Under Outcome-based Teaching and Learning(OBTL), learning outcomes at courses/activities, programmes and Graduate Attributes(GAs) are aligned through curriculum mappings, in which the Teaching and Learning Activities(TLAs) and Assessment Methods(AMs) match the Course Intended Learning Outcomes(CILOs); i.e. constructive alignment (Figure 1).
Therefore, assessments at course/activity, programme and institutional levels are not isolated, but rather, integrated.
The University’s QA Mechanism principally relies on the assessments at course or activity level to provide evidence in ascertaining how well the Programme Outcomes and Graduate Attributes have been achieved.
Outcomes Assessment (OA) can be described as a systematic and ongoing method of gathering, analysing and using information from various sources about an education programme to ascertain how well the programme and institutional learning outcomes have been attained by students in that programme.
Definition of OA: Assessment of students’ achievement of the programme intended learning outcomes, and by constructive alignment, the Graduate Attributes (GAs) (Figure 2).
This continuing exercise can help the University, Faculties and Programmes identify and solve key issues in teaching and learning in the respective programmes, so as to continuously enhance the overall quality of the programmes to improve the learning and development of our students.
For programmes that participate in the Outcomes Assessment exercise, all core course(s) of Year 2 and 4 are selected to use the same GA Rubric for evaluation.
This approach can help track students’ learning progress across years and ascertain their achievement of Graduate Attributes (GAs). Evidence on student achievements of GAs are gathered from their performance in both course assignments, through Outcomes Assessment, and the University Academic Profile (UAP). Data (direct evidence) from OA and UAP exercises can be analysed together with the data (indirect evidence) collected from the Student Learning Experience Surveys (TS). The results can be used by the University to correlate students’ achievements of the GAs and their learning experience, this in turn, can help inform the University on policy formulation.