Framing and consolidating the assessment of outcome-based learning (OBL) in higher institutes in Hong Kong: An example case demonstration

Framing and consolidating the assessment of outcome-based learning (OBL) in higher institutes in Hong Kong: An example case demonstration

• Yeung, Jerf W. K. Hong Kong Young Womens Christian Association
• Ong, Ai Choo Nanyang Technology University

Revista de Cercetare si Interventie Sociala, 37, 34-48, 2012

Lumen Publishing House

2012

• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests

Assessment Mixed Method Approach Outcome Based Learning Learning Outcomes Social Work Sociology

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

Aiming at providing quality teaching and learning in higher education, the pendulum of education has recently swung back to Outcome-Based Learning (OBL), in which higher education institutes need to assess the extent to which they have attained those learning outcomes planned for their students. However, OBL assessment is still at its developmental stage with amorphous nature. For this, the present paper proposes a mixed-method approach and consolidates the assessment by providing different methods, namely expert-panel assessment, qualitative longitudinal study, institute-level survey, and course-level evaluation, as means of obtaining more precise results. Integrating findings from different methods is also briefly discussed.
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• English

Journal Articles

• 15833410

https://bibliography.lib.eduhk.hk/bibs/ac9cbafd

2014-08-07