Republic of the Philippines

CAPIZ STATE UNIVERSITY

BURIAS CAMPUS
Burias, Mambusao, Capiz

RONALYN ARCAÑO DR. CHARINA GLORIA

Reporter Course Facilitator

PROGRAM COURSE AND INTENDED LEARNING OUTCOMES

 Constructing of: Program Learning Outcomes, Course Learning

outcome, and Intended Learning Outcome

 Mapping program learning outcomes with course learning outcomes

based on DepEd mathematics curriculum guide

 Mapping course learning with intended outcome based on DepEd

mathematics curriculum guide

Learning Outcomes:

At the end of the lesson, the students must be able to:

 Construct program learning outcomes, course learning outcomes, and intended

learning outcomes;

 Map the program learning outcomes with course learning outcome; and

 Map the course learning outcomes with intended learning outcome

PROGRAM LEARNING OUTCOMES

Program Learning Outcomes (PLOs) describe the overall knowledge, skills and
abilities students are expected to gain upon successful completion of an entire
academic program (e.g., a degree). PLOs: What you should be able to do after
graduating with a degree

The primary focus in program outcomes is the bigger-picture, transferable skills and
competencies relevant to the field.
Examples:

o Demonstrate critical thinking and problem-solving skills in complex

situations.

o Demonstrate a deep and comprehensive understanding of mathematical

concepts and principles across various domains (e.g., algebra, geometry,
calculus, statistics, discrete mathematics.)

o Apply pedagogical knowledge and skills effectively to plan, implement, and

assess engaging and effective mathematics instruction for diverse learners.

CONSTRUCTION OF PROGRAM LEARNING OUTCOMES

1. Define the Program’s Mission and Goals

Mission: The overarching purpose of the program. What unique contribution

does it make to the field? (e.g., To produce highly qualified, ethical, and
competent mathematics teachers who are equipped with the knowledge, skills,
and attitudes to effectively teach and inspire secondary school students in a
diverse and evolving educational landscape.

Goals: broad statements that describe desired outcomes for graduates of the
program. (e.g., Foster professional growth: Graduates will be lifelong learners,
committed, to continuous professional development and improvement in their
teaching.)

2. Identify Key Competencies

What skills and knowledge are essential for success in their field? Consider:

• Discipline-specific Knowledge: Core concepts theories, and methodologies.

(e.g., Learning theories, teaching methods, etc.)

• Professional Skills: Communication, critical thinking, problem-solving,

teamwork, research, technology, etc. (e.g., educational psychology, special
education, educational technology, etc.)

• Personal Qualities: Ethical behavior, adaptability, lifelong learning,

leadership. (e.g., Professional conduct, collaboration, etc.)

3. Draft Program Learning Outcomes (PLOs)

Focus on student abilities: What will graduates be able to do as a result of the

program?

Use action verbs:

 Analyze, apply, argue, assess, calculate, compare, compose, construct, create,
critique, design, describe, determine, develop, diagnose, differentiate, discuss,
distinguish, evaluate, explain, formulate, identify, implement, interpret,
investigate, justify, learn, list, locate, manage, measure, modify, organize,
predict, prepare, produce, propose, recognize, relate, select, solve, synthesize,
test, understand, use, etc.

 Make them specific and measurable:

• Instead of: “Understanding the principle of marketing.”

• Try: “Analyze market trends, and develop effective marketing strategies for a
target audience.

 Keep them concise and clear: Avoid jargon and overly complex language.

 Ensure they are achievable: Students should be able to demonstrate these

outcomes within the timeframe of the program.

4. Review and Refine

• Get inputs diverse stakeholders: Faculty, students, employers, alumni, and

other relevant individuals.

• Review and revise as needed: Ensure that the PLOs are aligned with the
program’s mission and goals and that they are relevant to the current needs of
the field.

Example of program learning outcome

o Demonstrate comprehensive knowledge and understanding of fundamental

concepts, principles, and theories across various branches of mathematics,
including calculus, algebra, geometry, statistics, and discrete mathematics

o Demonstrate professional ethics, integrity, and a commitment to lifelong

learning in the field of mathematics education.

o Communicate mathematical ideas effectively and clearly, both orally and in

writing, using appropriate mathematical language and notation.

COURSE LEARNING OUTCOMES

Course Learning Outcomes (CLOs) are specific and measurable statements that define
what students are expected to know, understand, and be able to do upon successful
completion of a course. What specific knowledge, skills, and abilities will students
gain upon successful completion of this course?
Course Learning outcomes should be SMART: Specific, Measurable, Achievable,
Relevant, and Time-bound. CLOs are student-centered, measurable, and observable.

