Outcome-based learning focuses on learning outcomes, but the learning process should not be neglected. Understanding students’ learning process is effective in minimizing the gap between intended and actual learning outcomes, whilst formative assessment plays a prominent role in this process. In the “Teaching Methods for Secondary Chinese Language I” course, the author adopted various formative assessment methods to collect and analyze qualified and quantified data that enable students and teachers to apprehend the learning and teaching process. The data reveals excellent initial results, and notable issues transpire as worthy of thought for the implementation of outcome-based learning. The author shares his experiences and evaluation of the collection and analysis of data for the improvement of teaching during implementation of outcome-based learning.
|Publication status||Published - Dec 2010|
CitationLee, H. C. (2010, December). Formative assessment in outcome-based learning. Symposium conducted at the 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives, The Hong Kong Institute of Education, China.
- Outcome-based learning
- Formative assessment
- Learning outcomes
- Teaching Development Grant (TDG)
- TDG project code: H052c
- Period: TDG 2008-2009
- Teaching Development Grant (TDG) Output