|
Enhancing
Teaching and Learning of Disseration through Portfolio Assessment
with the Application of Criterion-Referenced Assessment Model |
- The Dissertation was a 6-credit subject in
the Department of Building and Real Estate’s
four undergraduate degree programmes. It was a
compulsory and was taken by all the Level 4
(Year 3) students. It was a major piece of
individual research work for them. The aim of
the Dissertation in the Programme’s curricula is
to:
“Enhance the student to take a critical and
analytical view of an issue relevant to the
construction and real estate industry and of
particular concern to the Hong Kong and its
neighbouring environments.”
- The learning outcomes of this subject
included students’ ability to:
• demonstrate competent development and
knowledge of a specific area of in-depth of
study.
• carry out and report on a small research
project.
- A new Assessment Model using criterion
reference assessment was proposed and
implemented in 2003-2005.
Aims and Objectives
- To evaluate whether the proposed assessment
method can better complement the aim,
objectives, and learning outcomes of the
Dissertation.
- (i) To examine and improve the constructive
alignment of the teaching system i.e. the aim(s)/objectives,
learning outcomes and assessment of
Dissertation;
(ii) To review the criteria for
criterion-referenced assessment.
- To explore students' perspectives on:
(i) supervisors not marking dissertations;
(ii) the enhancement on learning with the
introduction of the progress reports in the
dissertation portfolio assessment.
Full
Version of Sub-project Proposal
Highlight of Project Outcome
- Portfolio assessment with
criterion-referenced assessment for Dissertation
Assessment was implemented in the BRE Department
in the academic years 03/04 and 04/05. The
targeted students were all final year
undergraduate degree students of the four
undergraduate programmes (BEM, BS, CEM & RE) for
both full-time and part-time modes.
- Some changes were made for
setting up a proper educational management in
order to guide the activities/processes of
learning and teaching:
- The handbook of these programmes (Dissertation
Guidance Notes) was reviewed and substantially
revised for the purpose of criterion-referenced
portfolio assessment in particular Dissertation.
The revised Notes were to facilitate the smooth
implementation of the radical changes in the
Dissertation assessment practice of the
department in order to address the alignment
with learning outcomes and all-round attributes.
- Students are required to submit two
dissertation progress reports which constituted
the portfolio were substantially reviewed and
revised in the area of assessment criteria.
Grade descriptions were devised so as to provide
references for both students and supervisors.
During the formative assessment of these two
reports, the supervisors will decide on whether
to give grades, comments, or both, depending on
their concerns and any agreements they have with
the students.
- Besides, the criteria of dissertation
assessment are stated in the assessment form.
- To examine and improve the
constructive alignment of the teaching system,
students were invited to response to the
‘Opinion Survey’ with its focus on the
procedural process enhancing quality learning
through assessment. The Learning Outcome Survey
focusing on Learning Outcomes through Portfolio
Assessment and Criterion-referenced Model and
future improvement was also conducted at the end
of the unit.
Sub-project
Report
Deliverables
- The initial
findings of this study was accepted and
presented in the EARLI Assessment 2004
Conference in June, 2004 for both the Paper
Session of Impact of Assessment and the
roundtable discussion. It was titled as
“Assessment of Undergraduate Dissertation of
Building-related Programmes”
- This study is published as a book chapter in "Frankland, Steve (Ed.) (2007). Enhancing Teaching and Learning through Assessment: Experience from the Project. Hong Kong: The Assessment Resource Centre, The Hong Kong Polytechnic University."
[Back to Previous Page] [Back to Top]
|
