1 Implementing Outcome-Based Education Where are We? Where are We Going? Angela HO, EDC 21 November 2007

2 Implementing Outcome-Based Education – Where are We? Where are We Going? By the end of the session, you will be able to Review the developments in OBE in PolyU and in your department / programme / subject with reference to a 4-stage model (an advanced preparation for the QAC Audit) Identify gaps for further efforts in OBE in your department / programme / subject (could lead to proposals for OBA projects) NOTE: This session is NOT intended to address ‘ How to do it? ’

3 OBA Funding $10m for to be distributed by the “ Working Group on Outcome-Based Education ” Call for Proposals in November 2007 Deadline for application 31 January 2008 Priorities of this round of funding –developing generic learning outcomes –Assessing programme outcomes –Aligning teaching & assessment with intended learning outcomes –Curriculum mapping EDC will provide assistance in preparation of proposals

4 Essentials of outcome-based approach to student learning In your groups: suggest words, phrases which are important for outcome-based approach to student learning

5 Outcome-Based Approach to student learning – Functions and Focuses Two main functions a)(QE) Quality Enhancement b)(QA) Quality Assurance Diversity of focuses USA – Institution accreditation (Assessment) Australia – Graduate Attributes Bologna Process in Europe – Qualification Framework Professional bodies, e.g. ABET – Programme Accreditation PolyU – improvement of learning

6 Outcome-based approach to student learning: a 4-stage model Define intended learning outcomes Use data to inform improvement of programmes Design curriculum, teaching, learning & assessment to support attainment of outcomes Mapping & Alignment Collect data on student attainment of outcomes Outcomes Assessment

7 Implementing Outcome-Based Education Where are we? Where are we going?

8 How shall we proceed? Use the 4-stage model as framework Review milestones in implementing OBE in PolyU on a)Accomplishments and setbacks/challenges b)Engagement of staff Small group: a)Share experience from your department/ programme/subject b)Brainstorm areas where further work needs to do done

9 Implementing OBE in PolyU - Milestones 1. Curriculum Revision - documentation a) Revise programme documents to outcome-based Implementation, monitoring & Internal QA b) Implement OBA programmes & adopt CRAFrom Sept 05 c) Develop institutional learning outcomes assessment planIn progress 3. Responding to UGC’s promotion of OBA d) Setting up of Working Group on Outcome-Based EducationMar 2007 e) Appointment of OBE ChampionsMar OBA Funding f) 1 st round: Business Plan to include promotion of OBE ($5m)May 2007 g) 2 nd round: Call for Proposals ($10m)Nov Quality Assurance Council Audit (2 years ahead) h) Submit institution self-assessment reportEarly 2010 i) Visit by audit panelLate 2010

10 Outcome-based approach to student learning: Stage 1 Define intended learning outcomes

11 Programme outcomes Mostly well written, including –knowledge & professional competences –Attributes for all-roundedness Aligned with PolyU role statement: ‘ Developing all-round students with professional competence ’

12 Common misalignments between subject outcomes and programme outcomes Programme outcomesSubject outcomes a In terms of professional competence e.g. apply, solve, design, decide Mainly in terms of academic knowledge, e.g. know, understand ( content focus ) b The professional competence implies higher level understanding & higher level intellectual skills, e.g. analyse, evaluate Commonly, overuse of action verbs for lower level understanding, e.g. describe, identify c Attibutes for all-roundedness properly defined Problems associated with attributes for all-roundedness - missing, - confused with professional skills, e.g. ‘ express characteristics of xx by zz plots ’

13 Outcome-based approach to student learning: Stage 2: Define intended learning outcomes Design curriculum, teaching, learning & assessment to support attainment of outcomes Mapping & Alignment

14 Documentation in curriculum revision exercise Description of major teaching & learning methods with justification that they are conducive to the attainment of intended subject outcomes Description of major assessment methods with justification that they are suitable for assessing the intended subject outcomes

15 Implementation in the subjects – Aligning teaching & assessment with intended outcomes Generic competence –Big challenge to integrating development of generic competence into academic subjects Professional competence –Plenty of rooms for improvement Big variations –Many good examples –Many ‘ practice as usual ’

16 Curriculum mapping Key: I = Introduced; R = Reinforced; A = Assessed Programme leader ’ s effort ? OR Programme team ’ s effort?