Examples:

o Apply differentiation and integration techniques to solve real-world problems

involving rates of change and accumulation

o Analyze data using descriptive statistics and inferential statistics, including

hypothesis testing and confidence intervals.

CONSTRUCTION OF COURSE LEARNING OUTCOMES

1. Start with the End in Mind:

• Consider the Course Goals: What is the overall purpose of the course? What
key knowledge, skills, or abilities should students gain?

• Think About the Students: What level of knowledge and skills do students
bring to the course? What are their learning needs and expectations?

• Align with Program Outcomes: If applicable, ensure that the CLOs align with
broader program learning outcomes or institutional goals.

2. Use Action Verb

• Choose Measurable Verbs: Use verbs that describe observable actions or

behaviors. Avoid vague verbs like “know”, “understand”, or “learn”, which
are difficult to assess.

• Refer to Bloom’s Taxonomy: Bloom’s Taxonomy provides framework for

classifying learning objectives into different cognitive levels (e.g.,
remembering, understanding, applying, analyzing, evaluating, creating). Use
verbs that corresponds to the desired level of learning.

REMEMBERING: Define, list, recall, identify, describe

UNDERSTANDING: Explain, summarize, interpret, classify, compare

APPLYING: Apply, use, solve, demonstrate, calculate

ANALYZING: Analyze, compare, contrast, differentiate, examine

EVALUATING: Evaluate, critique, justify, assess, defend

CREATING: Create, design, develop, formulate, plan

3. Specify the Knowledge, Skill, or Ability

• Clearly State What Students Will Be Able To Do: After the verb, specify the
specific Knowledge, skill, or ability that students will acquire.
 • Be Specific and Concise: Avoid jargon or overly complex language. Use clear
and concise wording that is easily understood by students.

4. Make it Measurable and Observable

• Ensure Outcomes Can Be Assessed: The CLOs should be written in a way that
allows you to assess whether students have achieved them.

• Consider Assessment Methods: Think about how you will measure student
learning (e.g., exams, assignments, projects, presentations).

Example of course learning outcome

o Abstract Algebra:

Students will be able to identify and classify different algebraic structures,

such as groups, rings, and fields, and understand their properties.

o Calculus I:

Students will be able to evaluate definite and indefinite integrals using

appropriate integration techniques, including substitution, integration by parts,
and partial fractions.

o Linear Algebra:

Students will be able to perform matrix operations, including addition,

subtraction, multiplication, and inversion, and apply them to solve systems of
linear equations.

INTENDED LEARNING OUTCOMES

Intended Learning Outcomes (ILOs), also called Learning Outcomes (LOs) or

Learning Objectives, are statements that describe what a student is expected to know,
understand, or be able to do by the end of a learning experience. This learning
experience could be a lesson, a module, a course, or even an entire program of study.

• Provide Focus: They clearly define the learning goals for both instructors and
student

• Guide Instruction: They inform the design of teaching activities, assessments,

and learning materials

• Measure Learning: They provide a basis for assessing student achievement

and evaluating the effectiveness of teaching

• Promote Transparency: They communicate learning expectations to students,

allowing them to make ownership of their learning.
Characteristics of well-written ILOs are student centered and SMART

EXAMPLES:

o Linear Algebra: Students will be able to perform matrix operations (addition,

subtraction, multiplication, inversion) and apply them to solve system of linear
equations using Gaussian elimination and matrix inversion

o Abstract Algebra: Students will be able to define and classify different

algebraic structures (groups, rings, fields) and provide examples of each

o Calculus I: Students will be able to apply the concept of derivatives to solve

optimization problems and related rates problems, and interpret the results in
the context of the problem.

CONSTRUCTION OF INTENDED LEARNING OUTCOMES

1. Start with the Big Picture

• Define the Learning Goals: Begin by identifying the overall learning goals of
the learning experience. What key knowledge, skills, or abilities should
students gain? What should they be able to do differently after the learning
experience?

• Consider the Context: Think about the level of the learners, the available
resources, and the time frame. This will help you determine what is
realistically achievable.

• Align with Broader Outcomes: If applicable, ensure that the ILOs align with
broader program learning outcomes or institutional goals.

2. Use Action Verb

• Choose Measurable Verbs: Use verbs that describe observable actions or

behaviors. Avoid vague verbs like “know”, “understand”, or “learn”, which
are difficult to assess.

