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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