Teacher Training Program 2018

02-03 July, 2018

Devising Course Learning Outcomes (CLO) for OBE system at PIET

Task 1: Understanding the student evaluation process in OBE

Task 2: Comprehend the course levels (Course Code)
Task 3: Creating CLOs for the course (Course Objectives)
Task 4: Mapping of CLOs back to PLOs (Marks Distribution)
Task 5: Key Performance Index (KPI) achievement analysis (Pass/Fail)

The Three Types of Learning

There is more than one type of learning. A committee of colleges, led by Benjamin Bloom,
identified three domains of educational activities. The three domains are cognitive, affective,
and psychomotor. Since the work was produced by higher education, the words tend to be a
little bigger than we are normally used to. Domains can be thought of as categories.
Cognitive is for mental skills (Knowledge), affective is for growth in feelings or emotional
areas (Attitude), while psychomotor is for manual or physical skills (Skills). Trainers often
refer to these as KAS, SKA, or KSA (Knowledge, Attitude, and Skills). This taxonomy of
learning behaviors can be thought of as "the goals of the training process." That is, after the
training session, the learner should have acquires these new skills, knowledge, or attitudes.

This compilation divides the three domains into subdivisions, starting from the simplest
behavior to the most complex. The divisions outlined are not absolutes and there are other
systems or hierarchies that have been devised in the educational and training world.
However, Bloom's taxonomy is easily understood and is probably the most widely applied
one in use today. 
Cognitive

The cognitive domain involves knowledge and the development of intellectual skills. This
includes the recall or recognition of specific facts, procedural patterns, and concepts that
serve in the development of intellectual abilities and skills. There are six major categories,
which are listed in order below, starting from the simplest behavior to the most complex.
The categories can be thought of as degrees of difficulties. That is, the first one must be
mastered before the next one can take place.

Examples: Recite a policy. Quote prices from memory to

C1: Knowledge: Recall of data. a customer. Knows the safety rules.

Key Words: defines, describes, identifies, knows, labels,

lists, matches, names, outlines, recalls, recognizes,
reproduces, selects, states.

C2:Comprehension: Understand Examples: Rewrites the principles of test writing.

the meaning, translation, Explain in one’s own words the steps for performing a
interpolation, and complex task. Translates an equation into a computer
interpretation of instructions spreadsheet.
and problems. State a problem
in one's own words. Key words: comprehends, converts, defends,
distinguishes, estimates, explains, extends, generalizes,
gives examples, infers, interprets, paraphrases, predicts,
rewrites, summarizes, translates.

C3:Application: Use a concept in Examples: Use a manual to calculate an employee’s

a new situation or unprompted vacation time. Apply laws of statistics to evaluate the
use of an abstraction. Applies reliability of a written test.
what was learned in the
classroom into novel situations Key Words: applies, changes, computes, constructs,
in the workplace.
demonstrates, discovers, manipulates, modifies,
operates, predicts, prepares, produces, relates, shows,
solves, uses.

C4:Analysis: Separates material Examples: Troubleshoot a piece of equipment by using

or concepts into component logical deduction. Recognize logical fallacies in
parts so that its organizational reasoning. Gathers information from a department and
structure may be understood. selects the required tasks for training.
Distinguishes between facts and
inferences.  Keywords: analyzes, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies, illustrates,
infers, outlines, relates, selects, separates.

C5:Synthesis: Builds a structure Examples: Write a company operations or process

or pattern from diverse manual. Design a machine to perform a specific task.
elements. Put parts together to Integrates training from several sources to solve a
form a whole, with emphasis on problem. Revises and process to improve the outcome.
creating a new meaning or
structure. Keywords: categorizes, combines, compiles, composes,
creates, devises, designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs, relates,
reorganizes, revises, rewrites, summarizes, tells, writes.

C6: Evaluation: Make Examples: Select the most effective solution. Hire the
judgments about the value of most qualified candidate. Explain and justify a new
ideas or materials. budget.

Keywords: appraises, compares, concludes, contrasts,

criticizes, critiques, defends, describes, discriminates,
evaluates, explains, interprets, justifies, relates,
summarizes, supports.
Affective

This domain includes the manner in which we deal with things emotionally, such as feelings,
values, appreciation, enthusiasms, motivations, and attitudes. The five major categories
listed in order are:

Examples: Listen to others with respect. Listen for and

A1: Receiving phenomena: remember the name of newly introduced people.
Awareness, willingness to hear,
selected attention. Keywords: asks, chooses, describes, follows, gives,
holds, identifies, locates, names, points to, selects, sits,
erects, replies, uses.

A2: Responding to phenomena: Examples:  Participates in class discussions.  Gives a

Active participation on the part presentation. Questions new ideals, concepts, models,
of the learners. Attends and etc. in order to fully understand them. Know the safety
reacts to a particular rules and practices them.
phenomenon.  Learning
outcomes may emphasize Keywords: answers, assists, aids, complies, conforms,
compliance in responding, discusses, greets, helps, labels, performs, practices,
willingness to respond, or presents, reads, recites, reports, selects, tells, writes.
satisfaction in responding
(motivation). 

