Introduction

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. The ECI has its genesis from the FRE, but has built on and is now extending beyond the FRE.

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Purpose and Definition

As a three-tier data collection mechanism at the course/co-curricular activity, programme and institutional levels, ECI aims to provide an aggregate set of evidence for WPE Assessment – i.e. to ascertain how well students have achieved the intended learning outcomes.

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Benefits

  • 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:

Programme level:

  • Direct – Aggregated CEA;
  • Indirect – Learning Experience Inventory – Programme (LEI-P) of FRE;

University level:

  • Direct – Standardised Tests;
  • Indirect – LEI-P of FRE/ Aggregated WPDI (Whole Person Development Inventory)

 

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

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