Funding%20for%20Promoting%20Outcome-Based%20Approaches%20in%20Student%20Learning%20(OBA%20Fund)%20%20Workshop%20Series%20to%20Help%20You%20Prepare%20Your%20OBA%20Project%20Proposal%20%20Designing%20Effective%20Teaching%20and%20Assessment%20for%20Achieving%20Intended%20Learning%20Outcomes%20Angela%20HO,%20EDC%2018

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Funding for Promoting Outcome-Based Approaches in
Student Learning (OBA Fund)Workshop Series to
Help You Prepare Your OBA Project Proposal
Designing Effective Teaching and Assessment for
Achieving Intended Learning OutcomesAngela HO,
EDC18 December 2007
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OBA Funding 2007-08

• 10m for 2007-08, 400,000 ceiling per project
• Deadline for application 31 January 2008
• Team projects will be preferred to individual
  projects
• Themes for this round of funding (? priority)
• Designing effective methods for guiding students
  to achieve learning outcomes
• Integrating generic outcomes into formal
  curriculum
• Assessing professional and generic programme
  outcomes
• Reviewing the alignment and mapping of subjects
  to programme outcomes

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OBA project proposals on aligning teaching and
assessment with intended learning outcomes
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Designing effective methods for guiding students
to achieve learning outcomes

• From the Call for Proposals
• The ultimate goal of OBE is that students will
  achieve the intended learning outcomes.
• However, it is often noted that conventional
  teaching and assessment methods are seldom
  effective in bringing about intended outcomes
  valued by todays employers.
• Developing all-round students with professional
  competence is the overarching goal of all PolyU
  programmes.
• Creative efforts to develop, pilot and evaluate
  teaching and assessment methods which are aligned
  with intended learning outcomes of the programmes
  are greatly encouraged.

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Teaching and assessments methods in PolyU

• Reviewer comments in the Curriculum Revision
  exercise
• Some good teaching and learning methods. But
  cannot see how the teaching and learning methods
  are aligned with intended learning outcomes.
• Only a mere listing of different assessment
  methods for different subjects. Cannot see how
  different assessment methods assess achievement
  of the intended outcomes.

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Curriculum Revision to adopt OBE

• Not every teaching assessment method is
  universally suitable for every types of learning
  outcomes

• Identify teaching learning methods justify
  they are conducive to the attainment of intended
  outcomes
• Identify assessment methods justify they are
  appropriate for assessing intended outcomes

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Aligning Teaching Assessment with Intended
Learning Outcomes
Intended Learning Outcomes
Teaching Learning Activities
Assessment Methods
Ensuring attainment of intended learning
outcomes All-round students with professional
competence
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PolyU outcome Preferred graduates
andAll-round students with professional
competence

• Discuss in your group
• What the professional context is like?
• What does professional competence mean?

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The professional context

• performance based
• ill-defined problems
• team work efforts
• diverse solutions

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Professional competence is functioning Knowledge
Functioning Knowledge Able to judge what
knowledge / skills to apply Able to apply such
knowledge / skills effectively Able to solve
real-life problems with the know/sklls
Conditional Knowledge
Academic Knowledge (high level understanding)
Procedural Knowledge (applied understanding)
Model of types of knowledge (Biggs)
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Levels of understanding
Qualitative learning outcome Extended abstract understanding Relate to other information theories e.g. generalize, criticize, hypothesize, reflect
Qualitative learning outcome Relational understanding See relationship among facts taught e.g. compare, contrast, explain cause, relate, apply, analyse
Quantitative learning outcome 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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Effective teaching / learning methods for
developing all-round students with professional
competence

• Group discussion
• Identify the characteristics of teaching /
  learning methods which are conducive to the
  development of all-round students with developing
  professional competence

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3 review Questions for teaching/learning methods

• How related to the real life?
• How active is it? (The Active Classroom paper)
• Thinking
• Task-based
• Teamwork
• Transcendent (beyond the normal classroom)
• What learning outcomes does it promote?

