1

Faculty of Construction & Land Use

Teaching and Learning Forum on Outcome-based Curriculum and Criterion-referenced Assessment

1 April 2006

2

Criterion-referenced assessment method for a level 5 subject –

Managing People in Construction

PAUL FOX

The Hong Kong Polytechnic University

3

INTRODUCTION

• Background and scope of presentation

• Nature of the subject - Managing People

• Distance Learning modes and dilemmas

• Assessment rationale

• Putting the rationale into practice

• Reflections and Conclusions

4

BACKGROUND & SCOPE

• Subject “Managing People in Construction” shared with Dr. Martyn Hills

• Takes a reflective view based on qualitative data from teachers, students, and educational experts

• Seeks to explore issues raised from our experience in this context

5

THE MSc IN PROJECT MANAGEMENT

• Launched in 1998 to Hong Kong students as a traditional distance-learning programme

• CyberU mode Online launched 1999

• Each subject entails 140 hours of student effort, including 24 hours of workshops

• Subject embraces educational philosophy of Kolb’s learning cycle

6

DISTANCE LEARNING MODES

• Each traditional DL subject has – Study Guide– Text books – 1 to 3 books– Readings Booklet of research papers– Web-based platform (SMILE)– Video (s)– Lectures / Workshops + notes– Recent newspaper cuttings– Case study materials

CORE Learning Materials

OPTIONAL Learning Materials

7

WEB-BASED DELIVERY AND OUR DILEMMAS

• The web-based version is called CyberU• The Online Guide replaces the hard copy• CORE Text books and Readings are the

same, but other materials are different• Face-to-face contact minimal• SMILE replaced by WebCT platform• Interactivity through WebCT increased• Video clips; internet links; chat room

8

WEB-BASED DELIVERY AND OUR DILEMMAS

• How do we encourage students to participate in online activities?

• How to engage students in student - student interaction?

• How to encourage student-tutor interaction?

• How to provide video materials under copyright restrictions?

• How to motivate students?

9

MONITORING AND ASSESSMENT

• Students of both ‘traditional’ and CyberU programmes took the same written examination

• Coursework assessment was slightly different : – CyberU students were awarded marks for

participation in online activities. – A written Term Paper was the same.

10

ASSESSMENT RATIONALE

• Assignments are issued on “Day One”.

• Assessment criteria are also issued with grading scale. Ex. 1

• Each criterion is fully described. Ex. 2

• Students are briefed in 1st Workshop

• On-line and email are used for Q & A

• Marking is done only by staff who teach the subject.

11

ASSESSMENT PRACTICE

• A holistic approach is taken to arrive at the final grade

• When 2 markers are used, grades for Assignments are checked mutually by sampling

• Assessment feedback is given within 3 weeks• In over 10 years of assessment for this subject,

no complaints, no appeals received. Some compliments.

12

REFLECTIONS AND CONCLUSIONS

“If students are to learn the desired outcomes in a reasonably effective manner, then the teacher’s fundamental task is to get students to engage in learning activities that are likely to result in their achieving those outcomes.” (Bullen 1998)

“…we need to specify our objectives by identifying the desired learning outcomes and use criterion-referenced assessment tasks …” (MacLellan 2001)

13

REFLECTIONS AND CONCLUSIONS

• The authors have used the suggestions of both Bullen and MacLellan.

• We have also received support for our approach from 9 independent QA sources.

14

REFLECTIONS AND CONCLUSIONS

Based on our evaluation for both modes of delivery,

– there are no discernible differences in the performance of the students

– Online mode does not produce greater learning benefits [ based on the student assessment ]

• Online mode provides slightly more flexibility for student location at the time of learning.

15

REFLECTIONS and CONCLUSIONS

• Assessment of participation seems to be essential to ensure that it takes place.

16

THANK YOU

17

Criteria-referenced assessment method for a level 5 subject –

Managing People in Construction

PAUL FOX

The Hong Kong Polytechnic University

18

THE ‘KOLB’ LEARNING CYCLE THE EXPERIENTIAL LEARNING MODEL

(1984)

CONCRETE EXPERIENCE

ABSTRACTCONCEPTUALISATION

ACTIVEEXPERIMENTATION

REFLECTIVEOBSERVATION

DAVID KOLB’S HYPOTHESIS:-

COMPLETE LEARNING IS ACHIEVED WHEN THE INDIVIDUAL VISITS, IN SEQUENCE, ALL FOUR ‘POLES’ (OR STAGES) OF THE CYCLE

Return to slide 6

19

ACKNOWLEDGEMENTS

• We have received support for our approach from nine independent QA sources :

– The PolyU Educational Development Centre (EDC)– The Programme Committee for the MSc in Project Management– The External Examiners– The External Programme Consultant– The PolyU Validation Committee– CyberU Subject Validation Panels– Chong Qing University– China’s Ministry of Construction– China’s Ministry of Education

Return

20

WEB-BASED DELIVERY AND OUR DILEMMAS

• We considered:– Video clips of proprietary case studies– Video clips of local case studies– Video clips of ourselves as tutors in role play– Video clips of previous students in role play– Internet video clips– Web cameras to encourage interaction– On-site remote cameras (a real-time case)

21

BRE573 Learning Outcomes

The subject aims to achieve the following learning outcomes:-

1. Understanding of the human behavioural context of the construction and real estate industries.

2. Development of knowledge of organisation culture and the role of a manager within it.

3. Understanding of the nature of group behaviour and conflict management.

4. Development of students' personal skills in selected areas of people management.