Enhancing Teaching & Learning through A UGC & …...Reasons for Designing a particular Assessment Method (Q4) "Others" column (Continued) 1. Student Oriented: According to students

EnhancingTeaching &

A UGC & PolyU Funded Project

throughLearning

Why is Assessment so important?

Teacher PerspectiveThe survey has identified nine reasons (see later)

Student PerspectiveProbably the main reason that dictates:

What they studyHow they study

Assessment takes two forms*

FormativeResults are used for feedback during learning so that students and teachers know how teaching and learning is proceeding and how it can be improved

SummativeResults are used to grade or mark students at the end of a subject and later for award level / classification

* Concepts adopted from: Biggs, J B (2003) Teaching for Quality Learning at University, Buckingham: SRHE & Open University Press

Background of the Project

Stage 1 – Examining current practice through questionnaire, focus group interviews of HoDs, staff & students

Stage 2 – Implementation of 9 sub-projects from APSS, BRE, ENGL, HTM, LGSI, MM, OR, & NS(HKU)

Stage 3 – Evaluation & dissemination through workshops, seminars & a conference

Questionnaire Survey

This reports the initial findings of Stage 1 (Examining current practice)

To be further supplemented by qualitative data from focus group interviews conducted with HoD’s, staff, and students

Questionnaire Survey (Continued)

Design:Part A – Background Information ( 2 Questions)Part B – Current Assessment Practices ( 8 Questions)Part C – Views of Teaching Staff (10 Questions)Part D – Other Comments ( 3 Questions)

Overall Response Rate: 238 / 1,005 (24%)

Part A

Background Information

Profile of Respondents (Q1)

23

13

7 65 4 4

2 2 1 1

4

0.40.40.4

29

0

5

10

15

20

25

30

35

Assist

Prof

Assoc P

rof LecSen

Lec

Lang I

nstru

ctor

HoD (o

r Acti

ng)

ProfIns

tructo

rCha

ir Prof

Princip

al Lec

Sen Lan

g Ins

tructo

rAssi

st Lec

Sen In

struc

torAssi

st Pro

f II

Clinica

l Asso

cOthe

rs%

Profile of Respondents (Q1)"Others" column

Section Head & SAO (equivalent to Assistant Professor)Visiting Lecturer [2]EngineerTechnical OfficerPhD StudentResearch Student [3]

Frequency of comments appear more than once are shown in [ ]

Years of Teaching in Higher Education (Q2)

20

27

53

0

10

20

30

40

50

60

1-5 yrs 6-10 yrs 11 yrs or above

%

Part B

Current Assessment Practices

Most Commonly used Assessment Methods (Q3)

Above items are multiple responses, and the % scores reflect the % that total respondents selected as their responses

0

20

40

60

80

100

120

140

160

Ind as

sign/p

rojClos

ed-bk

exam

Writt

en te

st

Gp assi

gn/pr

oj/rep

ortSem

prese

ntatio

nOpe

n-bk e

xam

Lab re

port

Attend

ance

at cla

ssPrac

tical

test

Peer-as

sessm

ent

Contrib

at tu

torial

Portfol

ioSelf

-asses

smen

t

Clinica

l/Indu

strial

test

Others

Freq

uenc

y

58%

54%50%

47%

42%

18%

13%

8% 7% 6% 5% 4% 3% 1%

5%

0

20

40

60

80

100

120

140

160

Ind as

sign/p

rojClos

ed-bk

exam

Writt

en te

st

Gp assi

gn/pr

oj/rep

ortSem

prese

ntatio

nOpe

n-bk e

xam

Lab re

port

Attend

ance

at cla

ssPrac

tical

test

Peer-as

sessm

ent

Contrib

at tu

torial

Portfol

ioSelf

-asses

smen

t

Clinica

l/Indu

strial

test

Others

Freq

uenc

y

58%

54%50%

47%

42%

18%

13%

8% 7% 6% 5% 4% 3% 1%

5%

58%

54%50%

47%

42%

18%

13%

8% 7% 6% 5% 4% 3% 1%

5%

Duration of Open-book Exams (Q3.1)

