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Angela Ho, Ph.D. Associate Head, Educational Development Centre Hong Kong Polytechnic University

On the Learning-curve: Institutional Efforts in Implementing the Outcome-Based Approach to Teaching, Learning & Assessment. Angela Ho, Ph.D. Associate Head, Educational Development Centre Hong Kong Polytechnic University. PolyU ’ s commitment to the outcome-based approach.

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Angela Ho, Ph.D. Associate Head, Educational Development Centre Hong Kong Polytechnic University

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  1. On the Learning-curve: Institutional Efforts in Implementing the Outcome-Based Approach to Teaching, Learning & Assessment Angela Ho, Ph.D. Associate Head, Educational Development Centre Hong Kong Polytechnic University

  2. PolyU’s commitment to the outcome-based approach

  3. Curriculum Revision for the 2005-08 Triennium ‘The goal is to revise our academic programmes to become outcome-based programmes for the development of all-round students with professional competence’ (Guidelines for Curriculum Revision, p.3)

  4. Milestones in the Curriculum Revision

  5. Curriculum Revision: why and what

  6. Curriculum Revision – Why? ‘The ultimate purpose of this curriculum revision is to enhance the quality of our programmes.’ (Guidelines for Curriculum Revision, p.6)

  7. A strategic change for the University involving paradigm shift ‘…… for our University to embark on an explicit re-orientation of our curriculum philosophy to an outcome-based model, and to adopt the concept of constructive alignment to guide our teaching and assessment design.’ (Guidelines for Curriculum Revision, p.2)

  8. Quality programme design informed by a duet of educational philosophies Outcome-Based Education (Spady) PRODUCT of learning Aligning teaching & learning Aligning assessment PROCESS of learning Constructive Alignment (Biggs)

  9. Curriculum Revision – What? • Clarify programme & subject outcomes, addressing • professional / academic knowledge and skills • attributes of all-roundedness • Identify major teaching & learning methods, andjustify that they are conducive to the attainment of intended outcomes • Identify major assessment methods, andjustify that they are appropriate for assessing intended outcomes

  10. Curriculum map Key: I = Introduced; R = Reinforced; A = Assessed

  11. A holistic, institutional approach to implementing outcome-based education

  12. Outcome-based Education Assessment policy Co-curricula Assessment strategies Revised curricula Staff support & development

  13. Assessment policy to support the outcome-based approach • Formal adoption of criterion-referenced assessment (CRA)

  14. Development of assessment strategies • Emphasis on authentic assessment methods • Development of instruments to measure generic competences (Joint project by SAO & EDC, funded by LTC) • Revising the Student Feedback Questionnaire to be outcome-based (Working Group under LTC)

  15. Staff support and development –Documentation phase • Development of resources • Curriculum Revision Website • Curriculum Revision Resource Book • Workshops, short courses, writing-away sessions • open-to-all • Departmental-based • Consultation services to programme leaders • Review of draft programme documents

  16. Staff support and development – Implementation phase Institutional teaching development project • To provide in-kind support to staff & programmes • To develop resources for work-integrated education • To assist teachers in developing generic competences in a professional context • To evaluate the impact of the outcome-based approach

  17. Sharing of lessons learnt

  18. Feedback about the Curriculum Revision exercise Opinions collected: • from 72 academic staff from 21 departments • in April 05, after the submission of revised documents • during 3 forums organised by EDC

  19. Issues pertinent to the success (or otherwise) of the curriculum revision • Shared understanding and vision • Know-how • Workload & motivation • Time for the new curriculum paradigm to ‘sink in’ • Sustained efforts throughout the different phases • Involvement of academic staff – both the ‘Generals’, and the ‘Troops’

  20. Addressing workload and motivation – Some suggestions from colleagues • Funding and support for developing materials for the outcome-based approach • Work done in curriculum revision should be counted towards the total workload • Publications generated from work done in curriculum revision should also be counted

  21. Educational change is a complex learning (and unlearning) process for all involved, not an event. (Scott, 2000)

  22. Allow TIME for the process • Time for the documentation phase June 04 – April 05 • Time for the curriculum revision process ‘… the shift in educational philosophy takes time. This curriculum revision exercise therefore should not be seen as a one-off initiative.’ (Guidelines for Curriculum Revision, p.3)

  23. Sustained efforts throughout the different phases

  24. Involvement of academic staff – Both the ‘Generals’ and the ‘Troops’ • ‘We need to extend beyond the programme leaders and the champions!!’ • Generals (programme leaders) are instrumental in leading the exercise, particularly in the documentation phase • Champions are necessary to exemplify OBE and convince their peers • TROOPS are necessary for actual IMPLEMENTATION

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