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Teaching methods conducive to the development of
all-rounded students with professional
competence

• Some examples
• Interactive lectures
• Tutorials
• Case-based learning
• Problem-based learning
• Experiential learning
• Simulations, role play
• Laboratory work
• Fieldwork
• Projects
• Peer-tutoring
• Self-directed learning
• Web-based discussion

• Desirable Features
• Active learning which promotes
• Thinking
• Team work
• Task-based learning
• Transcendence beyond the classroom
• Related to real-life

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Aligning teaching / learning methods with
intended outcomes
Methods Learning Outcomes
Interactive Lecture generate and explain meaningful and creative ideas analyze information, apply knowledge into new situations identify and solve problems
Tutorial examine, evaluate and consolidate knowledge create new ideas, view from different perspectives improve communication, leadership teamwork.skills
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Aligning teaching / learning methods with
intended outcomes
Methods Learning Outcomes
Case Studies critically analyze interpret issues from information apply knowledge into a simulated situation solve key problems in other similar situations improve communication, build up leadership teamwork skills
Problem-Based Learning examine, interpret, inquire and reflect on information promote communication and foster teamwork actively construct meaning identify, formulate and solve questions critically analyze data or information
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Aligning teaching / learning methods with
intended outcomes
Methods Learning Outcomes
Projects form systematic knowledge and integrate knowledge of different disciplines focus on creativity, analytical skills, management skills language and critical reasoning skills
Field Work apply knowledge into real and complex situation handle relationships, cooperate with peers, enhance communication improve practical skills
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Aligning teaching / learning methods with
intended outcomes
Methods Learning Outcomes
Simulation, Role Play and Game develop high order thinking skills, teamwork skills and communication skills apply principles and knowledge
Peer Learning improve interpersonal communication skills, negotiation skills, teamwork and presentation skills
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Assessment methods appropriate for assessing
all-round students with professional competence

• Group discussion
• Identify the characteristics of assessment
  methods which are appropriate for assessing
  all-round development and professional competence

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3 Review Questions for assessment methods

1. What outcomes are assessed?
2. What level of understanding is assessed?
3. How authentic is the task?

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Assessment methods appropriate for assessing
all-round development professional competence

• Some Examples
• Open-book exams
• Authentic case questions
• Individual or team projects
• Presentations
• Reflective journals
• Portfolio
• Self and peer assessment
• Practicum
• Learning contracts
• .

• Desirable features
• Assessing application of knowledge instead of
  memory of knowledge
• Solving real-life or near real-life problems
• Requiring high level understand

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Methods mainly assessing knowledge
Assessment method What can be assessed?
Extended essay type Extended essay type
Essay exam rote, question-spotting
Open-book as for exam but less memory
Take home assignment read widely, interrelate, organize, apply (copy!)
Objective test Objective test
Multiple choice recognition, comprehension
Ordered-outcome item hierarchies of understanding
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Assessing performance of competence
Assessment method What can be assessed?
Case study Application, professional skills
Critical incidents Reflection, application, sense of relevance
Interview Responding interactively
Portfolio Reflection, creativity, unintended outcomes
Practicum Skills needed in real life
Presentation Communication skills
Project Application, research skills
Reflective journal Reflection, application, sense of relevance
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In-kind support projects on aligning teaching
and assessment with intended learning outcomes
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Teaching Assessing Thinking Skills Global
OutlookThe Case of a Subject in Intimate
Apparel

• Dr Joanne Yip (ITC)

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Subject Outcomes for ITC4612

• Professional/ Academic Knowledge Skills
• Analyse the characteristics functional
  performance of various textile materials
  accessories for intimate apparel be able to
  integrate the fashion material latest
  technologies technical innovations for intimate
  apparel design development.
• Critically synthesise upgrade the technological
  processes of producing various textile materials
  accessories in response to the future needs of
  the international local markets.
• Assess the quality influence of various materials
  on the performance of intimate apparel products
  devise optimal solutions for the problems arising
  from design, development manufacturing aspects.

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Subject Outcomes for ITC4612 (contd)

• Attributes for All-Roundness
• Extend expand ideas from the range of materials
  technologies available for intimate apparel so
  as to further develop their creativity, critical
  thinking analytical skills towards product
  analysis evaluation, in response to dynamic
  competitive environment and
• Employ convergent divergent thinking in the
  process of intimate apparel design, development
  evaluation, in response to self-initiated or
  externally set challenges.

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Challenges for the teacher

• Characteristics of the intended outcomes
• High level thinking skills e.g. analyse,
  synthesise, critical thinking, creativity
• High expectation for professional competence
  e.g. assess, devise, upgrade
• Characteristics of the subject matter
• A lot of information about different types of
  textiles and accessories
• Simple delivery of information is misaligned
  with the high level intended learning outcomes!