81

5 83 3

010

2030

4050

6070

8090

3 hrs 2.5 hrs 2 hrs 1.5 hrs 1 hr

%

Duration of Closed-book Exams (Q3.2)

70

9

18

2 10

10

20

30

40

50

60

70

80

3 hrs 2.5 hrs 2 hrs 1 hr 0.5 hr

%

Duration of Written Tests (Q3.3)

13

4

37

12

29

5

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

3 hrs 2.5 hrs 2 hrs 1.5 hrs 1 hr 0.5 hr

%

Most Commonly used Assessment Methods (Q3)"Others" Column

Case studiesEssaysInterviews, role plays, letter writing, essaysOn-line discussion and forumsOral presentationsParticipation in classPeer teaching in laboratories; in-class quizzes on pre-readings; PBL case studiesReflective writingShort quizzes of 15 minsUse of PISER


Reasons for Designing a particular Assessment Method (Q4)

0

50

100

150

200

250

Acc to subj obj Acc to DPD Acc to Fac/Deptpolicy

Acc to prof req Follow previouspractice

Others

Freq

uenc

y

89%

48% 47%

35%

27%

13%

0

50

100

150

200

250

Acc to subj obj Acc to DPD Acc to Fac/Deptpolicy

Acc to prof req Follow previouspractice

Others

Freq

uenc

y

89%

48% 47%

35%

27%

13%

89%

48% 47%

35%

27%

13%


"Others" column

1. Student oriented2. Class oriented3. Teachers' judgment and experience [7]



"Others" column (Continued)

1. Student Oriented:According to students' ability and performanceTo try to address different learning stylesImprove teaching qualityTo support student learning developmentEncourage responsibility and team work; some info seekingEnhance critical thinking and co-operative learningThe need to promote problem based learningTo optimize the students' learning results



1. Student Oriented:Monitor the progress and hence give appropriate assistance to studentsTo make sure that students understand the subjectTo identify understandingTo avoid plagiarism and copyingEnsure no free-riding in group assignmentsAccording to students' workload



2. Class oriented:In achieving the best students' benefit (learning objectives)Learning outcomeTo overcome theory/practice gap, To meet aims of program, to try something new that fits the aimsEmphasize continuous studyAccording to the program level



2. Class oriented:Class sizeOn-line teaching (interactive)The best method for my subjectThe subject I teach does not lend itself to testsProfessional requirementsTo give relevance to the subject matter

Communicating Assessment Methods to Studentsat Commencement of Semester (Q5)

1

99

0

20

40

60

80

100

120

Yes No

%


Reasons for Assessing Students (Q6)

020406080

100120140160180200

Provide

fdbk

to stu

dents

See if s

tudent

s met

sub ob

j

Motiva

te stu

dents

to st

udy

Grade s

tuden

ts

Provide

fdbk

to te

achers

Maintai

n prof

stds

Rank s

tudent

sSati

sfy pr

of req

Fulfill

teach

er's d

uty

Others

Freq

uenc

y

73% 71%

44% 43%

30%

16%

11% 8%

2% 0.4%

020406080

100120140160180200

Provide

fdbk

to stu

dents

See if s

tudent

s met

sub ob

j

Motiva

te stu

dents

to st

udy

Grade s

tuden

ts

Provide

fdbk

to te

achers

Maintai

n prof

stds

Rank s

tudent

sSati

sfy pr

of req

Fulfill

teach

er's d

uty

Others

Freq

uenc

y

73% 71%

44% 43%

30%

16%

11% 8%

2% 0.4%

73% 71%

44% 43%

30%

16%

11% 8%

2% 0.4%


Reasons for Assessing Students - 1st Priority (Q6.1)