17 Outcome-based approach to student learning: 4 essential elements Define intended learning outcomes Design curriculum, teaching, learning & assessment to support attainment of outcomes Alignment Collect data on student attainment of outcomes Outcomes Assessment

18 Outcomes assessment “ Outcome assessment is not about examination ” (M. Stone, General Secretary, UGC, speech presented in the PolyU OBE Symposium, 15 Dec 2005) “… the process of assembling broader evidence of programme or institutional effectiveness that goes beyond the performance of individual students. ” (Ewell, UGC Consultant on Student Learning Outcomes, 2006)

19 Programme outcome assessment methods Capstone project / experience Workplace assessment Student portfolio assessment Embedded assessment of programme outcomes within subject assessments …

20 Programme outcome assessment Quite a number of programmes have final year project (authentic, holistic assessment of overall outcomes for the programme)  Other than this – generally little development  Low level of ‘ know-how ’ across the University

21 Outcome-based approach to student learning: 4 essential elements (PolyU’s model) Define intended learning outcomes Use data to inform improvement of programmes Design curriculum, teaching, learning & assessment to support attainment of outcomes Mapping & Alignment Collect data on student attainment of outcomes (Outcomes Assessment)

22 An outcome-based approach to QA Articulation of intended learning outcomes and alignment as a major criterion for programme planning and validation Student learning outcomes data as performance indicator in the QA report DAA and DA explicitly review outcomes and alignment ……

23 QAC audit methodology Adopts an outcome-based approach What is the institution ’ s purpose ? [Clear articulation of mission, objectives, intended student learning outcomes] What does the institution do, and how, to achieve its purpose? [Alignment of plans, policies, procedures, programmes and activities with mission and objectives] How does the institution measure achievements of its purpose and what evidence is there that the objectives are being met? [Appropriateness and adequacy of outcomes assessment methods, standard, evidence, external benchmarking] What processes are in place for improvement ? [Effectiveness in analysing and using the SLO data to effect improvement] Adopted from slide by Dr. KP Kwan

24 Proposal formulation support can be provided upon request Proposal formulation support can be provided upon request Call us later!

25 Outcome-Based Education In-Kind Support Team Coordinator: Dr. Angela Hox6282etangela Team members: Kevinia Cheungx4413etcheung Dr. Chak Chungx6273etchak Miranda FungX6299etmifung Nancy Leex6276etnancy Kenneth Tamx4103etkentam

26 Functioning knowledge (Biggs) Functioning Knowledge Able to judge what knowledge / skills to apply Able to apply such knowledge / skills effectively Academic Knowledge Procedural Knowledge Conditional Knowledge

27 From knowledge to competence “ For what purpose do the students need to know this? ” PolyU subject: BRE 419 Value Management (With acknowledgements to Professor Geoffrey Shen) Old versionRevised outcome statements 1. Understand the concepts of Value Management with emphasis on Function Analysis and Life-Cycle Costing. 1. Understand the Value Management methodology 2. Conduct function analysis and life-cycle costing for a project or part of a project 2. Understand the use of Value Management in different phases of a project life-cycle 3. Organise & manage Value Management workshops in different phases of a project life cycle 3. Apply VM to construction company business situations and technical situations. 4. understand and apply VM problem solving techniques as a management tool. 4. Ensure value for money for projects by applying value management tools in business situation or technical situations of a construction company

28 Levels of Understanding “ What do you mean by understanding in your subject? ” Qualitative learning outcome Extended abstract understanding Relate to other information & theories e.g. generalize, criticize, hypothesize, reflect Relational understanding See relationship among facts taught e.g. compare, contrast, explain cause, relate, apply, analyse Quantitative learning outcome Knowing more facts Recall a mass of information e.g. identify, list, describe, combine, do algorithms (simplified from Biggs ’ SOLO Taxonomy)