Dr. Saphina Biira

Deputy Director Quality Assurance

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Message from the Director Quality Assurance

The Directorate of Quality Assurance welcomes you to Busitema University

To all our stakeholders (including students and staff) thank you for choosing Busitema University as your university of choice. Every stakeholder should aim at doing his/her best to achieve quality and to ensure the education is fit for the purpose.

Busitema University as an institution of higher education is committed to providing quality education, research and other services as mandated by the Tertiary and other Intuitions Act 2001 to the needs and expectations her stakeholders.

Our students are here to achieve their dreams and to turn their goals into reality. Our job as educators, administrators, and supporters is to help them become their best selves. We have tremendous powers to make it real. We must use it to help our students maximize their potential. Every single one of them deserves our very best each and every day.

Quality is never an accident; it is always a result of intelligent effort. To achieve quality all of us the stakeholders including staff, students, parents etc. must make quality a habit. We should have a shared dedication towards quality in all its functions.

Busitema University is a member of:

- East African Quality Assurance Network (EAQAN)


-Ugandan Universities Quality Assurance Forum (UUQAF) www.uuqaf.org


  • A pilot survey on the development of a computer application to monitor student-lecture attendance at Busitema University


Uploading an online student-lecturer evaluation questionnaire.

  • Conducting Student Exit survey for final year students
  • Graduate Tracer Study for the first Cohort of Busitema University Graduates
Name Position Qualification


Ms. Birabwa Elizabeth Quality Assurance Officer- MPhil Development Studies (NTNU), PGD (GIS & RS) BSc. (Bot, Zoo, Geog)

Tel: +256757129437

email: bettybirabwa5@gmail.com

Mr. Matovu Davis QA Coordinator- Busitema Campus MSc. Computer systems and Network, BSc. Computer Engineering.

Tel: +256703198514

email: matovudavis@yahoo.com

Dr. Dennis Zami Atibuni QA Coordinator Nagongera Campus- PhD, MSc. Education, BSc. Science and Education.

Tel: +256782305430

email: zamidennis79@gmail.com

Mr. Kifumba David Nsadhu QA Coordinator- Namasagali Campus- MSc Environment & Natural Resources, BSc. Education, Dip. Education

Tel: +256758675664

email: kifumbadavidnsajju@gmail.com

Mr. Iramiot Jacob Stanley QA Coordinator-Mbale Campus- MSc Microbiology, BSc (Biology)

Tel: +25675701131698

e mail: eramios@gmail.com

Mr. Mbogua Joseph QA Coordinator – Arapai Campus- Bachelor of Animal Production Technology and Management

Tel: +256757129437

e mail: jmbogua@gmail.com

Mr. Esuku Joseph QA Coordinator Pallisa Campus- MBA, B Com.

Tel: +25670181090

e mail: esuku01@gmail.com


Are we teaching what we think we are teaching?’ and ‘Are students learning what we think they are learning?”

In order to improve the quality of teaching, it is widely believed that one must be able to set

good/proper questions. To do that, there should be a relationship between a course’s learning outcomes and the cognitive level of the examination questions.

To undertake this task, a taxonomy is needed to evaluate the learning outcomes and the examination questions. Several could have been selected, however Bloom’s is chosen because it is: i) widely recognizable and familiar to many academics, ii) generic and applicable across a wide range of subjects, iii) easy to apply to a range of question types owing to its simple structure.

Bloom's taxonomy is a classification system of educational objective s based on the level of students’ achievement and mastery of the subject content. It contains six levels, with the principle that competence at a higher level implies a reasonable degree of competence than at the lower levels. For a balance examination question/paper all these levels must be tested.

quality assurance.PNG

An explanation along with question verb examples that represent intellectual activity of the six levels, are:

  1. Knowledge/Remembering; Questions on the knowledge level require the students to remember facts

they have already learned and recall these as they have been learned. Question verbs: Define, list,

state, identify, label, arrange, name, order, etc.

2. Comprehension/Understanding; Students must be able to rephrase information using their own

statements and translate knowledge into new context and interpret graphs, tables, charts , etc.

Question verbs: Explain, Discuss, predict, interpret, infer, report, summarize, convert, classify, give an

example of x, etc.

3. Application/Applying; Students are required to identify the relevant information and rules to arrive at

a solution and solve problems using known algorithms. Question verbs: How could x be used to y? How

would you show, make use of, modify, suggest, solve, demonstrate, apply x to conditions y, etc.

4. Analysis/Analying: The analysis level requires that students separate an idea into its parts or elements and demonstrate an understanding of the relationship of the parts to the whole. Question verbs:

Differentiate, compare/contrast, distinguish x from y, how does x affect or relate to y?, etc.

5. Evaluation. Questions at this level require students to make judgements about the value or merits of

an idea, purpose, solution to a problem, procedure, method or product. This level requires students to

use the other five levels of the taxonomy to varying degrees. Question verbs: Justify, evaluate, judge x

according to given criteria, which option would be better/preferable to party y?, argue, assess,

critique, defend, evaluate, judge, etc.

6. Synthesis/Creating is the ultimate aim of students’ learning journey. At this final level of Bloom’s taxonomy, students demonstrate what they have learnt by creating something new, either tangible or conceptual. This level permits students to devise ways to design experiments and test hypotheses. Students may be required to write a paper and a report in which ideas are synthesised or problems are solved. This might include, for example, writing a report, creating a computer program, or revising a process to improve its results. Question verbs: compose, construct, create, devise, generate, organize, plan, design, formulate, develop, etc.

From Bloom’s Taxonomy, successive levels can be paired to form three groups (lower, intermediate and

higher), with qualitatively different assessment standards expected between them.


  1. Jones, K.O., Harland, J., Reid, J.M. and Bartlett, R., 2009, October. Relationship between examination questions and Bloom's taxonomy. In 2009 39th IEEE Frontiers in Education Conference (pp. 1-6). IEEE.

2. Boon, K. M., & Lim, L. T. (2014). An examination question paper preparation system with content -style separation and bloom’s taxonomy categorisation. In The Third International Conference on E-Learning and E-Technologies in Education

(ICEEE2014) (pp. 39-47).