Program Course and Intended Learning Outcomes

1. Assessment &
Evaluation
in Mathematics

2. Construction of Program Learning
Outcomes, Course Learning
Outcomes, & Intended Learning
Outcomes

4. After watching this video, you are expected to:
 construct program learning outcomes, course
learning outcomes, and intended learning
outcomes;
 map the program learning outcomes with
course learning outcomes; &
 map the course learning outcomes with
intended learning outcomes.

5. Program Learning Outcomes (PLO’s)
PLOs 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.
PLOs are measurable expectations or
anticipated outcomes. A comprehensive and well
developed list can provide information about
student learning, curriculum and teaching.

6. Tips for Developing Effective, Measurable
Program Learning Outcomes
 Learning outcomes should have two parts: an action verb
and a content area. Utilize the action verb to specify the
desired student performance followed by a specific
description of the course-specific content target.
 Keep statements short and focused on a single outcome.
This allows instructors to determine whether or not an
objective has been met without having to distinguish
between partial completion or complete success.

7. • Learning outcomes should be SMART (specific, measurable,
acceptable to the instructor, realistic to achieve, and time-bound with
a deadline).
• Include complex or higher-order learning outcomes when they are
appropriate. Most instructors expect students to go beyond
memorization of facts and terminology; learning outcomes should
reflect instructors’ expectations for student performance.
• Utilize learning outcomes as a basis for course preparation.
Learning outcomes should match instructional strategies and
assessment requirements. To ensure the connection between
various course activities, it is useful to construct a table highlighting
the relationship.

8. For example:
Learning outcomes Instructional Activities Assessment
Students will be able to Lecture, Group activity Turn papers,
differentiate between Senior project,
qualitative and quantitative Assessment
assessment portfolio

9. Examples of PLOs
Students should be able to:
• derive and apply solutions from knowledge of
sciences, engineering sciences, technology and
mathematics
• Identify, formulate, analyze and solve engineering
problems
• Work effectively as an individual, in teams and in
multi-disciplinary settings together with the
capacity to undertake lifelong learning.

10. Course Learning Outcomes (CLOs)
Course Learning Outcomes similarly
describe the competencies the student will
achieve upon successfully completing the course.
CLOs are specific and measurable
statements that define the knowledge, skills, and
attitudes learners will demonstrate by the
completion of a course. Learning outcomes are
written with a verb phrase and declare a
demonstrable action within a given time frame,
such as by the end of the course.

11. 3 Types of CLOs:
1. Cognitive outcomes: “What will
students competing this course know?”
2. Behavioral outcomes: “What will
students completing course be able to
do?“
3. Affective outcomes: “What will students
completing this course care about or
think?”

12. Good Course Learning Outcomes…
 use action verbs to specify the demonstrable and
measurable knowledge, skills or dispositions
possessed by students completing this course.
 are meaningful. ( They identify the essential learning
that goes on in the course. Ask yourself what is the
basic learning you want students to achieve in this
class)
 are measurable. ( They identify learning that can be
assessed, preferably with more than one kind of
assignment or test.)
 are distinctive. (They identify the new learning
specific to this course. Thus, they should identify the
most complex and highest order learning going on in
this course.)

13.  are aligned/consistent with the learning outcomes or goals
of the department or college. ( What departmental or
college learning outcomes or goals does this course
support or advance?)
 are paired with Learning Activities in the course that allow
the students to achieve the Course Learning Outcomes
and allow teachers to assess the achievement. ( How &
where will students achieve this learning outcome in this
course?)

14. Examples of CLOs
Students will:
• Identify, formulate and solve integrative
chemistry problems
• Apply differential calculus to model rates of
change in time of physical and biological
phenomena
• calculate the magnitude and direction of
magnetic fields created by moving electric
charges

15. Intended Learning Outcomes (ILOs)
 ILOs define what a learner will have acquired and will be
able to do upon successfully completing their students.
ILOs should be expressed from the students’ perspective
and are measurable, achievable and assessable.
 ILOs focus on just-that-they articulate what students should
be able to know, do, and value by the end of a course.
They’re also the key to creating an aligned course or a
course in which content, context, instructional strategies,
learning activities, am assessment all work together to
support students achievement of those outcomes.
 ILOs can be written for a course, a program, or an entire
institutions.

16. Examples of ILOs
Students will demonstrate:
• The ability to understand and write mathematical
proofs.
• the ability to use appropriate technology to assist in
the learning and investigation of mathematics.
• Appreciation of mathematics as a creative endeavor.
• the ability to use mathematics as a tool that can be
used to solve problems in disciplinary and
interdisciplinary settings.

