A.

General information about this sharing

 B.

Key OBA features

Based on the Outcome-Based Approach, we revisited the learning outcomes, teaching and learning activities and assessment methods and examined whether they were aligned with each other last year. We found that the level descriptors of the assessment criteria cannot reflect the level of attainment of the learning outcomes. Teaching team and students cannot differentiate the different levels of performance descriptor, e.g. under critical reflection:

Good evaluation of own process of learning
Very good evaluation of own process of learning
Excellent evaluation of own process of learning

This could affect the performance of students & create discrepancies in grading amongst the teaching team. With implementation of criterion-referenced assessment in the PolyU in 2005, we became more aware of the critical use of descriptors in Assessment Rubrics. Therefore with the help of EDC, the Design Thinking teaching team has gone through the process in revising the assessment criteria.

 C.

Intended learning outcomes

1. Understand how to exploit the recording of experiences as a creative thinking tool
2. Demonstrate how versatile ways of thinking and critical reflection on the individual learning process can generate original ideas
3. Document evidence of active experimentation, curiosity and independent learning

 D.

Design of teaching, assessment, and assessment criteria (if applicable)

We started with the existing outcome statements and reviewed the existing criteria and level descriptors. After searching the literature for reference, we re-wrote the level descriptors. The new descriptors were discussed among the teaching team and students. The case ended with the level descriptors fine-tuned.

The subject "Design Thinking" contains lectures and workshops in which students worked in group on variety of exercises focusing on different stages of creative thinking process:

Preparation, Generation, Incubation and Evaluation. Students were asked to develop a Lablog during the Design Thinking course, which focused their attention on thinking tests and problem-solving exercises, and to submit it at the end as a personal assessment of their achievement.

In order to assess student's thinking skills and how students mastered these skills in generating new ideas, a portfolio-like assessment called Lablog which requires students to see the connections between and among their learning experiences by aligning their evidence with the outcomes and reflecting about why the evidence shows their growing proficiency in creative thinking skills.

In revising the assessment criteria, four criteria (each carries equal weighting) were established:

Experiment (25%)
Being able to challenge conventions; try new things; take risk and break rules.

Versatility of thinking (25%)
Being able to solve problems by using different styles of thinking

Independent learning (25%)
Being able to look at the example cases and go beyond that, being able to perceive, compare and contrast in one's own interpretation.

Critical reflection (25%)
Being able to look back and reflect at one's own learning process, application in future as well as reflecting onimprovements in future.

 E.

Evidence of success

Here are some impacts on student learning:

• Students' overall performance was higher than past years. There were more students getting B+.
• The clear level descriptors helped students understand the specific requirements for different grades
• For teachers, the level descriptors served as an objective assessment tool for the teaching team.
• After the new assessment rubric was used, teachers can save time on doing moderation and discrepancies in grading were reduced. Before introduction of the new Assessment Rubric, each teacher had to select lablogs from A, B and C grade students for moderation to reduce subjectivity in grading.
• It provides guidelines for new teachers in grading which helps to ensure consistency and sustainability of the grading standard.

 F.

Reflection

 G.

Acknowledgements