Assessment of Teacher Education Program Outcomes: Analyses on the Importance and Perceived Achievement of the Bachelor of Elementary Education (BEEd) Program Learning Outcomes and Implications for Curriculum (Re)Design

Abstract

This study examined the alignment between the perceived importance and the perceived achievement of the Program Outcomes (POs) of the Bachelor of Elementary Education (BEEd) program at the University of San Agustin, as prescribed by CHED CMO No. 74, s. 2017. Using a descriptive research design, self-report data were gathered from 17 graduating BEEd students at a single institution through a structured questionnaire measuring six POs: understanding of learner diversity, pedagogical content knowledge, utilization of assessment and evaluation tools, communication and higher-order thinking, positive professional attributes, and continuous professional development. Descriptive statistics — frequency, percentage, mean, and standard deviation — were used to analyze responses. All six POs were rated Highly Important (M = 3.71–3.82) and, in students' self-perception, Highly Achieved (M = 3.47–3.82). PO F (continuous professional development) received the highest perceived-achievement rating, while PO C (assessment and evaluation) received the lowest, with the greatest response variability. Because the data are self-reported perceptions rather than direct or objective measures of competence, the findings should be read as preliminary and context-specific rather than as evidence of actual student performance or program effectiveness. Given the small, single-institution sample, results are not generalizable beyond this context. The study proposes a preliminary, context-specific curriculum (re)design framework informed by these perceptions and recommends that future program reviews triangulate student self-report with performance-based assessment, practicum and cooperating-teacher evaluations, teaching portfolios, licensure examination results, faculty assessment, and stakeholder feedback.