1. 1 On the Learning-curve: Institutional Efforts in Implementing the Outcome-Based Approach to Teaching, Learning & Assessment Angela Ho, Ph.D. Associate Head, Educational Development Centre Hong Kong Polytechnic University

2. 2 PolyU ’ s commitment to the outcome-based approach

3. 3 Curriculum Revision for the 2005-08 Triennium outcome-based programmes all-round students with professional competence ‘ The goal is to revise our academic programmes to become outcome-based programmes for the development of all-round students with professional competence ’ ( Guidelines for Curriculum Revision, p.3)

4. 4 Milestones in the Curriculum Revision Planning stage Setting up of Working Group on Curriculum RevisionMar 04 Formulation & distribution of ‘ Guidelines for Curriculum Revision ’ May 04 Documentation stage Revision of programme documents by departmentsJun 04 – Apr 05 Submission & endorsement of revised documentsApr 05 Implementation & monitoring stage Implementation of outcome-based programmes & Formal adoption of criterion-referenced assessment from Sept 05 onwards

5. 5 Curriculum Revision: why and what

6. 6 Curriculum Revision – Why? ‘ The ultimate purpose of this curriculum revision is to enhance the quality of our programmes. ’ (Guidelines for Curriculum Revision, p.6)

7. 7 A strategic change for the University involving paradigm shift re-orientation of our curriculum philosophy ‘…… for our University to embark on an explicit re-orientation of our curriculum philosophy to an outcome-based model, and to adopt the concept of constructive alignment to guide our teaching and assessment design. ’ ( Guidelines for Curriculum Revision, p.2)

8. 8 Quality programme design informed by a duet of educational philosophies Outcome-Based Education (Spady) Constructive Alignment (Biggs) PRODUCT of learning PROCESS of learning Aligning teaching & learning Aligning assessment

9. 9 Curriculum Revision – What? outcomes, Clarify programme & subject outcomes, addressing a)professional / academic knowledge and skills b)attributes of all-roundedness teaching & learning methods, and Identify major teaching & learning methods, and justify that they are conducive to the attainment of intended outcomes assessment methods, and Identify major assessment methods, and justify that they are appropriate for assessing intended outcomes

10. 10 Curriculum map Key: I = Introduced; R = Reinforced; A = Assessed

11. 11 A holistic, institutional approach to implementing outcome-based education

12. 12 Co-curricula Assessment strategies Revised curricula Outcome-based Education Assessment policy Staff support & development

13. 13 Assessment policy to support the outcome-based approach Formal adoption of criterion-referenced assessment (CRA)

14. 14 Development of assessment strategies Emphasis on authentic assessment methods Development of instruments to measure generic competences (Joint project by SAO & EDC, funded by LTC) Revising the Student Feedback Questionnaire to be outcome-based (Working Group under LTC)

15. 15 Staff support and development – Documentation phase Development of resources Curriculum Revision Website Curriculum Revision Resource Book Workshops, short courses, writing-away sessions open-to-all Departmental-based Consultation services to programme leaders Review of draft programme documents

16. 16 Staff support and development – Implementation phase Institutional teaching development project A. To provide in-kind support to staff & programmes B. To develop resources for work-integrated education C. To assist teachers in developing generic competences in a professional context D. To evaluate the impact of the outcome-based approach

17. 17 Sharing of lessons learnt

18. 18 Feedback about the Curriculum Revision exercise Opinions collected: from 72 academic staff from 21 departments in April 05, after the submission of revised documents during 3 forums organised by EDC

19. 19 Shared understanding and vision Know-how Workload & motivation Time for the new curriculum paradigm to ‘sink in’ Sustained efforts throughout the different phases Involvement of academic staff – both the ‘Generals’, and the ‘Troops’ Issues pertinent to the success (or otherwise) of the curriculum revision

20. 20 Addressing workload and motivation – Some suggestions from colleagues Funding and support for developing materials for the outcome-based approach Work done in curriculum revision should be counted towards the total workload Publications generated from work done in curriculum revision should also be counted

21. 21 Educational change is a complex learning (and unlearning) process for all involved, not an event. (Scott, 2000)

22. 22 Allow TIME for the process Time for the documentation phase June 04 – April 05 Time for the curriculum revision process ‘… the shift in educational philosophy takes time. This curriculum revision exercise therefore should not be seen as a one-off initiative. ’ ( Guidelines for Curriculum Revision, p.3)

23. 23 Sustained efforts throughout the different phases Documentation phaseImplementation phase Clarification of outcomes is the main task Aligning teaching & assessment with the intended outcomes Planning on paperChange in real practice VisibleLess visible ‘ Annual programme review and Departmental Assessment are important mechanisms for ensuring continual quality enhancement. ’ ( Guidelines for Curriculum Revision, p.3)

24. 24 Involvement of academic staff – Both the ‘Generals’ and the ‘Troops’ ‘ We need to extend beyond the programme leaders and the champions!! ’ Generals (programme leaders) are instrumental in leading the exercise, particularly in the documentation phase Champions are necessary to exemplify OBE and convince their peers TROOPS are necessary for actual IMPLEMENTATION