0

20

40

60

80

100

120

See if s

tudent

s met

sub ob

j

Provide

fdbk

to stu

dents

Grade s

tuden

ts' pe

rform

ance

Motiva

te stu

dents

to st

udy

Provide

fdbk

for te

aching

/asses

s'tRan

k stud

ents

Maintai

n prof

stds

Satisfy

prof

reqFulf

ill tea

cher'

s duty

Others

Freq

uenc

y

43%

35%

20%

16%

9%

5% 4% 3% 1% 0.4%

0

20

40

60

80

100

120

See if s

tudent

s met

sub ob

j

Provide

fdbk

to stu

dents

Grade s

tuden

ts' pe

rform

ance

Motiva

te stu

dents

to st

udy

Provide

fdbk

for te

aching

/asses

s'tRan

k stud

ents

Maintai

n prof

stds

Satisfy

prof

reqFulf

ill tea

cher'

s duty

Others

Freq

uenc

y

43%

35%

20%

16%

9%

5% 4% 3% 1% 0.4%

43%

35%

20%

16%

9%

5% 4% 3% 1% 0.4%


Problems in Designing Assessment (Q7)

0

20

40

60

80

100

120

140

Recognising a difference

between students

Other workload

Difficult to set Qs

Limited byFac/Dept policies

Limited by GAR

Others

Freq

uenc

y

54%52%

28%

17%

14%

9%

0

20

40

60

80

100

120

140

Recognising a difference

between students

Other workload

Difficult to set Qs

Limited byFac/Dept policies

Limited by GAR

Others

Freq

uenc

y

54%52%

28%

17%

14%

9%

54%52%

28%

17%

14%

9%

Problems in Designing Assessment (Q7) "Others" column

1. Workload2. Organizational inertia3. Plagiarism4. Communication5. Miscellaneous6. No problems [4]


Problems in Designing Assessment (Q7) "Others" column (Continued)

1. Workload:Assessment of large groups, e.g. over 60 studentsTeaching load

2. Organizational inertia:Culture of PolyUDisagreement in the use of novel methods which are unfamiliar toother staff

Problems in Designing Assessment (Q7)"Others" column (Continued)

3. Plagiarism:Students' tendency to copy if assignments are done out of classDifficulties in ensuring that students display their own work and to avoid plagiarism

4. Communication:Communication skills of studentsLanguage deficiency

Problems in Designing Assessment (Q7)"Others" column (Continued)

5. Miscellaneous:Difficulties in assessing understanding and learningMaking assessment meaningful & usefulMarrying pedagogic & practical considerations with good assessment practicePart-time students' work commitmentStudents hate assessment and let the teachers know itTrying to blend students' interest with need to cover subject material


Problems in Implementing Assessment (Q9)

0

20

40

60

80

100

120

140

Detaile

d fdb

k to l

arge c

lass

Timely

feed

back

to stu

dents

Assess

partic

ipatio

n in l

arge c

lass

Unders

tand s

tuden

ts' ans

Provide

fair g

rades

Grading

exam

s in la

rge cl

ass

Studen

ts do n

ot un

dersta

nd th

e Qs

Meet ad

m dead

lines

Others

Freq

uenc

y

54%

37%

28%25%

19% 19% 17%14%

8%

0

20

40

60

80

100

120

140

Detaile

d fdb

k to l

arge c

lass

Timely

feed

back

to stu

dents

Assess

partic

ipatio

n in l

arge c

lass

Unders

tand s

tuden

ts' ans

Provide

fair g

rades

Grading

exam

s in la

rge cl

ass

Studen

ts do n

ot un

dersta

nd th

e Qs

Meet ad

m dead

lines

Others

Freq

uenc

y

54%

37%

28%25%

19% 19% 17%14%

8%

54%

37%

28%25%

19% 19% 17%14%

8%

Problems in Implementing Assessment (Q9)"Others" column

1. Poor system2. Students’ problems3. Motivating students4. Group projects5. To obtain a fair assessment of students6. No problems [4]


Problems in Implementing Assessment (Q9)"Others" column (Continued)

