Criterion-Referenced Assessment on Dissertation (Level 4 Subject) Faculty T&L Forum on Outcome-based Curriculum and Criterion-referenced Assessment 1 April 2006

Curriculum Revision: Outcome-based Curriculum Outcomes Intellectual Abilities Professional Knowledge/Skills Generic Attributes Student centred Facilitating learning Outcomes achieved (Programme Outcomes via Subject Outcomes)

Subject:Dissertation Level:4 Credits:9 Year:All Final Year Students Intended Learning Outcomes (ILOs): A.Academic/Professional Knowledge/Skills B.All-rounded (Generic) Attributes

Students will demonstrate their ability to:- A.Academic/Professional Knowledge/Skills A1Produce a dissertation research proposal with researchable topic related to the field of Construction and real estate, appropriate research method, and a display of literature review. A2Complete a research leading to a dissertation.

B.All-rounded (Generic) Attributes B1To possess skills to identify, analyse and solve problems. B2To communicate effectively. B3To reflect on knowledge gap for life long learning. B4To transfer and replicate knowledge and skills to other industries/domains. B5To identify contemporary issues.

Concerns in Dissertation Assessment Summative assessment Students’ learning process??? Students’ acquisition of the knowledge??? “Non-referenced” assessment Fairness and consistency Validity Up-keeping of academic quality and standard

How to achieving ILOs and All-rounded Attributes? How to assess formatively? How to ensure fairness, consistency, quality & standard?

Criterion-Referenced Assessment on Dissertation

Criterion-referenced Assessment  Assessing students according to - achievement of intended learning outcoming - absolute performance level - pre-determined criteria and standards  Fair and consistent  Transparent & Objective  Assessment grades shall be awarded on a criterion- referenced basis  Subject grading description of student’s overall performance of a subject

Criterion-referenced Assessment (con’t) NOT to compare with other students’ performance NO LONGER grade on the curve NO pre-determined guideline on grading distribution Address to Formative Assessment Address to Summative Assessment

Examples showing Assessment Criteria for Intended Learning Outcomes of Academic/ Professional Knowledge/skills & All-rounded Attributes

Criterion-referenced Assessment (con’t) Formative Assessment (on research process) Form D1 Assessment on Dissertation Proposal Assessment Criteria shown on web for students’ reference Grade descriptors/feedback

Criterion-referenced Assessment (con’t) Form D2 Assessment on Draft Dissertation Assessment Criteria shown on the web for students’ reference Grade descriptors/feedback

Criterion-referenced Assessment (con’t) Summative Assessment (on Dissertation) Form F Final Dissertation Proposal Dissertation Assessment Criteria Weighting allocation Grade descriptors according to the Guidelines for Implement of Criterion-Referenced Assessment by the T&L Committee, EDC and the PolyU Academic Regulation and Procedures (credit-based Programmes), July, 2005.

Conclusion the ILOs of Dissertation achieved by the assessment criteria of Form D1, D2 & F; the all-rounded attributes embedded in the assessment criteria of different stages; students awareness of WHAT & HOW to be assessed – assessment criteria; facilitating students’ learning through the assessment criteria – a guide of learning; student-centred learning

Conclusion (con’t) fairness & consistency ) Grade descriptors quality & standard) learning process – monitoring & formatively assessed by criteria of Form D1 & D2 final product (Dissertation) assessed by the criteria of Form F

Barriers Colleagues Students Academic administrative workload THE END THANK YOU

Acknowledgement Dr. K.P. Kwan & Dr. Patrick Lai (2005) ppt: Implementing Criterion-Referenced Assessment in SARP and BoE Decision Dr. Patrick Lai (2006) ppt: Setting Criteria and Standards for Assessing Students by Dissertation Dr. Angela Ho (2005) Curriculum Revision Resource Book