OBA@CUHK Using evaluation data to inform curriculum planning III... · 2009. 12. 21. · Using...
Transcript of OBA@CUHK Using evaluation data to inform curriculum planning III... · 2009. 12. 21. · Using...
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Outline
• Understanding programme level evaluation in an outcomes based framework
• How do we engage programmes
– What is the value of student voice
• How has the data been used to improve:
– Development of current curriculum
– Design of the new curriculum (Capstone)
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Aim
To share some experiences
in supporting
programme level curriculum planning -
using ‘student voice’
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Understanding programme
level evaluation
in an outcomes based framework
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Student learning needs
Aims/ desired learning
outcomes
Content/ fundamental
concepts
Learning activities
Assessment
Actual learning
outcomes
Feedback for
evaluation
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Student learning needs
Aims/ desired learning
outcomes
Content/ fundamental
concepts
Learning activities
Assessment
Actual learning
outcomes
Feedback for
evaluation
Focus on alignment to achieve outcomes
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Student learning needs
Aims/ desired learning
outcomes
Content/ fundamental
concepts
Learning activities
Assessment
Actual learning
outcomes
Feedback for
evaluation
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evaluation links
and
Student learning needs
Aims/ desired learning
outcomes
Content/ fundamental
concepts
Learning activities
Assessment
Actual learning
outcomes
Feedback for
evaluation
Desired Actual
Learning Outcomes
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How do we get evidence at
each level?_
(Evaluation is crucial )
• Programme outcomes– Surveys, alumni, employers
• Course outcomes http://www.cuhk.edu.hk/clear/services/course_plan.htm
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Course level
Questionnaires Programme level
questionnaires
Lesson/
activity
Course
Programme
Lesson/
activity
Lesson/
activity
Course
Lesson/
activity
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How do we engage
programmes
using student voice
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GCQ AQ
Student Feedback
Alumni Feedback
How do we engage programmes
(using student voice)?
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Longitudinal data collection on
students’ feedback1st data
collection
SEQ
(Apr)
First Year
2nd data
collection
SEQ
(Apr)
3rd data
collection
GCQ
(Jun)
4th data
collection
AQ
(Nov)
One year
post-graduation
Five years
post-graduationFinal Year
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Student feedback - sources
Student Feedback
Alumni Feedback
Profile
Profile
Profile
Profile
AQ (46 programmes)
Profile
Profile
Profile
Profile
SEQ (51 programmes)
Tailored
Tailored
Tailored
Tailored
+
Profile
Profile
Profile
Profile
GCQ (48 programmes)
Alumni
voiceGraduates
voice
Students
voice
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Student feedback - categories
GCQ AQ
Student Feedback
Alumni Feedback
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Graduate capabilitiesT & L
environment
Graduate
Schematic
evaluation feedback process
Shared
conversations
Discuss issues & devise possible
intervention strategies
Evaluation data (SEQ)
WorkplacePost graduate
studies
effect
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Illustrative SEQ (`09 & `08)
First Year Final Year
Development of capabilities
C - Note a strong deterioration across all items between Yr 1 and Yr
final
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First Year Final Year
Teaching & Learning environment
Illustrative SEQ (`09 & `08)
C - Similar deterioration across many items between Yr 1 and Yr final; key
issues in active learning, workload, relationship b/w teacher & students
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How has the data been used
to improve
Illustrative programme(J)
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Final Year
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3.1 Examples of programme
interventions
Conversations
Data sourcesSEQ +
Other information
Programme review
Focus group(s)
Transfer
Process- Run once per year
- Post SEQ results
or
As requested (pre strategy planning
Student directed
small group exercises on web
Mutual confidence
Collegial
On-going…
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First Year Final Year
Teaching & Learning environment
Very positive and consistent; We discuss Yr 1 concern with
cooperative learning + aware that Yr 2 are overseas on exchange
and somewhat isolated….; trigger for an eLearning strategy to
connect Yr 1 and 2, with subsequent changes in pedagogy.
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3.2 Examples of programme
interventions
Year 1- final
Similar positive experiences
Data sourcesSEQ +
Transfer
Process- On request
Bring student body closer
- blog for Yr 2, and
Language immersion for Yr 1 on web
Leverage off another programme for
eLearning strategy
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3.3 Future curriculum design
Capstone project
Data sourceLiterature
Alumni & Final Year Student
ProcessUGC funded APC project
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Lack of emphasis on Interpersonal Skills
Suggestions:
- Internships
- Group-based project
Expect FYP to be coherent with
previous course work
Course design:
- synthesize & integrateprevious work
Preliminary Insights on Alumni Feedback
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A capstone course
26S. A. Schroetter, M. C. Wendler (2008) Capstone Experience: Analysis of an Educational
Concept for Nursing. Journal of Professional Nursing, Volume 24, Issue 2, Pp 71-79
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Capstone course components
Integration Reflection
TransitionClosure
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What is a Capstone Course?
• Culminating experience (across curriculum & co-curriculum) of overall university life - closure
• Encourage students to synthesize knowledge and skills (within) the programme experience -integration
• Review student development at the highest level achieved before graduation - reflection
• Facilitate transition from undergraduate studies to postgraduate life (work / further studies) - transition
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• Compulsory
• Over an academic year
• Synthesize previous study
• Individual & Group based
• Develops interpersonal skills
Capstone
Indicative course design
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Illustrative activities:
Thesis, Research Project, Internship, Clerkship, Practicum
Workplace
Post graduate
studies
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Looking ahead – curriculum
challenges
1. Assessment (exams) – “Students like
this….”
…..but do exams support learning
2. Content and active learningLatter takes time and there is too much to cover
3. Low response ratesStudents being over-surveyed
Low buy-in
Risk of reduced confidence in data
Need to build a QA culture
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evaluation links
and
Student learning needs
Aims/ desired learning
outcomes
Content/ fundamental
concepts
Learning activities
Assessment
Actual learning
outcomes
Feedback for
evaluation
Desired Actual
Learning Outcomes
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Thank you
What capabilities do future graduates need and how should we evaluate their
achievement?
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The Chinese University of Hong Kong
http://www.cuhk.edu.hk
http://www.cuhk.edu.hk/clear/
Thank you!