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The Materials library group assignment

• 4- 5 students per group
• Design and development a materials library
  searching system
• fabrics, trims accessories used for intimate
  apparel
• User friendly searching system
• The system can be used by designer, pattener,
  purchaser and merchandiser
• Build a real mini-library
• Collect trendy and innovative materials from the
  market

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Learning outcomes for the Materials Library

• Professional/ Academic Knowledge and Skills
• Analyze the characteristics of various textile
  materials accessories for intimate apparel
• Categorize various textile materials
  accessories
• Be able to integrate the fashion materials for
  intimate apparel design development

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Learning outcomes for the Materials Library
(contd)

• Attributes for All-Roundness
• Analytical skill critical thinking collect
  information, materials analysis evaluation
• Teamwork leadership working in group,
  planning a project, doing a project,
  presentation, communicating with group members,
  making group decisions, handling disagreements,
  becoming a leader in a group
• Presentation skills present materials library
  system in written report, materials collection
  oral presentation.
• Creativity New and innovative materials for
  intimate apparel

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Teaching management skills in large class through
the Jigsaw method with self- and
peer-assessment BRE2921 Management for
Construction Real Estate Dr Linda Fan (BRE)
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Intended learning outcomes for BRE2921

• Understanding of management concepts
• Solving managerial problems (the case-problems)
• People skills which are important for management
• Team work
• Leadership
• Decision making
• Communication
• Learning abilities
• Active learner in peer teaching and peer learning
  
• Reflective learner

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Lindas concern

• Context of the subject
• 140 students
• one-way lecture in a large classroom
• How can students develop management skills
  (person skills) and active learning abilities
  in one-way large-class lectures?

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Jigsaw Method working on Case Studies

• Students form Learning Groups Lindas case 4
  Learning groups with 8 students in each
  groupe.g. Learning Group A - students A1, A2,
  A3, A4, A5, A6, A7, A8
• Expert Groups formed with representatives from
  each Learning Groupe.g. Expert Group 1 students
  (A1, A2) (B1, B2) (C1, C2) (D1, D2)
• Each Expert Group work collaborately on 1 topic
  through case studiesLinda selected 4 topics
  Planning, Controlling, Organising
  Communication
• Experts go back to Learning Groups to conduct
  peer-teaching
• Collaborative team work on authentic cases
  (addressing outcomes 1, 2, 3, 4)

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Aligning assessment with intended learning
outcomes

• 10 Group-answer quiz for a critical mind
  (outcomes 1, 3)
• 20 2 case reports with peer- and self-
  assessment on presentation (outcomes 1, 2, 4)
• 20 Learning Portfolio encouraging reflective
  learning (outcomes 3, 4)
• 50 Final examination (outcomes 1, 2)

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Aligning teaching assessment with intended
learning outcomes

• Jigsaw method
• case studies

• Management knowledge skills
• Independent learning skills

• Group-answer quiz
• Case presentation with peer self assessment
• Reflective portfolios

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Developing and Assessing Problem Identification
Problem Solving Abilities through Incident
AnalysisSandy Tang (BRE)
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The intended learning outcome

• Domain specific knowledge
• Able to appreciate the concept and techniques of
  cost control and risk management. Conceptual
  knowledge
• Able to comprehend the contractors approach and
  the developers approach to cost management.
  Application in practice
• Generic competence
• Able to apply critical thinking skill to identify
  and analyze ill-structured problem. Problem
  solving skill
• Able to reflect on learning experience to enhance
  his / her professional competence. Life-long
  learning

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Misalignment of conventional case study (Sandys
observation)

• Nature of cost management in construction
• complex heterogeneous project environment.
• Conventional case study formulated by teacher
• well-structured, simplified (not real life)
• confined to the knowledge/prior experience of the
  teacher (not heterogeneous enough)
• Learning outcomes achieved (or not) via
  conventional case studies
• Academic competence in transferring knowledge
  from books to the discussion of well-structured
  and familiar problem.
• Critical thinking skill in analyzing and solving
  unfamiliar problem.

