Bloom’s Taxonomy

and how to formulate learning

outcomes
Leo Kusema
Quality Assurance Directorate
Harare Institute of Technology
Why Learn about Learning Outcomes
• LO are the basis of any course design.

• The HIT QA policy expects us to clearly list them for each course as
part of the internal QA process. ( Item 7.)

• ZIMCHE in its QA Standards for HE (standards 13 &14) also for

Accreditation

• The ASG-QA also places emphasis on Outcome Based Education( OBE)

Teacher and Student – centered Approaches
Learning Outcomes
• Learning Outcomes identify what the learner will know and be able to do by the end
of a Course or Programme. The knowledge skills and values needed by the graduate
of the programme –linked to Programme Outcomes and Graduate attributes.

• Learning Outcomes are statements of what the learner is expected to know ,

understand and /or be able to demonstrate after the completion of a process of
learning. ( Kennedy et al)

• Intended Learning Outcomes -According to Stephen Adam, “learning outcomes are

usually defined in terms of a mixture of knowledge , skills , abilities, attitudes and
understanding that an individual will attain as a result of his or her successful
engagement in a particular set of higher education experiences” (Adam 2006, 2).
Constructive Alignment
• Intended learning outcomes are the qualifications/ competences, we
expect our students to have achieved after they have attended our
course.
• Aligning intended learning outcomes, teaching and assessment
methods in a study programme or a course is also known as
Constructive Alignment.

• The method of Constructive Alignment is „thinking backwards“, i.e.

starting by defining the intended outcomes of a study programme,
the so-called Backward Design.
Constructive Alignment at module level
The Blooms Taxonomy
• A classification of thinking behaviors on different
levels, starting with the simple recall of facts up
to the process of analysing and evaluating
issues”.
(Kennedy, Hyland, & Ryan 2006).
COMPETENCY INDICATORS
How to formulate Course Learning Outcomes
• For a module of average size, the formulation of approximately six learning
outcomes is common.
• Learning outcomes can be arranged in bullet points.
• Ideally, a learning outcome should be one sentence.
• Complicated sentences and abbreviations should be avoided.
• Simple and unambiguous terms should be used when describing the content
to ensure an easy understanding by everyone (internal and external).
• Learning outcomes should neither be too general nor too specific.
• Learning outcomes must be capable of being assessed in the examination.
• Learning outcomes are formulated from the students' perspective.
ZNQF Level 8 Descriptors

Methodical comprehension of strategic facets area of specialty

Implement precisely analysis and enquiry procedures within the

area of specialty

Work out setbacks using thoughts and methods

in their area of specialty

Work within wide-ranging self-sufficiency

Characteristics of Course Learning Outcomes
• Measurable

• Specific

• Realistic
How to write Learning Outcomes
• 1. Introductory phrase
After successful completion of the module students are able to……..
• 2.Active verb describing cognitive process
… create
… evaluate
… analyse
… apply
… understand
… remember
• 3.Description of the content…specific details explaining how the students will
accomplish the learning in this activity
Structure
• Actor
• Observable Behavior
• Object of Behavior
• Criterion level
• Conditions under which behavior shall occur
Group Work
• You will be grouped in 5 groups
• You have received the learning outcome charts for critical thinking
and scientific writing
• You have received a verb list
• Please come up with 1-2 learning outcomes for each level of the
taxonomy
• Groups : 1 & 2 Critical thinking i.e. BMS , ET .
• Groups 3 , 4 & 5 Scientific writing i.e. ST , IST, AHS
• You have 30 minutes. time
Thank you,