Transcript Slide 1

Implementing Outcome-Based Education
Where are We?
Where are We Going?
Angela HO, EDC
21 November 2007
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Implementing Outcome-Based Education –
Where are We? Where are We Going?
By the end of the session, you will be able to
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Review the developments in OBE in PolyU and in your department /
programme / subject with reference to a 4-stage model
(an advanced preparation for the QAC Audit)
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Identify gaps for further efforts in OBE in your department /
programme / subject
(could lead to proposals for OBA projects)
NOTE:
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This session is NOT intended to address ‘How to do it?’
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OBA Funding 2007-08
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$10m for 2007-08 to be distributed by the “Working Group on
Outcome-Based Education”
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Call for Proposals in November 2007
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Deadline for application 31 January 2008
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Priorities of this round of funding
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developing generic learning outcomes
Assessing programme outcomes
Aligning teaching & assessment with intended learning outcomes
Curriculum mapping
EDC will provide assistance in preparation of proposals
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Essentials of outcome-based approach to
student learning
In your groups:
 suggest words, phrases which are important for
outcome-based approach to student learning
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Outcome-Based Approach to student learning–
Functions and Focuses
Two main functions
a)
b)
(QE) Quality Enhancement
(QA) Quality Assurance
Diversity of focuses
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USA – Institution accreditation (Assessment)
Australia – Graduate Attributes
Bologna Process in Europe – Qualification Framework
Professional bodies, e.g. ABET – Programme Accreditation
PolyU – improvement of learning
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Outcome-based approach to student learning:
a 4-stage model
Define
intended learning outcomes
Design curriculum, teaching,
learning & assessment
to support attainment of outcomes
Collect data on student
attainment of outcomes
Mapping & Alignment
Outcomes Assessment
Use data to inform
improvement of programmes
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Implementing Outcome-Based Education
Where are we?
Where are we going?
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How shall we proceed?
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Use the 4-stage model as framework
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Review milestones in implementing OBE in PolyU on
a)
b)
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Accomplishments and setbacks/challenges
Engagement of staff
Small group:
a)
b)
Share experience from your department/ programme/subject
Brainstorm areas where further work needs to do done
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Implementing OBE in PolyU - Milestones
1. Curriculum Revision - documentation
a) Revise programme documents to outcome-based
2004 - 05
2. Implementation, monitoring & Internal QA
b) Implement OBA programmes & adopt CRA
c) Develop institutional learning outcomes assessment plan
From Sept 05
In progress
3. Responding to UGC’s promotion of OBA
d) Setting up of Working Group on Outcome-Based Education
Mar 2007
e) Appointment of OBE Champions
Mar 2007
4. OBA Funding
f) 1st round: Business Plan to include promotion of OBE ($5m)
May 2007
g) 2nd round: Call for Proposals 2007-08 ($10m)
Nov 2007
5. Quality Assurance Council Audit (2 years ahead)
h) Submit institution self-assessment report
Early 2010
i) Visit by audit panel
Late 2010
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Outcome-based approach to student learning:
Stage 1
Define
intended learning outcomes
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Programme outcomes
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Mostly well written, including
– knowledge & professional competences
– Attributes for all-roundedness
Aligned with PolyU role statement:
‘Developing all-round students with professional
competence’
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Common misalignments between
subject outcomes and programme outcomes
Programme outcomes
a
Subject outcomes
In terms of professional competence Mainly in terms of academic knowledge,
e.g. apply, solve, design, decide
e.g. know, understand (content focus)
The professional competence
Commonly, overuse of action verbs for
implies higher level understanding &
b
lower level understanding, e.g.
higher level intellectual skills, e.g.
describe, identify
analyse, evaluate
Attibutes for all-roundedness
c
properly defined
Problems associated with attributes for
all-roundedness
- missing,
- confused with professional skills, e.g.
‘express characteristics of xx by zz plots’
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Outcome-based approach to student learning:
Stage 2:
Define
intended learning outcomes
Design curriculum, teaching,
learning & assessment
to support attainment of outcomes
Mapping & Alignment
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Documentation in curriculum revision exercise
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Description of major teaching & learning methods with
justification that they are conducive to the attainment of
intended subject outcomes
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Description of major assessment methods with
justification that they are suitable for assessing the
intended subject outcomes
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Implementation in the subjects –
Aligning teaching & assessment with intended outcomes
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Generic competence
– Big challenge to integrating development of generic
competence into academic subjects
Professional competence
– Plenty of rooms for improvement
Big variations
– Many good examples
– Many ‘practice as usual’
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Curriculum mapping
Key: I = Introduced; R = Reinforced; A = Assessed
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Programme leader’s effort ?
