Outcome-Based Education for SN 140109
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Transcript of Outcome-Based Education for SN 140109
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KP Kwan KP Kwan
2766 6320 [email protected]
Implementation of OBE [Outcomes-Based Education]
in the School of Nursing
A Seminar for SN Staff
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Focus of today’s presentation
Part I:What is PolyU’s expectations regarding OBE, and how it relates to Programme LOAP and UGC’s quality audit of PolyU?
Part II: How to develop your Programme LOAP?
What is it?
How to do it?
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Part I
OBE, Programme LOAP and UGC’s quality audit
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OBE@PolyU
Not just a fad
PolyU’s continual commitment to OBE2004 Academic Development Plan to UGC 2005 Curriculum Revision ExerciseReport to UGC on progress in 4-year undergraduate degree structure PolyU Strategic Plan 2008-12
Genuine effort to improve learning, not a “paper exercise”
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PolyU Strategic Plan 2008-12
Strategic Area 1 [Education]Objectives:
To further enhance the academic strength of all our programmes and co-curricular activities, and to provide a holistic education that is outcome-based, work-integrated, professionally and globally-oriented, and student-centred…
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UGC’s position
Promotes the adoption of outcomes-based approaches to student learning by all HK universities
Will focus on OBE in the current round of quality audit of HK universities
Quality audit for PolyU scheduled in Oct 2010
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What OBE means to PolyU
A philosophy as well as a strategy
Putting student learning at the centre of our activities
Focusing on what students are able to do/perform as a result of their learning experience
Improving and demonstrating student learning through the collection and use of outcomes evidence
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Source: King Features Syndicate
From ‘teaching’ to ‘learning’
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OBE: 4 essential elements
1. Articulation of intended learning outcomes (ILOs)
2. Alignment of educational provisions [curriculum, teaching, assessment, as well as co- and
extra-curricular activities and other learning facilities] with the intended learning outcomes
3. Assessment of students’ attainment of the intended learning outcomes
4. Taking actions to improve programme quality and student learning based on outcomes evidence
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What have we achieved to date… and what more need to be done
Step 1 [Articulation of desired learning outcomes]:
Done for all Ug programmes in 2005 as a paper exercise
“But it is wrong to conclude that we have done everything there is to be done about OBE; we have just completed the first step out of 4.” [Adapted from VPAD’s presentation on OBE to departments]
Will extend to cover all programmes, including HD, CyberU, TPg and RPg programmes
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Step 2 [Aligning educational provision with ILOs]:
Area of continual focus
Effort made by departments, programme teams and individual teachers to align “teaching activities”, with different degrees of commitment and success
What have we achieved to date… and what more need to be done
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In OBE, the focus should be shifting from
Teacher centred Student centred
Lecturing Guiding students to learn
Students as passive learners
Students as active learners
Students memorising content
Students learning by doing, and deep understanding
Adapted from VPAD’s presentation on OBE to departments
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Step 3 [Assessment of student learning outcomes]:
Not something extra to, but an integral part of implementing OBE at PolyU
Schools/Departments are now in the process to develop a Programme LOAP for all their Ug programmes
A simple and practical guide developed by Working Group on OBE on how to do it
What have we achieved to date… and what more need to be done
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Step 4 [Evidence-based improvement]:
PolyU is in the process of integrating outcomes assessment activities and results into the generic QA system and the programme development and review process, to ensure that the outcomes assessment results will be properly reported and utilised for making informed decisions about improvement actions needed
What have we achieved to date… and what more need to be done
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Relationship between OBE and UGC’s quality audit
QAC audit panel will ask PolyU these questions (QAC Audit Manual pp 11-12)
PolyU’s effort in implementing OBE
What objectives (student learning outcomes) is PolyU trying to achieve?
Articulation of intended learning outcomes (ILOs)
How does PolyU achieve these objectives?
Aligning educational provisions to ILOs
What evidence is there that these objectives are being achieved?
Assessment of students’ attainment of the ILOs
What processes are in place for improvement?
Improving programme quality and student learning based on outcomes evidence
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Schedule and tasks
May 2009
Departments to submit Programme LOAPs for all their undergraduate programmes (including both FT & PT, UGC-funded and self-financed) together with their Business Plan
Aug 2009 Endorsement of Programme LOAPs by respective Faculty/School Boards
2009-10Schools / Departments to collect first batch of assessment data according to their Programme LOAPs
Aug 2010 Schools / Departments to submit interim assessment reports
Oct 2010
UGC’s QAC audit of PolyU
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A self-assessment check-list on OBE implementation
See handout
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Questions or comments?
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Part II:
Developing your Programme Learning Outcomes Assessment Plan
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Outcomes assessment
“the process of assembling broader evidence of programme or institutional effectiveness that goes beyond the performance of individual students” [Peter Ewell, UGC Consultant on Student Learning Outcomes, 2006]
Three levels:Subject-level Programme-levelInstitutional level
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Fit for purpose
Departments and programme teams should decide for themselves
the desired learning outcomes of their programme, and how to assess them
Not to develop a “perfect’ plan, but one that is appropriate, adequate and practicable
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Guidelines from Working Group on OBE
Available at:http://www.polyu.edu.hk/obe/08_4.php
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The 7-step approach
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Suggested template for P-LOAP
Source: Developing a Programme Learning Outcomes Assessment Plan: A Simple & Practical Guide for PolyU Staff [Appendix 2]Available at: http://www.polyu.edu.hk/obe/08_4.php
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Possible strategies for collecting direct
evidence of learning outcomes
Course-embedded assessments [e.g. OSCA, term paper, assignment or presentations, etc.]
Senior or final year project
Assessment of clinical performance [by Clinical Educators]
Standardised tests or exams [e.g. Graduating Students’ Language Proficiency Assessment (GSLPA), CCTDI, etc.]
External examiner or expert panel review (of student work samples)
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Possible strategies for collecting indirect
evidence of learning outcomes
Students’ self-assessment of learning gains e.g. SAARD administered by SAO
Surveys and interviews e.g. Graduate Employment Survey administered by SAO
Alumni survey conducted by EDC Your own departmental alumni or employer surveys
Students’ engagement in curricular & extra-curricular activities e.g. LTC survey on student engagement (developing) Your own exit survey
Institutional data e.g. completion/progression rate, employment statistics, etc.
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“ We can’t fatten a cow by weighing it more often or vigorously. ”
The main focus of a P-LOAP is on evidence-based improvement, not measurement
Assessment for improvement
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Questions or comments?
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Thank you