Major Course Outputs:

Learning Outcomes:
At the end of the chapter, the students should be able to:

 Define program, course, and intended learning outcomes

 Interpret the map of program, course, and intended learning outcomes

Program, Course and Intended Learning Outcomes

Construction of:
a) 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.
 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. The use of a clear,
targeted verb provides directions about the expectations of student
performance at the completion of instructional activities. Because the verb
provides the desired direction of emphasis, it is important to choose a verb
that is focused and targets a level of performance appropriate for the
course.
 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..."
 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. The conditions of
the outcome should communicate the situation, tools, references, or aids
that will be provided for the student.
 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. Standards serve the dual purpose of
informing students of performance expectations and providing insight as to
how achievement of these expectations will be measured. Since students
will utilize the standards to guide their performance, be sure to use specific
Major Course Outputs:

terminology that has limited interpretations and ensure that all students
understand the same interpretation.

Examples:

a) Students will be able to analyze problems and formulate 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 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.

b) 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. 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. Ideally, they should be observable, measurable, and achievable
within a specified time period. For some, this definition describes what they have
already understood to be Learning Objectives.
Writing an effective learning outcome that is measurable involves the
structuring of two parts, a verb and an object. The verb phrase describes the
intended cognitive process or what the learner is intended to do, and the object
phrase describes the knowledge students are expected to acquire or construct
(Anderson & Krathwohl, 2001)
Example:
Major Course Outputs:

 The learner demonstrates understanding of key concepts and principles of

numbers and number sense (sets and real number system); measurement
(conversion of units of measurement);patterns and algebra (algebraic
expressions and properties of real numbers as applied in linear equations
and inequalities in one variable); geometry (sides and angles of polygons);
and statistics and probability (data collection and presentation, and
measures of central tendency and variability) as applied - using
appropriate technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decisions in
real life.\

c) 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
It can be useful to consider using the following 5-step process in designing
ILOs:
1. Decide on the Purpose
The first step in developing learning outcomes for a unit of study is to
identify the purpose of the unit. This can be done by considering and answering
the following questions:

 Why is this unit being offered?

 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? (i.e.,
where does what students learn in this unit fit within the whole course
structure?)
 If one of your students was asked what they learnt in your unit, what would
you like the student to say?
 What specific intellectual and practical skills will a student leave the unit
with that they lacked when they started?
 What will every student who passes this unit know, understand and be
able to do?
2. Identify 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.
Major Course Outputs:

When more than one of the identified purposes contain the same content, it is
appropriate to merge these into a single ILO.
3. Select 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. To help
you in selecting an appropriate verb that communicates the cognitive level, you
might use a taxonomy of learning behaviour.
4. Add 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. Ensure 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. 

Framework of Program, Course, and Intended Learning Outcome.

Major Course Outputs:

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 or. certificate. 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.

References:
https://www.teaching-learning.utas.edu.au/ilo/writing?result_721358_result_page=2
https://www.geneseo.edu/math/program-goals-and-learning-outcomes
https://www.coursemapguide.com/learning-outcomes#:~:text=Learning
%20Outcomes%20are%20written%20with,within%20a%20specified%20time
%20period.
https://academicprograms.calpoly.edu/program-learning-outcomes
https://www.mjc.edu/instruction/outcomesassessment/slo-handbook-what-are-
plos.pdf
Anderson, L. W. and Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational
Objectives. Allyn & Bacon. Boston, MA (Pearson Education Group)
Major Course Outputs: