This document discusses Bloom's Taxonomy and how to formulate learning outcomes. It explains that learning outcomes identify what learners will know and be able to do by the end of a course or program. Constructive alignment, where intended learning outcomes, teaching methods, and assessments are aligned, is also discussed. The document provides guidance on writing learning outcomes, including using active verbs, keeping them measurable and specific, and including content details. Bloom's Taxonomy, a classification of cognitive levels from simple recall to evaluation, is referenced in formulating learning outcomes. The document concludes with an example activity where groups formulate learning outcomes at different cognitive levels for critical thinking and scientific writing.

1. Bloom’s Taxonomy
and how to formulate learning
outcomes
Leo Kusema
Quality Assurance Directorate
Harare Institute of Technology

2. 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)

3. Teacher and Student – centered Approaches

4. 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).

5. 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.

6. Constructive Alignment at module level

7. 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).

9. INDICATORS
COMPETENCY

10. 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.

11. 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

12. Characteristics of Course Learning Outcomes
•Measurable
•Specific
•Realistic

13. 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

14. Structure
• Actor
• Observable Behavior
• Object of Behavior
• Criterion level
• Conditions under which behavior shall occur

15. 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

16. Thank you,