Evidence Collection for Quality Assurance (ECQA)
Overview
Operated by CHTL, the ECQA aims to assist the University in ascertaining how well students have achieved its Seven Graduate Attributes (GAs) through the collection of direct and indirect evidence. Figure 1 and Figure 2 illustrate its components and operation, respectively.
The aforesaid two types of evidence are triangulated to ascertain student achievement of GAs under the University’s learning environment of offering Best Student Experience (BSE), which in turn, can help inform the University of quality assurance and enhancement in learning and teaching.
/ecqa-revised.png "Evidence Collection for Quality Assurance")
/ecqa-timeline-revised.png "Evidence Collection for Quality Assurance")
Benefits of ECQA
- Identify strengths and weaknesses in learning and teaching
- Provide recommendations to quality assurance and quality enhancement of learning and teaching
- Identify and disseminate good practices
- Constitute credible evidence about the values of HKBU’s education
Introduction
SLEQ has been put in place at HKBU since AY2017/18 to solicit views and comments from students on their expectations towards and actual experiences from their studies at our University.
Purpose
The SLEQ aims to monitor student learning experiences and self-report achievement of GAs, so as to facilitate provision of timely intervention and assistance for quality assurance and enhancement to student learning and their university lives.
Why does SLEQ matter to students?
After completing each SLEQ, students will receive their own individual reports on their learning progress in comparison to their previous one(s) and their peers.
Why does SLEQ matter to University?
Students’ feedback to SLEQ can provide important data for students themselves and the University to understand their learning experiences, university lives and how good they are with regard to the GAs. Based on the data, the University can continuously improve and develop learning and teaching initiatives, and render effective support.
Introduction
OA is a systematic method to ascertain how well the programme intended learning outcomes and GAs have been achieved by students inside the curriculum.
A new approach to OA has been implemented in AY2020/21 based on the Outcome-Based Teaching and Learning (OBTL) concept of constructive alignment (Figure 3 and 4), where student achievement in GAs is gathered from their performance in all major compulsory and elective courses (Figure 5). This ongoing exercise assists in identifying and addressing key learning and teaching issues in programmes, and enhancing their overall quality to benefit student learning.
/obtl.png "OBTL, Constructive Alignment & QA Mechanism")
/curriculum-maps2025July.png "Curriculum Maps for PILO-Course and GA-PILO")
/ecqa-three-oa-steps-2025July.png "The Three OA steps")