Program, Course and
PRESENTED BY :
JASON L. GOMEZ
ntended Learning Outcomes
BSED III MATHEMATICS - A
Program, Course and Intended Learning LEARNING
Outcomes OUTCOMES
Define program, course, and intended
learning outcomes
Interpret the map of program, course, and
intended learning outcomes
Program, Course and Intended Learning CONSTRUCTION
Outcomes OF :
[Link] Learning Outcomes
[Link] Learning Outcomes
[Link] Learning Outcomes
Program Learning Outcomes
Program learning outcomes are the skills,
competencies, and “big ideas” students
should be able to articulate, put into action,
or utilize. (theoretically or pragmatically) after
the completion of a degree or certificate.
Program Learning Outcomes
Expected Student Behavior
It is best to write learning outcomes in terms of an
observable, behavioral outcome; essentially, learning
outcomes should provide a description of what the
student will be able to do. When writing the outcome
in performance terminology, the selection of an
effective action verb is of utmost importance.
Program Learning Outcomes
Student-Centered
All learning outcomes should focus on the student. An
effective learning outcome will explain expectations for
student behavior, performance, or understanding. To
ensure that learning outcomes are student- centered, a
good learning outcome should appropriately complete
the statement "The student will..."
Program Learning Outcomes
Specific Conditions
Learning outcomes should be specific and target
one expectation or aspect of understanding and
highlight the conditions under which the student is
expected to perform the task.
Program Learning Outcomes
Specific Standards of Performance
Each learning outcome should be measurable and
include the criteria for evaluating student performance.
Generally, standards provide information to clarify to
what extent a student must perform to be judged
adequate; thus effective learning outcomes indicate a
degree of accuracy, a quantity of correct responses or
some other type of measurable information.
A)Students will be able to analyze problems and formulate Examples:
appropriate mathematical models in a variety of areas of
Mathematics.
B)Students will be able to select and utilize appropriate mathematical
technology with which to analyze mathematical problems in a wide
variety of areas.
C)Students will be able to make rigorous mathematical arguments
including how to both prove and disprove conjectures.
D)Students will critically read mathematics.
E)Students will be able to use the concepts of Analysis in
Examples:
solving problems. The fundamental concepts include sets,
numbers, functions, and convergence.
F)Students will be able to use the concepts of Algebra in solving
problems. The fundamental concepts include equations, numbers, and
algebraic structures.
G)Students will be able to express themselves in writing in an
articulate, sound and well-organized fashion.
H)Students will be able to express themselves orally in an articulate,
sound and well-organized fashion.
COURSE LEARNING OUTCOMES
Course Learning Outcomes are specific and
measurable statements that define the
knowledge, skills, and attitudes learners will
demonstrate by the completion of a course.
COURSE LEARNING OUTCOMES
VERB OBJECT
• The verb phrase • and the object phrase
describes the intended describes the
cognitive process or knowledge students
what the learner is are expected to
intended to do acquire or construct
Intended Learning Outcomes
Intended Learning Outcomes (ILOs) define
what a learner will have acquired and will be
able to do upon successfully completing their
studies. ILOs should be expressed from the
students' perspective and are measurable,
achievable and assessable.
5 STEPS TO WRITING ILOS
[Link] ON THE PURPOSE
a. Why is this unit being offered?
b. What is it that students need to learn in this unit so that they can progress
through the course and achieve the Course Learning Outcomes?
c. If one of your students was asked what they learnt in your unit, what would
you like the student to say?
d. What specific intellectual and practical skills will a student leave the unit
with that they lacked when they started?
e. What will every student who passes this unit know, understand and be able
to do?
5 STEPS TO WRITING ILOS
[Link] THE CONTENT
In developing each intended learning outcome for a unit, it is
recommended that you start by defining the content that the
student will learn within the unit, and which is defined within the
purposes previously identified. When more than one of the
identified purposes contain the same content, it is appropriate to
merge these into a single ILO.
5 STEPS TO WRITING ILOS
[Link] THE APPROPRIATE VERB
Once the content has been defined, consider the level of cognitive activity
with which the student will be expected to engage. That is, what level of
thinking do you want students to be using in relation to the content?
In an intended learning outcome, this level of cognitive engagement can be
expressed with a verb. This identifies what the student is expected to do with
the content.
5 STEPS TO WRITING ILOS
[Link] THE CONTEXT (When necessary)
When you have identified what the students will learn, and what
they will do with it, the next step is to define the context in which
students will be able to do the verb with the content. When
selecting the appropriate context, it is important to consider the
place the unit occupies within the course structure, and its
contribution to student development towards CLOs, just as when
selecting verbs.
5 STEPS TO WRITING ILO’s
[Link] CLARITY
To ensure that the ILO is well-written, the final step is to put the three
elements together, and ensure that the whole makes sense - not to you as an
expert, but to your students, who are novices in the area. This means that you
will need to remove any jargon or discipline specific language, and replace
them with plain language. For second and third year units, however, it would
be appropriate to use language that students are familiar with from previous
compulsory units in the course.
KEY TAKEAWAYS
Program learning outcomes are the skills, competencies, and “big ideas” students should be able to
articulate, put into action, or utilize after the completion of a degree orcertificate upon graduation. Broadest
outcome.
Course Learning Outcomes are specific and measurable statements that define the knowledge, skills, and
attitudes learners will demonstrate by the completion of a course. Upon course/subject completion.
Intended Learning Outcomes (ILOs) define what a learner will have acquired and will be able to do upon
successfully completing their studies. Upon topic completion. Most specific outcome
Intended learning outcome is under course learning outcome.
Course learning outcome is under program learning outcome.