1. Poor system:University's grading systemRigid timetabling, no flexibility in the system

2. Students’ problems:Some students don't study enoughPoor student performanceStudents fail to recognize alternative assessment methods; methods of assessment directed at understanding of topic versus rote learning

Problems in Implementing Assessment (Q9)"Others" column (Continued)

3. Motivating students:Difficult to motivate students to ask the right questionsDifficulty in motivating students through assessment

4. Group projects:Difficulty in grading group work, and giving fair grade / comments to take-home assignmentsDifficulty in identifying individual contribution in group workDifficulty in separating those who actually did the work from those who did notUnable to know whether it is the student's original work. May copy from schoolmates

Grading System used for Assessment (Q8)

54

13

32

0

10

20

30

40

50

60

University's grading system Alternative methods A combination of the two

%


Content of Feedback to Students (Q10)

0

50

100

150

200

250

Grade Comment onstudents' strength

Comment on areasfor improv't

Comment on how toimprove

Others

Freq

uenc

y

88%

53%

73%

58%

11%

0

50

100

150

200

250

Grade Comment onstudents' strength

Comment on areasfor improv't

Comment on how toimprove

Others

Freq

uenc

y

88%

53%

73%

58%

11%

88%

53%

73%

58%

11%

Content of Feedback to Students (Q10)"Others" column

1. Details of comments2. Discuss with students in person [3]


Content of Feedback to Students (Q10) "Others" column (Continued)

1. Details of comments:Mistakes [7]Encouragement words [2]Model answers [3]Marks and grades [2]Source of further informationReview and follow up with students


Content of Feedback (Q10.1)

80

8 12

010

2030

4050

6070

8090

Grade with comment Grade with no comment No grade with comment

%

Part C

Views of Teaching Staff

You are Satisfied with the Method(s) You Use for Assessment (Q11)

1.711.0 11.8

60.8

14.8

0

10

20

30

40

50

60

70

StronglyDisagree

Disagree Neutral Agree Strongly Agree

%

13% 75%12%

You are Satisfied with the University's Current Grading System and its Guidelines (Q12)

5.9

22.3

29.0

37.8

5.0

0

5

10

15

20

25

30

35

40

Strongly Disagree Disagree Neutral Agree Strongly Agree

%

28% 43%29%

You are Satisfied with the Current Mechanisms for Students to Express their Opinions on Current Assessment Practices (Q13)

2.1

16.4

29.0

46.6

5.9

05

101520253035404550


%

19% 52%29%

The Subject Objectives are Considered when Developing the Assessment Tasks (Q14)

3.0 5.18.0

49.8

34.2

0

10

20

30

40

50

60

StronglyDisagree

Disagree Neutral Agree Strongly Agree

%

8% 84%8%

Current Assessment Methods Motivate Students to Study (Q15)

1.7

15.6

25.3

49.4

8.0

0

10

20

30

40

50

60


%

17% 58%25%

Assessment Results are Used to Improve Teaching and Learning (Q16)

1.7

11.5

23.8

53.2

9.8

0

10

20

30

40

50

60


%

13% 63%24%


Effects of Academic Bodies on Assessment (Q17)

0

20

40

60

80

100

120

140

160

180

Teach

ing st

affPro

g Com

mSu

bj Lead

ers

SARP

BoEDep

tal C

omm

DLTC

Staff-

Stud't

Consu

Comm

Aca Reg

Com

mFa

c Boa

rd

DDA

Sena

te

Others

Freq

uenc

y

72%

40% 39%

31%

21% 19%17% 15%

8% 7% 6%

3%

7%

0

20

40

60

80

100

120

140

160

180

Teach

ing st

affPro

g Com

mSu

bj Lead

ers

SARP

BoEDep

tal C

omm

DLTC

Staff-

Stud't

Consu

Comm

Aca Reg

Com

mFa

c Boa

rd

DDA

Sena

te

Others

Freq

uenc

y

72%

40% 39%

31%

21% 19%17% 15%

8% 7% 6%

3%

7%

72%

40% 39%

31%

21% 19%17% 15%

8% 7% 6%

3%

7%

1. Authorities/persons not listed:HoD [4]Academic SecretaryHost department for the subjectStaff on the teaching teamReviewer of subject reports

