angela ho, ph.d. associate head, educational development centre hong kong polytechnic university
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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. - PowerPoint PPT PresentationTRANSCRIPT
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On the Learning-curve: On the Learning-curve: Institutional Efforts in Implementing the Institutional Efforts in Implementing the Outcome-Based Approach to Outcome-Based Approach to Teaching, Learning & AssessmentTeaching, Learning & Assessment
Angela Ho, Ph.D.Associate Head, Educational Development CentreHong Kong Polytechnic University
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PolyU’s commitment to PolyU’s commitment to the outcome-based approachthe outcome-based approach
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Curriculum Revision for the 2005-08 TrienniumCurriculum Revision for the 2005-08 Triennium
‘The goal is to revise our academic programmes to become outcome-based programmesoutcome-based programmes for the development of all-round students with all-round students with professional competenceprofessional competence’
(Guidelines for Curriculum Revision, p.3)
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Milestones in the Curriculum Revision Milestones in the Curriculum Revision
Planning stageSetting up of Working Group on Curriculum Revision Mar 04Formulation & distribution of ‘Guidelines for Curriculum Revision’
May 04
Documentation stageRevision of programme documents by departments Jun 04 – Apr 05Submission & endorsement of revised documents Apr 05Implementation & monitoring stageImplementation of outcome-based programmes & Formal adoption of criterion-referenced assessment
from Sept 05 onwards
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Curriculum Revision: Curriculum Revision: whywhy and and whatwhat
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Curriculum Revision – Why?Curriculum Revision – Why?
‘The ultimate purpose of this curriculum revision is to enhance the quality of our programmes.’
(Guidelines for Curriculum Revision, p.6)
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A strategic change for the University involving A strategic change for the University involving paradigm shiftparadigm shift
‘…… for our University to embark on an explicit re-re-orientation of our curriculum philosophyorientation 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)
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Quality programme design informed by Quality programme design informed by a duet of educational philosophiesa duet of educational philosophies
Outcome-Based Education (Spady)
Constructive Alignment (Biggs)
PRODUCT of learning
PROCESS of learning
Aligning teaching & learning
Aligning assessment
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Curriculum Revision – What? Curriculum Revision – What?
Clarify programme & subject outcomes,outcomes, addressing a) professional / academic knowledge and skillsb) attributes of all-roundedness
Identify major teaching & learning methodsteaching & learning methods, and, andjustify that they are conducive to the attainment of intended outcomes
Identify major assessment methodsassessment methods, and, andjustify that they are appropriate for assessing intended outcomes
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Curriculum mapCurriculum map
Key: I = Introduced; R = Reinforced; A = Assessed
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A holistic, institutional approach to A holistic, institutional approach to implementing outcome-based educationimplementing outcome-based education
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Co-curriculaAssessment strategies
Revised curricula
Outcome-based Education
Assessment policy
Staff support & development
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Assessment policy to support the Assessment policy to support the outcome-based approachoutcome-based approach
Formal adoption of criterion-referenced assessment (CRA)
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Development of assessment strategies 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)
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Staff support and development – Staff support and development – Documentation phaseDocumentation phase
Development of resourcesCurriculum Revision Website Curriculum Revision Resource Book
Workshops, short courses, writing-away sessionsopen-to-allDepartmental-based
Consultation services to programme leaders
Review of draft programme documents
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Staff support and development – Staff support and development – Implementation phaseImplementation phase
Institutional teaching development project A. To provide in-kind support to staff & programmesB. To develop resources for work-integrated
educationC. To assist teachers in developing generic
competences in a professional contextD. To evaluate the impact of the outcome-based
approach
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Sharing of lessons learntSharing of lessons learnt
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Feedback about the Curriculum Revision Feedback about the Curriculum Revision exercise 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
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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’
Issues pertinent to the success (or otherwise) of Issues pertinent to the success (or otherwise) of the curriculum revisionthe curriculum revision
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Addressing workload and motivation – Addressing workload and motivation – Some suggestions from colleaguesSome 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
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Educational change is a complex learning (and unlearning) process for all involved, not an event.
(Scott, 2000)
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Allow TIME for the processAllow 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)
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Sustained efforts throughout the different phasesSustained efforts throughout the different phasesDocumentation phase Implementation phase
Clarification of outcomes is the main task
Aligning teaching & assessment with the intended outcomes
Planning on paper Change in real practice
Visible Less visible
‘Annual programme review and Departmental Assessment are important mechanisms for ensuring continual quality enhancement.’ (Guidelines for Curriculum Revision, p.3)
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Involvement of academic staff – Involvement of academic staff – Both the ‘Generals’ and the ‘Troops’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