OR
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Programme team’s effort?
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Outcome-based approach to student learning:
4 essential elements
Define
intended learning outcomes
Design curriculum, teaching,
learning & assessment
to support attainment of outcomes
Alignment
Collect data on student
attainment of outcomes
Outcomes Assessment
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Outcomes assessment
“Outcome assessment is not about examination”
(M. Stone, General Secretary, UGC, speech presented in the PolyU
OBE Symposium, 15 Dec 2005)
“…the process of assembling broader evidence of
programme or institutional effectiveness that goes
beyond the performance of individual students.”
(Ewell, UGC Consultant on Student Learning Outcomes, 2006)
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Programme outcome assessment methods
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Capstone project / experience
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Workplace assessment
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Student portfolio assessment
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Embedded assessment of programme outcomes within subject
assessments
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…
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Programme outcome assessment
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Quite a number of programmes have final year project
(authentic, holistic assessment of overall outcomes for
the programme)
 Other than this – generally little development
 Low level of ‘know-how’ across the University
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Outcome-based approach to student learning:
4 essential elements (PolyU’s model)
Define
intended learning outcomes
Design curriculum, teaching,
learning & assessment
to support attainment of outcomes
Collect data on student
attainment of outcomes
Mapping & Alignment
(Outcomes Assessment)
Use data to inform
improvement of programmes
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An outcome-based approach to QA
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Articulation of intended learning outcomes and
alignment as a major criterion for programme planning
and validation
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Student learning outcomes data as performance
indicator in the QA report
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DAA and DA explicitly review outcomes and alignment
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……
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QAC audit methodology
Adopts an outcome-based approach
 What is the institution’s purpose?
[Clear articulation of mission, objectives, intended student learning outcomes]
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What does the institution do, and how, to achieve its purpose?
[Alignment of plans, policies, procedures, programmes and activities with
mission and objectives]
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How does the institution measure achievements of its purpose
and what evidence is there that the objectives are being met?
[Appropriateness and adequacy of outcomes assessment methods,
standard, evidence, external benchmarking]
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What processes are in place for improvement?
[Effectiveness in analysing and using the SLO data to effect improvement]
Adopted from slide by Dr. KP Kwan
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Proposal formulation support
can be provided upon request
Call us
later!
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Outcome-Based Education In-Kind Support Team
Coordinator:
Dr. Angela Ho
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etangela
Kevinia Cheung
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Dr. Chak Chung
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Miranda Fung
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Nancy Lee
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Kenneth Tam
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Team members:
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Functioning knowledge (Biggs)
Functioning Knowledge
Able to judge what knowledge / skills to apply
Able to apply such knowledge / skills effectively
Conditional
Knowledge
Academic
Knowledge
Procedural
Knowledge
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From knowledge to competence
“For what purpose do the students need to know this?”
PolyU subject: BRE 419 Value Management (With acknowledgements to Professor Geoffrey Shen)
Old version
Revised outcome statements
1. Understand the concepts of Value
1. Understand the Value Management
Management with emphasis on Function
Analysis and Life-Cycle Costing.
methodology
2. Conduct function analysis and life-cycle
costing for a project or part of a project
2. Understand the use of Value Management
3. Organise & manage Value Management
in different phases of a project life-cycle
3. Apply VM to construction company
business situations and technical
situations.
4. understand and apply VM problem solving
techniques as a management tool.
workshops in different phases of a project
life cycle
4. Ensure value for money for projects by
applying value management tools in
business situation or technical situations
of a construction company
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Levels of Understanding
“What do you mean by understanding in your subject?”
Qualitative
learning
outcome
Quantitative
learning
outcome
Extended abstract Relate to other information & theories
understanding
e.g. generalize, criticize, hypothesize,
reflect
Relational
understanding
See relationship among facts taught
e.g. compare, contrast, explain cause,
relate, apply, analyse
Knowing
more facts
Recall a mass of information
e.g. identify, list, describe, combine,
do algorithms
(simplified from Biggs’ SOLO Taxonomy)
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