.
restructure, interpret,
matter/discipline. - this is to ensure that learning outcomes demonstrate,
3. Facilitate learning using a wide are measurable, demonstrable, and illustrate, practice,
range of teaching methodologies. verifiable. The outcomes should be calculate, show,
exhibit, dramatize.
4. Develop innovative curricula, concrete and active verbs. 4. Analyzing –
instructional plans, teaching 4. Analysis: Ability Breaking materials
approaches and resources for In mid ‘90s, Lorin Anderson (student of to break down or or concepts into
Bloom), reviewed the Cognitive Domain distinguish the parts, determining
diverse learners. parts of material how the parts
5. Apply skills in the development and objectives and effected some changes: into components relate to one
so that it may be another.
utilization of ICT. 1. Changing the names from noun to understood. e.g. differentiating,
Program Outcomes specific to: verb. e.g. analyze, organizing and attributing,
compare, probe, being able to distinguish
inquire, examine, between.
contrast, - creating spreadsheets, 2. Conceptual Knowledge – the Understanding Distinguish, Explain in
categorize, surveys, charts or diagrams estimate, one’s own
differentiate, or graphic representations.
relationships among pieces of a explain, give words the
contrast, larger structure that make them example, stages in the
investigate, detect function together. interpret, life cycle of a
survey, classify, paraphrase, butterfly;
deduce, experiment, Knowledge of classifications and summarize distinguish
scrutinize, discover, among the
inspect, dissect, 5. Evaluating – categories – e.g. species of animals, diff. geometric
discriminate, Making judgments different kinds of arguments, geological figures.
separate. based on criteria Applying Apply, change Use a
era.
and standards compute, mathematical
through checking construct, formula to
5. Synthesis: ability and critiquing. Knowledge of principles and demonstrate, solve an
to put parts In the newer taxonomy, generalizations – e.g. types of conflict in discover, algebra
together to form a evaluating comes before literature, Newton’s Laws of Motion, modify problem,
coherent or unique creating as it is often a prepare, Prepare daily
new whole. necessary part of the principle of democracy. produce, show, menus for one
e.g. compose, precursory behavior before solve, use. week for a
produce, design one creates something. Knowledge of theories, models, and family of six.
assemble, prepare, structures – e.g. theory of evolution, Analyzing Analyze, Observe a
predict, modify, tell, 6. Creating – putting compare, classroom and
plan, invent, propose, elements together economic theories, DNA models. contrast, list down the
develop, arrange, to form a coherent diagram, things to be
construct, organize, or functional 3. Procedural Knowledge – How to differentiate, improved;
derive, originate, write. whole. do something distinguish, differentiate
-reorganizing elements into illustrate, the parts of a
new pattern, or structure Knowledge of subject-specific skills and outline, select tree.
6. Evaluation: through generating, Evaluating Compare, Defend a
ability to judge, planning, or producing. algorithms – e.g. procedure for solving conclude, research
check, critique the quadratic equations, serving a volleyball. criticize, proposal;
value for a given critique, select the
purpose. Knowledge of subject-specific techniques defend, most effective
evaluate, solution;
and methods – e.g. literary criticisms, relate, critique a class
analysis of historical documents support, demonstration.
justify.
Knowledge of criteria for determining Creating Categorize, Compile
In the revised cognitive taxonomy, when to use appropriate procedures – e.g. combine, personal
compile, records and
Anderson and Krathwol identified 4 levels methods for diff. kinds of experiment, compose, documents
of knowledge: syllabus guidelines for diff. genres of devise, design, into a
writing. plan, organize, portfolio; write
1. Factual knowledge – Basic revise, a syllabus for a
rearrange, school subject.
information Categories/ Outcome Learning generate,
Levels Verbs Outcome modify
Knowledge of terminology – e.g. Statements
Vocabulary terms, mathematical symbols, Remembering Define, Recite the
describe, multiplication
musical notation, alphabet. identify, label, tables; match
match, list, the word w/
Knowledge of specific details and name, outline, the parts of
elements – Components of Food Pyramid, recall, the picture of
recognize, a sewing
major battles of WWII.
reproduce, machine.
select, state