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The Incident Analysis

• An incident refers to an event that leads to a
  major variation to the budget /contract
• You are required to identify and conduct a case
  study of cost management process in a developer
  or a contractor organization.
• The case study shall include the following
  aspects
• The particulars of the project and background of
  the organization.
• A general description of the cost management or
  risk management procedure for the project.
• A cost conciliation analysis of major variations
  and discussion on the critical issues attributing
  to such variations to the budget.
• A recommendation of cost management system or
  risk management system with reference to the
  critical issues discussed.

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Enhancing authenticity

• Heterogeneity
• Problem formulation may be confined to the
  knowledge or prior experience of the teacher
• Critical incidents were solicited from a wide
  spectrum of real life projects (80 critical
  incidents from 20 projects)
• The critical incidents captured the current
  issues in the industry.
• Problem identification
• Student are instructed to solved a
  well-structured problem
• The students were requested to identify the
  critical incidents through a cost reconciliation
  analysis
• The students needed to exercise their critical
  thinking skill to distill and interpret the
  critical issues attributing to the variation to
  the budget.

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Enhancing authenticity

• Complexity and practicality
• Context of the problem may be confined to the
  description of the case
• The students were explicitly requested to examine
  
• the background of the project and the
  organization
• the procedure in use.
• The rich context provides
• a holistic insight to the practice in workplace
  and
• a reference point to challenge the practically
  and relevancy of their recommendation.

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Enhancing authenticity

• Information strategy
• Student tend to rely on books and internet for
  problem solving
• The students needed to obtain access to project
  information through social network
• Sharing of tacit knowledge occurred during the
  story telling by the practitioner.

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Reforming Large-class Lectures Assessment to
Enhance Knowledge Application
Department-EDC Collaboration
In Implementing Outcome-Based Approaches to
Teaching, Learning
Assessment

• Theresa Chan Students (ITC)
• Angela Ho (EDC)
• Miranda Fung (EDC)
• Kenneth Tam (EDC)

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Introduction to Fashion ApparelEssential
Garment Construction

• Intended learning outcomes
• Appraise a fundamental fashion design
• Develop principle knowledge and skills involved
  in pattern preparation
• Apply garment construction knowledge to the
  production of garments
• Function and communicate effectively and
  professionally in the industry

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Challenges for many teachers

• Teach a subject which is information-loaded
• Teach something rather technical in lectures
• Have a large class in a lecture hall

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From knowledge to application
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Insights from Theresas experience

• Many constraints can be overcome many accustomed
  beliefs can be challenged
• Lecturing in lecture theatre?
• Learning takes place in classroom?
• Hands-on activities are not possible with large
  class?
• Students can learn independently
• Independent study needs support orientation
• provide a framework aligned assignment

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Conclusion
It is possible to facilitate development of
high-level outcomes in large-class
teaching (e.g. application of knowledge)
Intended Learning Outcomes
Alignment
Teaching Learning
Assessment
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Designing Assignment for Professional
Competence BRE291 Construction Technology (year
1) Kong Wai Kei (BRE)
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Intended Learning Outcomes for BRE291

• Relate basic construction vocabulary for various
  building elements/components
• Possess a knowledge of functional requirements of
  various building elements/components
• Give preliminary appraisal on the performances of
  various building elements/components
• Relate the inter-relationship among building
  elements
• Interpret and extract information from
  construction drawings

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The assignment Site Diary

• Students are asked to choose a site and take
  photos periodically about the activities carried
  out on site for a period of six weeks
• Students are required to present the photos in
  the form of a photo album in which progress of
  the site works is to be revealed
• Students are also asked to provide annotations to
  photos included in the album to demonstrate their
  understandings about the site activities observed

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Subject outcomes addressed by the assignment

• Able to relate basic construction vocabulary
• Possess a knowledge of functional requirements of
  various building elements
• Able to relate the inter-relationship among
  building elements
• To contribute as a team member and to lead
  effectively
• To communicate effectively (via the photos and
  corresponding annotations)

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Support for formulating proposals can be
provided upon request
Call us later!
Coordinator
Dr. Angela Ho x6282 etangela
Team members
Kevinia Cheung x4413 etcheung
Dr. Chak Chung x6273 etchak
Miranda Fung X6299 etmifung
Nancy Lee x6276 etnancy
Kenneth Tam x4103 etkentam
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• Curriculum Revision websitehttp//www.polyu.edu.h
  k/cr/
• Outcome-Based Education website (will soon be
  launched)