Evidence Collection Initiative (ECI) for Whole Person Education Assessment

Background

Since its adoption in AY2012/13, ECI has evolved and consolidated its practices in collecting evidence of learning and teaching to serve as one of the University’s Quality Assurance Mechanisms. Under the ECI framework, direct evidence will be collected at course and student level through Programme Outcomes Assessment on Graduate Attributes (OA) and University Academic Profile (UAP), formally known as Standardised Tests (ST). The ECI has been recognised as a major operation to understand student learning at HKBU.

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Purpose

The Senate, at its meeting in AY2016/17 endorsed to align the Outcomes Assessment (OA) and University Academic Profile with the Academic Consultation Panel (ACP) visits (SEN/16-17/5/R 1). The aim of this alignment is to provide extra data sources to yield more reliable results for quality assurance purposes.

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Design

The ECI was designed to be incorporated into the University’s Whole Person Education (WPE) Assessment (Figure 1) in an effort to ascertain how well students have achieved HKBU’s Graduate Attributes (GAs). Since then, ECI has focused more on direct measures of student learning by means of Outcomes Assessment (OA) and University Academic Profile (UAP). Outcomes Assessment collects evidence from student course assignments that are selected and remarked with GA rubrics pertaining to the course intended learning outcomes; University Academic Profile measure student performance in academic key skills and benchmark our students’ performance against that of other higher education institutions.


Figure 1. Whole Person Education (WPE) @ HKBU

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Instruments adopted

Course level:

  • Direct – Grading Rubrics;

Programme level:

  • Direct – Graduate Attributes Rubric;

University level:

  • Direct – University Academic Profile;

 

Note: Further information is available in our webpage on Outcomes Assessment and University Academic Profile.

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Benefits

  • Providing evidence as to how well students have achieved in course and programme intended learning outcomes, and University’s Graduate Attributes (GAs), which can be used for completing Section C of the Annual Programme Quality Assurance (QA) Report;
  • Identifying the strengths and weaknesses in learning and teaching;
  • Discussing possible interventions;
  • Offering recommendations for the continuous improvements in learning and teaching;
  • Disseminating good teaching practices;

Constituting credible evidence in showing the “value-addedness” of education at HKBU.
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