Outcome Based Assessment

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Outcome Based Assessment

Recently, most tertiary institutions in Hong Kong started their implementation of Outcome Based Education (OBE). &#160,Graduates are expected to attain a list of desired attributes which are articulated into their learning outcomes. &#160,These Intended Learning Outcomes (ILOs) to be achieved need to be considered before curriculum design. &#160,The shift from a focus on inputs and processes to outcomes is a new trend which aims at improving student learning and teaching quality. &#160,With the ILOs developed, the next step is to design assessments which can provide students the opportunity to demonstrate how well they can perform with respect to those ILOs. &#160,Hence, Outcome Based Assessment (OBA) plays an important role in enhancing students&#8217, motivation and autonomy in their learning. &#160,A self-improving moderation cycle is developed to ensure the alignment of assessment with ILOs. &#160,Such a cycle involves the design of assessment tasks and assessment criteria, and the collection of the evidences of students&#8217, performance. &#160,With the assessment data gathered from assessment tasks, the moderation cycle can provide important feedback to the course providers in making continual improvement in the courses that are offered. &#160,This paper discusses some of the suggested processes to be included in the implementation of OBA and the issues to be considered in the actual implementation. &#160,Some examples are drawn from a physical education course and its ILOs.Key words: Outcome Based Assessment, Assessment Tasks, Assessment Design, Moderation, Standards

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