17. Presented by:
JAYSON ESCOSA MOSENDE
BSEd 3B – Mathematics
05-09-2021

18. Questions?
Jayson Mosende
jaysonmosende443@gmail.com

21. Overview

22. With the advent of outcome-based
education, mapping has become a more
crucial concept. This gives you a
lightning-fast understanding of your class
in one quick glance. It also gives your
administrator an instant understanding of
what you need to be successful in
classroom operation, education, and
even classroom management.

23. Curriculum Map & the
Curriculum Mapping Process

24. Curriculum Map
A curriculum map identifies where
in the curriculum learning outcomes are
addressed…
WHAT is taught?
WHERE?
HOW?

25. The mapping process may help
you determine whether your curriculum
and learning outcomes are aligned, and
may reveal gaps in your curriculum.
Curriculum Map

26. When building the map, you might discover:
that there are learning outcomes that
are not being fully addressed (or
addressed at all).
when, where and how to collect
assessment data.
where you can make changes for
improvement after you’ve collected
and analyzed assessment data.

27. Curriculum mapping is an
important task used to show proper
alignment of program goals, course
objectives, and instructional outcomes.

29. A much simpler version of a
curriculum map is built on a two-dimensional
matrix, with the learning outcomes arrayed
across the top (as the x-axis) and courses
listed down on the left side (as y-axis).

30. Learning
Outcomes 1
Learning
Outcomes 2
Learning
Outcomes 3
Course 1 x x
Course 2 x x
Course 3 x

31. Mapping Program LOs
with the Course LOs

32. Why Mapping?

33. This level of outcomes mapping
focuses on student learning and it allows
faculty to create a visual map of a
program. It is also the exact place to
explore how students are meeting
program-level outcomes at the course
level.

36. How do you know which courses are
designed for student development of
specific program and college learning
outcomes?

37. Course proposals will spell out the course-,
program- and college-level outcomes expected.
These outcomes also should be delineated in the
course syllabus. You or others who have taught
these courses will know from experience the
competencies and levels that students are able to
achieve.

38. …you may wish to differentiate the
levels of students' learning opportunities
with regard to a particular outcome. You
can use a scale that shows the level of
learning the student achieves on a
mastery or competency scale by the end
of the course.

39. Beginning, Intermediate, Advanced
Introducing, Practicing, Mastering
Emerging, Developing, Proficient
Developmental Scales
…how far a student is expected to
have advanced by the end of the course
toward a standard of competence or a
program learning outcome.

40. Intensity Scale
…which indicates the degree of
teaching/learning that occurs in the course.
Introduced, Practiced, Demonstrated
Introduced, Reinforced, Emphasized
Lightly covered, Moderately covered,
Heavily covered

41. Notice how these levels can be written
to express what the teacher does or what the
student does. Which do you prefer?

43. Each program is required to
demonstrate how its curriculum
advances student development of the
college competencies.

44. The key to mapping the college
competencies is to use an intensity
scale that indicates not the endpoint, but
the degree to which the student is
expected to advance by completing the
course. Intensity is indicated on a zero-
to-three scale, where "three" would
indicate a potential assessment point.

45. CLO 1 CLO 2 CLO 3
ILO 1
ILO 2
ILO 3

46. Summary

47. 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.

48. Course Learning Outcomes are
specific and measurable statements that
define the knowledge, skills, and attitudes
learners will demonstrate by the
completion of a course.

49. Intended Learning Outcomes define what
a learner will have acquired and will be able to do
upon successfully completing their students. ILOs
should be expressed from the students’ perspective
and are measurable, achievable and assessable.

50. Curriculum mapping is an important
task used to show proper alignment of
program goals, course objectives, and
instructional outcomes. Simply put, it is
the creation of map showing the path of
both teaching and learning from start to
finish.

51. Mapping program learning
outcomes focuses on student learning
and it allows faculty to create a visual map
of a program. It is also the exact place to
explore how students are meeting
program-level outcomes at the course
level.

52. Each program is required to demonstrate
how its curriculum advances student
development of the college competencies. The
key to mapping the College Competencies is to
use an intensity scale that indicates not the
endpoint, but the degree to which the student is
expected to advance by completing the course.
Intensity is indicated on a zero-to-three scale,
where "three" would indicate a potential
assessment point.

54. Thank You!