Evidence Collection Initiative (ECI) for Whole Person Education Assessment

Background

Since AY2010-11, the Formative Review Exercise (FRE) has been used to collect qualitative and quantitative data to provide perspectives on student learning experience at HKBU. With the full implementation of Outcomes-based Teaching and Learning (OBTL) into our curriculum, and the adoption of the Criterion Referenced Assessment (CRA), collecting evidence of student learning to show their attainment of the learning outcomes is the important phase for quality enhancement and assurance, to “close the loop”. Hence the ECI was introduced and piloted in AY2012-2013. It has its genesis from the FRE, but has built on and is now extending beyond the FRE.

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Purpose and Definition

ECI aims to provide an aggregate set of evidence for Whole Person Education Assessment – i.e. to ascertain how well students have achieved the Graduate Attributes, through constructive alignment with programme, and course intended learning outcomes.

Evolving as necessary, ECI is a three-tier data collection mechanism to systematically collect holistic and multi-faceted evidence of learning and teaching at the course, programme and institutional levels as well as co-curricular activities, across the University.

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Benefits

The ECI can inform how well academic courses and programmes/co-curricular activities have helped students achieve the intended learning outcomes; its benefits include:

  • Identifying the strengths and weaknesses in learning and teaching;
  • Providing recommendations for the continuous improvements in learning and teaching;
  • Discussing possible interventions;
  • Triggering the identification and dissemination of good teaching practices;
  • Constituting credible evidence in showing the “value-addedness” of education at HKBU.

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Instruments adopted

Course level:

  • Direct – Course Embedded Assessment (CEA), which helps satisfy part of the Senate-approved QA mechanisms;
  • Indirect – Formative Review Exercise (FRE) at the course level, consisting of (1) Study Process Questionnaire (SPQ) and (2) Learning Experience Inventory – Course (LEI-C) (http://chtl.hkbu.edu.hk/fre/);

Programme level:

  • Direct – Aggregated CEA (ties in with the Senate-approved QA mechanisms);
  • Indirect – Learning Experience Inventory – Programme (LEI-P) of FRE;

University level:

  • Direct – Standardised Tests: (1) ETS Proficiency Profile (ETS); (2) Academic Proficiency Test (APT); (Details)
  • Indirect – LEI-P of FRE/ Aggregated WPDI (Whole Person Development Inventory)

 

Note: Further information is available in our webpage on Outcomes Assessment.

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