Outcome Based Assessment

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  • Create Date August 2, 2018
  • Last Updated August 2, 2018

Outcome Based Assessment

Recently, most tertiary institutions in Hong Kong started their implementation of Outcome Based Education (OBE).  ,Graduates are expected to attain a list of desired attributes which are articulated into their learning outcomes.  ,These Intended Learning Outcomes (ILOs) to be achieved need to be considered before curriculum design.  ,The shift from a focus on inputs and processes to outcomes is a new trend which aims at improving student learning and teaching quality.  ,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.  ,Hence, Outcome Based Assessment (OBA) plays an important role in enhancing students’, motivation and autonomy in their learning.  ,A self-improving moderation cycle is developed to ensure the alignment of assessment with ILOs.  ,Such a cycle involves the design of assessment tasks and assessment criteria, and the collection of the evidences of students’, performance.  ,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.  ,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.  ,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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