2. Students’ feedback [5]

3. Miscellaneous:Historical: the way things were previously doneModeration of examinationsResults of assessment from previous cohorts


Effects of Academic Bodies on Assessment (Q17)"Others" column


How Students' learning ability is encouraged under PolyU's Assessment (Q18)

0

20

40

60

80

100

120

140

Dem un

derst

andin

gApp

ly the

ories

Memori

ze mate

rials

Dem an

aly ab

ility

Dem pr

ac co

mpet

Think c

ritical

lyDem

num ab

ility

Dem cr

eativi

ty

Others

Freq

uenc

y

53%

43% 41%37%

31%

26%

11% 10% 9%

0

20

40

60

80

100

120

140

Dem un

derst

andin

gApp

ly the

ories

Memori

ze mate

rials

Dem an

aly ab

ility

Dem pr

ac co

mpet

Think c

ritical

lyDem

num ab

ility

Dem cr

eativi

ty

Others

Freq

uenc

y

53%

43% 41%37%

31%

26%

11% 10% 9%

53%

43% 41%37%

31%

26%

11% 10% 9%

1. Positive learning outcomes:All 8 choices in Question 18 were tickedDemonstrates problem-solving abilityTends to encourage group assessments rather than individual assessments


"Others" column

2. Negative learning outcomes:Students are too assessment driven [4]Students become lazy and unmotivated [2]Students know it’s difficult to get fail gradesStudents prefer memorizationStudents rely on good classmatesStudents learn how to play the game




Percentage of Teachers' Workloads Spent on Assessment (Q19)

33

52

11

40

0

10

20

30

40

50

60

0-20% 21-40% 41-60% 61-80% 81-100%

%

Teachers' feelings towards Assessment Workload (Q20)

14

84

20

102030405060708090

Too much Suitable Too little

%

Part D

Other Comments

Good Points (Q21) – Relating to:

Fairness & effectiveness of the assessment system (19 responses)

Helping students to learn (4 responses)

Providing flexibility & encouraging teachers to develop good assessment practices (13 responses)

Overall Reponses: 45 (19%)

Areas for Improvement (Q22) – Relating to:

Moving away from traditional practices such as closed-book examinations, using more continuous assessment & less memorization; enhancing effectiveness of assessment methods (36 responses)

Changing the University’s grading scale (10 responses)

Improving the University’s management of assessment (9 responses)

Reduction in teachers’ workload (2 responses)

Reduction in class sizes (6 responses)

Relaxing the University’s guidelines on grade distribution (8 responses)

Areas for Improvement (Q22) – Relating to (Continued):

Adopting more flexibility under the CBS such as the GPA calculation (7 responses)

Integrating assessment into teaching & learning (2 responses)

Improving resources (1 response)

Better scheduling of students’ classes (2 responses)

Reconsidering the role of the SFQ towards improving teaching & learning (2 responses)

Areas for Improvement (Q22) – Relating to (Continued):

Providing more standard assessment guidelines for teachers (3 responses)

Helping students to develop a more appropriate learning attitude(4 responses)

Establishing a better grading system (1 response)

Reducing students’ assessment workload (4 responses)

Aligning the University policy with assessment (4 responses)


Other Comments (Q23) such as:

To provide credit transfer between different universities

To promote more class discussion

An interest in learning what other subjects/departments do regarding assessment

Knowledge of the teaching staff in designing various assessment practices to meet subject objectives has a great impact on assessment practices

This Project is very worthwhile!


Documents

Enhancing Teaching & Learning through A UGC & …...Reasons for Designing a particular Assessment Method (Q4) "Others" column (Continued) 1. Student Oriented: According to students