Abstract

The University has implemented criterion-referenced assessment (CRA) to align with the Outcomes-Based Approach to teaching and learning (OBA) since 2017/2018. This shift from the traditional norm-referenced approach has created challenges and concerns for both teachers and students.

With the support of TDLEG, CLEAR completed a 1-year-3-month project on providing support to both teachers and students on CRA. These support measures included talks, presentations, workshops and individual consultations on CRA. In addition, a student survey and presentations on CRA for students were also conducted.

Due to the short duration of the project, support could only focus on a general introduction on what CRA entails, the alignment between CRA and OBA and use of assessment rubrics together with discussions on revised assessment practices. There is not much hands-on coverage on (1) developing and using assessment rubrics which are task specific and which facilitate constructive feedback for students; (2) how assessment aligns with intended learning outcomes both at programme and course levels; (3) alternative assessment tools and practices, e.g. peer assessment, portfolio as an assessment task, collaborative construction of rubrics, etc.; and (4) general assessment literacy. These remain areas for enhancement.

Against this background, the project, which is a continuing project on support measures for CRA, is proposed with the following objectives:

• Identify the challenges, concerns and issues teachers have met in the implementation of criterion-referenced assessment;
• Enhance the assessment literacy of teachers with a focus on developing task specific assessment rubrics and grade descriptors which facilitate constructive feedback;
• Introduce alternative assessment tools and practices; and
• Enrich the online resources on assessment.

It is intended teachers will be ready to develop valid and usable assessment rubrics and open to alternative assessment tools and practices.

Brief write-up

Project objectives

criterion-referenced assessment; (2) enhancing their assessment literacy with a focus on relevant assessment tools, alternative assessment tools and practices; and (3) enriching the online resources on assessment on the CLEAR web page.

Activities, process and outcomes

To address the need of teachers in teaching and assessing students online, an online workshop on assessment and feedback conducted by an overseas scholar was organsied. It was themed on the paradigm shift towards effective feedback and incorporating digital devices in the feedback processes.

Work on enriching the content of the designated webpage on assessment was carried out.

Deliverables and evaluation

An end of workshop survey was conducted to collect participants’ evaluation of the workshop. Positive feedback was received.

The online resources on assessment were enriched with additional content including the staff guide series, teaching module, micro-video series, exemplars of rubrics and grade descriptors, references, recommended readings, workshop materials, and useful links. The access number of the page and download number of the assessment materials will be the evidence of their effectiveness.

Dissemination, diffusion, impact and sharing of good practices

The deliverables of the project will be made available in electronic form and uploaded to the assessment web page on the Centre for Learning Enhancement And Research (CLEAR) website for broader dissemination. The webpage is introduced to new teachers in the Professional Development Course. To address the needs of teachers in adopting online assessment, alternative assessment tools are added to the online resources.

Impact on teaching and learning

The project has introduced new developments in assessment, such as new assessment approaches and alternative assessment tools and practices, which will enhance teachers’ assessment literacy. The project deliverables, such as staff guides and online resources via the CLEAR web page, will provide an introduction and reference guide for teachers in developing their assessment tools.