Abstract:
Learning outcomes are essential to any curriculum in education, where
they need to be clear, observable and measurable. However, some
academics structure learning outcomes in a way that does not promote
student learning. The purpose of this article is to present the analyses of
learning outcomes of an Electrical Engineering curriculum offered at a
University of Technology in South Africa, in order to determine if
academics are structuring them in a way that enables student learning.
A qualitative case study is used where the learning outcomes from 33
study guides are reviewed using illustrative verbs derived from Bloom’s
Taxonomy. Results indicate that 9% of all the learning outcomes are
unclear, 10% are unobservable and 23% are unmeasurable. A key
recommendation is to provide regular workshops to assist academics in
reviewing their learning outcomes using the illustrative verbs derived
from Bloom’s Taxonomy, thereby ensuring that their learning outcomes
promote student learning.
