DESIGNING SCIENCE LEARNING OUTCOMES THROUGH LEARNING POINTS: LINKING A STANDARDS-BASED CURRICULUM TO A COMPETENCY-BASED CURRICULUM

Abstract

This article discusses the design of science learning outcomes through learning points to connect a standards-based curriculum to a competency-based curriculum. The study analyzes indicators and core science learning objectives (revision B.E. 2560) derived from the basic education core curriculum B.E. 2551. We propose using indicators and cognitive objectives as tools in a three-step process: (1) Analyzing learning indicators to be used as a starting point in designing learning outcomes that reflect competencies, (2) Identifying attributes across cognitive, psychomotor, and affective domains, and (3) Designing learning outcomes that integrate these three domains in response to challenges in real-life situations. The results indicate that science indicators at the lower secondary level cognitive learning indicators are most prevalent, particularly at the understanding level, while psychomotor and affective domains receive less attention. Therefore, the design of learning indicators should maintain a balance across all three domains, integrating them harmoniously into the learning points process. We propose that effective learning outcome design for competency-based curriculum should balance all three domains harmoniously within the learning points framework. This approach enables teachers to prepare students better to apply their knowledge, develop relevant skills, and cultivate positive character traits, all collectively enhancing their overall competencies and readiness for the future. Moreover, this study presents guidelines and examples of writing learning outcomes in various formats and recommends learning outcomes that serve as starting points for competency assessment integrating knowledge, skills, and attitudes that teachers can practically implement in science classrooms.