• Refer to Bloom’s Taxonomy: Bloom’s Taxonomy provides framework for

classifying learning objectives into different cognitive levels (e.g.,
remembering, understanding, applying, analyzing, evaluating, creating). Use
verbs that corresponds to the desired level of learning.

3. Specify the Learning Outcome

Clearly State What Students Will Be Able to Do: After the verb, specify the specific
knowledge, skill, or ability that students will acquire or demonstrate.
Be Specific and Concise: Avoid jargon or overly complex language. Use clear and
concise wording that is easily understood by students.

4. Add Context or Criteria (if Necessary)

Provide Context: You may need to add context to clarify the situation in which the
student will demonstrate the learning outcome. For example, “using appropriate
statistical methods” or “in a written report”.

Specify Criteria: You might also need to specify the criteria for successful
performance. For example, “with 90% accuracy” or “according to industry standards.

5. Make it Measurable and Observable

Ensure Outcomes Can Be Assessed: The ILOs should be written in a way that
allows you to assess whether students have achieved them.

Consider Assessment Methods: Think about how you will measure student learning
(e.g., exams, assignments, projects, presentations, observations).

Example of intended learning outcome

o Construct program learning outcomes, course learning outcomes, and intended

learning outcomes;

o Map the program learning outcomes with course learning outcome; and

o Map the course learning outcomes with intended learning outcome

MAPPING PROGRAM LEARNING OUTCOMES WITH COURSE

LEARNING OUTCOMES BASED ON DEPED MATHEMATICS
CURRICULUM GUIDE

Curriculum mapping is a structured process of aligning learning outcomes, teaching

methods, and assessments to ensure coherence and progression within a program.

1. Understand the DepEd Framework

Program Learning Outcomes (PLOs): These are broader outcomes defined

for K-12 education. Examples from the DepEd framework could include:

• Demonstrate mastery of core mathematical concepts and skills.

• Apply mathematical reasoning to solve real-world problems.

 • Communicate mathematical ideas effectively using various
representations.

• Develop critical thinking and decision-making skills in mathematical

contexts.

Course Learning Outcomes (CLOs):

• These are outcomes specific to each grade level or subject area (e.g., Grade 7
Mathematics, Algebra, Geometry). The DepEd Mathematics Curriculum
Guide outlines specific skills and competencies for each topic.

2. Extract Relevant Outcomes

• Review the DepEd Mathematics Curriculum Guide for the key learning
competencies outlined for each grade level and topic.

• Categorize these competencies by domain (e.g., Numbers and Number Sense,

Patterns and Algebra, Geometry, Statistics and Probability).

3. Develop a Mapping Matrix

• Create a table to align PLOs with CLOs, specifying the competencies for each
course or grade level.

4. Steps to Customize for Your Curriculum

1. List the PLOs: Use the DepEd Mathematics Curriculum Guide to ensure
alignment with its core philosophy and goals.

2. Analyze CLOs: Extract CLOs from the competencies listed for each grade
level in the guide.

3. Match PLOs to CLOs: Identify where each CLO contributes to the

achievement of PLOs. Some CLOs may map to multiple PLOs.

4. Fill the Matrix: Populate the table with clear links between the PLOs and
CLOs, ensuring every PLO is addressed.

5. Refine and Validate

• Check Completeness: Ensure all PLOs are addressed by at least one CLO.

• Engage Stakeholders: Consult with teachers, curriculum planners, and

DepEd officials to validate the alignment.

• Iterate: Update the mapping as necessary to reflect feedback.

Example for Grade 7 (from DepEd Guide)

Program Learning Outcomes:

1. Develop mastery of mathematical concepts.

2. Use problem-solving skills in practical contexts.

3. Communicate effectively using mathematical language and representations.

Course Learning Outcomes (Grade 7):

• Represent numbers in scientific notation. (PLO 1, PLO 3)

• Solve problems involving ratio, proportion, and percent. (PLO 2)

• Use linear equations to model real-life situations. (PLO 1, PLO 2)

• Graph linear equations on a Cartesian plane. (PLO 3)

PLOs Grade 7 CLOs

PLO 1: Develop mastery of Represent numbers in scientific notation.

mathematical concepts. Represent numbers in scientific notation.

PLO 2: Use problem-solving skills in Solve problems involving ratio,

practical contexts. proportion, and percent.
Use linear equations to model real-life
situations.

PLO 3: Communicate effectively using Present solutions to linear equations

mathematical language and using graphs.
representations.

