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Framing and Consolidating the Assessment of Outcome-Based Learning (OBL) in higher institutes in Hong Kong: An example case demonstration (English version)

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  • Jerf W. K. YEUNG

    ()
    (Hong Kong Young Women’s Christian Association, Correspondence should be addressed to Department of Applied Social Sciences, The Hong Kong Polytechinc University, Hung Hom, Kowloon, HONG KONG)

  • Ai-Choo ONG

    ()
    (The Curriculum, Teaching and Learning Academic Group, National Institute of Education (NIE), SINGAPORE)

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    Abstract

    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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    Bibliographic Info

    Article provided by Editura Lumen, Department of Economics in its journal Revista de cercetare si interventie sociala.

    Volume (Year): 37 (2012)
    Issue (Month): (June)
    Pages: 34-48

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    Handle: RePEc:lum:rev2rl:v:37:y:2012:i::p:34-48

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    Related research

    Keywords: assessment; mixed-method approach; outcome-based learning; learning outcomes;

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