The assessment of learning outcomes is a key issue for HKIEd's OBL learning initiative. There are two dimensions to the assessment issue: reporting publicly on student learning at the end of their programme and providing feedback to students on the progress they make in their learning as they proceed through their programme. Thus assessment must serve both formative and summative purposes. In considering assessment strategies for OBL, attention must also be paid to the impact on workload for both students and academic staff. Thus the 'scalability' of assessment strategies must be a key consideration ¡V how can we achieve our key objectives without imposing unrealistic work demands on both students and staff. In one sense this is an issue about the efficiency of assessment strategies but efficiency needs to be balanced against quality. Thus the proposed project will seek to meet both efficiency and quality standards for HKIEd's assessment of OBL. The proposed project has two parts: 1. The development of individual learning portfolios that will enable students to monitor their own learning by uploading their subject embedded assessments to provide evidence of their learning progress. 2. The development of a standardized approach to measuring students' learning progress at key stages in their programme so as to monitor students achievement and by the end of their programme to report publicly on it. The adoption of both a qualitative and quantitative approach to student assessment will provide both efficiency and quality in student assessment and enable the Institute to meet its obligation both to students and to the community.
|Publication status||Published - 2012|
CitationLim, C. P. (2012). Teaching development grants final and financial report: Outcomes based assessment for new learning. Hong Kong: The Hong Kong Institute of Education.
- Teaching Development Grant (TDG) Report
- TDG project code: T3336
- Period: TDG 2008-2009
- Teaching Development Grant (TDG)