PLOs GRADE 8 CLOs

PLO 1: Demonstrate mastery of core Solve systems of linear equations in two

mathematical concepts and skills. variables.

PLO 2: Apply mathematical reasoning to Use algebraic methods to solve word

solve real-world problems. problems.

PLO 3: Communicate mathematical Graph linear equations on a Cartesian

ideas effectively. plane.

PLO 4: Develop critical thinking and Evaluate real-life situations to determine

decision-making skills applicable mathematical models.
MAPPING COURSE LEARNING OUTCOMES WITH INTENDED
LEARNING OUTCOMES BASED ON DEPED MATHEMATICS
CURRICULUM GUIDE

Mapping Course Learning Outcomes (CLOs) with Intended Learning Outcomes

(ILOs) based on the DepEd Mathematics Curriculum Guide involves aligning
specific learning goals for individual courses with the broader intended outcomes
outlined in the curriculum. This ensures that the course objectives are in harmony
with the general aims of the curriculum, supporting student

1. Understand the DepEd Mathematics Curriculum Guide (ILOs)

The Intended Learning Outcomes (ILOs) in the DepEd guide define what students
are expected to achieve after completing a specific grade level or course. These ILOs
are often divided into categories like:

• Number and Number Sense

• Patterns and Algebra

• Geometry

• Measurement

• Statistics and Probability

Each category focuses on mastering specific concepts, skills, and attitudes that align
with the holistic development of students.

2. Identify the Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are more specific, detailing what students
should be able to do after completing a course or module. For example:

• "Solve linear equations."

• "Understand geometric properties and theorems."

• "Interpret and analyze data sets."

Ensure that each CLO aligns with the topics outlined in the DepEd Mathematics
Curriculum Guide for that grade level or topic

3. Align CLOs with ILOs

The key step is to connect the course objectives (CLOs) with the broader learning
outcomes (ILOs). This can be done by looking for common themes between the CLOs
and ILOs. Here are a few guidelines:
 • Match Content Areas: Ensure that each CLO supports the broader ILOs in
the curriculum guide (e.g., a CLO focused on solving quadratic equations
should map to the ILO for algebra).

• Progression and Depth: Check for progression from simpler concepts to

more complex ones. If the course is at a later stage, the CLOs should build on
previous grade-level ILOs.

• Skill Alignment: Ensure the CLOs contribute to the development of both

basic skills (like computation) and higher-order thinking skills (like analysis
and synthesis).

4. Create a Mapping Matrix

• Create a mapping matrix where you visually align each CLO with the
corresponding ILO. This will help identify areas of overlap, gaps, and areas
that require additional focus.

5. Evaluate Gaps and Redundancies

• Gaps: Check if any ILOs from the curriculum guide are not covered by any
CLOs. If so, develop new CLOs to fill those gaps.

• Redundancies: Ensure that the same concept isn’t taught repeatedly in

different CLOs without adding value. This can lead to inefficiencies.

6. Review and Adjust

• Review with Stakeholders: Teachers, curriculum developers, and subject

matter experts should review the mapping to ensure it's accurate and aligns
with educational standards.

• Adjust Based on Feedback: Based on feedback, adjust CLOs, teaching

strategies, and assessments to ensure alignment with ILOs.

7. Monitor and Assess Progress

Once the mapping is complete, monitor students' progress to ensure that the course
objectives are contributing to the achievement of the intended learning outcomes. This
can be done through:

• Formative assessments (e.g., quizzes, assignments)

• Summative assessments (e.g., exams, projects)

• Observations and reflections from students and teachers

Example of Mapping for a Grade 7 Mathematics Course

ILOs from DepEd Mathematics Curriculum Guide (Grade 7):

1. Develop an understanding of integers and rational numbers.

2. Apply proportional reasoning in real-world problems.

3. Understand and solve linear equations and inequalities.

CLOs for Grade 7 Mathematics Course:

1. Solve problems involving the four operations with integers and rational
numbers.

2. Apply ratios, rates, and proportions in practical situations.

3. Solve linear equations in one variable.

Course Learning Outcome (CLO’s) Intended Learning Outcomes (ILO’s)

GRADE 7 GRADE 7

Solve problems involving the four

Develop an understanding of integers
operations with integers and rational
and rational numbers
numbers.

Apply ratios, rates, and proportions in Apply proportional reasoning in real-

practical situations. world problems.

Understand and solve linear equations

Solve linear equations in one variable.
and inequalities.