A3:Valuing: The worth or value Examples:  Demonstrates belief in the democratic

a person attaches to a process. Is sensitive towards individual and cultural
particular object, phenomenon, differences (value diversity). Shows the ability to solve
or behavior. This ranges from problems. Proposes a plan to social improvement and
simple acceptance to the more follows through with commitment. Informs
complex state of management on matters that one feels strongly about.
commitment. Valuing is based
on the internalization of a set of Keywords: completes, demonstrates, differentiates,
specified values, while clues to explains, follows, forms, initiates, invites, joins, justifies,
these values are expressed in proposes, reads, reports, selects, shares, studies, works.
the learner’s overt behavior and
are often identifiable. 

A4:Organization: Organizes Examples:  Recognizes the need for balance between

values into priorities by freedom and responsible behavior. Accepts
contrasting different values, responsibility for one’s behavior. Explains the role of
resolving conflicts between systematic planning in solving problems. Accepts
them, and creating an unique professional ethical standards. Creates a life plan in
value system.  The emphasis is harmony with abilities, interests, and beliefs. Prioritizes
on comparing, relating, and time effectively to meet the needs of the organization,
synthesizing values.  family, and self.

Keywords: adheres, alters, arranges, combines,

compares, completes, defends, explains, formulates,
generalizes, identifies, integrates, modifies, orders,
organizes, prepares, relates, synthesizes.

A5:Internalizing values Examples:  Shows self-reliance when working

(characterization): Has a value independently. Cooperates in group activities (displays
system that controls their teamwork). Uses an objective approach in problem
behavior. The behavior is solving.  Displays a professional commitment to ethical 
pervasive, consistent, practice on a daily basis. Revises judgments and
predictable, and most changes behavior in light of new evidence. Values
importantly, characteristic of people for what they are, not how they look.
the learner. Instructional
objectives are concerned with Keywords: acts, discriminates, displays, influences,
the student's general patterns listens, modifies, performs, practices, proposes,
of adjustment (personal, social, qualifies, questions, revises, serves, solves, verifies.
emotional).
Psychomotor

The psychomotor domain includes physical movement, coordination, and use of the motor-
skill areas. Development of these skills requires practice and is measured in terms of speed,
precision, distance, procedures, or techniques in execution. The seven major categories
listed in order are:

Examples:  Detects non-verbal communication cues.

P1: Perception: The ability to Estimate where a ball will land after it is thrown and
use sensory cues to guide then moving to the correct location to catch the ball.
motor activity.  This ranges Adjusts heat of stove to correct temperature by smell
from sensory stimulation, and taste of food. Adjusts the height of the forks on a
through cue selection, to forklift by comparing where the forks are in relation to
translation. the pallet.

Keywords: chooses, describes, detects, differentiates,

distinguishes, identifies, isolates, relates, selects.

P2: Set: Readiness to act. It Examples:  Knows and acts upon a sequence of steps in
includes mental, physical, and a manufacturing process.  Recognize one’s abilities and
emotional sets. These three sets limitations. Shows desire to learn a new process
are dispositions that (motivation). NOTE: This subdivision of Psychomotor is
predetermine a person’s closely related with the "Responding to phenomena"
response to different situations subdivision of the Affective domain.
(sometimes called mindsets).
Keywords: begins, displays, explains, moves, proceeds,
reacts, shows, states, volunteers.

P3:Guided response: The early Examples:  Performs a mathematical equation as

stages in learning a complex demonstrated. Follows instructions to build a model.
skill that includes imitation and Responds hand-signals of instructor while learning to
trial and error. Adequacy of operate a forklift.
performance is achieved by
practicing. Keywords: copies, traces, follows, react, reproduce,
 responds

P4:Mechanism: This is the Examples:  Use a personal computer. Repair a leaking

intermediate stage in learning a faucet. Drive a car.
complex skill. Learned
responses have become Keywords: assembles, calibrates, constructs,
habitual and the movements dismantles, displays, fastens, fixes, grinds, heats,
can be performed with some manipulates, measures, mends, mixes, organizes,
confidence and proficiency.  sketches.

P5:Complex Overt Response: Examples:  Maneuvers a car into a tight parallel parking

The skillful performance of spot. Operates a computer quickly and accurately.
motor acts that involve complex Displays competence while playing the piano.
movement patterns. Proficiency
is indicated by a quick, Keywords: assembles, builds, calibrates, constructs,
accurate, and highly dismantles, displays, fastens, fixes, grinds, heats,
coordinated performance, manipulates, measures, mends, mixes, organizes,
requiring a minimum of sketches. NOTE: The key words are the same as
energy. This category includes Mechanism, but will have adverbs or adjectives that
performing without hesitation, indicate that the performance is quicker, better, more
and automatic accurate, etc.
performance. For example,
players are often utter sounds
of satisfaction or expletives as
soon as they hit a tennis ball or
throw a football, because they
can tell by the feel of the act
what the result will produce.

P6:Adaptation: Skills are well Examples:  Responds effectively to unexpected

developed and the individual experiences.  Modifies instruction to meet the needs of
can modify movement patterns the learners. Perform a task with a machine that it was
to fit special requirements. not originally intended to do (machine is not damaged
and there is no danger in performing the new task).

Keywords: adapts, alters, changes, rearranges,

reorganizes, revises, varies.

P7:Origination: Creating new Examples:  Constructs a new theory. Develops a new

movement patterns to fit a and comprehensive training programming. Creates a
particular situation or specific new gymnastic routine.
problem.  Learning outcomes
emphasize creativity based Keywords: arranges, builds, combines, composes,
upon highly developed skills. constructs, creates, designs, initiate, makes, originates.

Activity
 Name Designation

Subject Name Semester

CLO # CLO Statement Domain Concern PLO