Collecting, Assessing and Using Evidence of Student Learning

Cecilia CHAN
University of Hong Kong, Hong Kong


Quality auditing agencies and accreditation bodies have been focusing on assuring the quality of teaching and learning processes, adopting and implementing more reliable processes such as outcomes based approach to student learning. However, the focus is now more shifted to the assurance of student learning outcomes at the institutional and programme level, leading to increasing attention on the assessment of student learning outcomes in terms of both direct and indirect evidence of learning outcomes. Discussion on the purposes of learning outcomes assessment and more importantly, how learning outcomes are assessed in higher education institutions are thus, hot topics in high education.

In the Hong Kong context, a major national curriculum reform, known as the "3+3+4" was initiated in 2006. As part of the educational reform initiative, three main goals were requested of all higher education institutions funded by the University Grant Committee (UGC) of Hong Kong, namely:

  1. To adopt an Outcomes-Based Approach to Student Learning (OBASL) as the teaching and learning approaches (University Grants Committee, 2010)
  2. To increase all programmes by one year
  3. To develop whole person development during students' undergraduate years.

While the first round of quality audit have been completed by the Quality Assurance Council Hong Kong, the upcoming round of quality audit plans is to focus more on the assurance of the quality of student learning outcomes. In this roundtable, we are interested in how universities around the world (particularly in Hong Kong) are collecting, assessing and using direct evidence of student learning.

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