Implementing the Assessment of the Generic Attributes of Students Through Self-assessment Survey and ePortfolios at a Hi
Generic attributes have become important learning outcomes in higher education. This chapter presents the implementation of an initiative which aims to assess students’ generic attributes through self-assessment survey and ePortfolios at a higher educatio
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Implementing the Assessment of the Generic Attributes of Students Through Self-assessment Survey and ePortfolios at a Higher Education Institution Ming Lai, Hannah Mui Tai, Siu Cheung Kong and Wen Chung Wang
Abstract Generic attributes have become important learning outcomes in higher education. This chapter presents the implementation of an initiative which aims to assess students’ generic attributes through self-assessment survey and ePortfolios at a higher education institution. Seven generic attributes are identified in the initiative based on the review of literature. They are problem solving, critical thinking, creative thinking, oral and written communication, social interaction, ethical decision making, and global perspectives, which are regarded as the Generic Intended Learning Outcomes (GILOs) of the institution. A survey has been developed to assess students’ achievement of these seven GILOs at their entry and final year of study. In supplement of the survey, evidence is collected to demonstrate students’ achievement of the GILOs through the use of ePortfolios. A framework illustrating the operational characteristics of GILOs and the corresponding assessment rubrics M. Lai (&) H.M. Tai S.C. Kong Centre for Learning, Teaching and Technology, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, NT, Hong Kong e-mail: [email protected] H.M. Tai e-mail: [email protected] S.C. Kong e-mail: [email protected] S.C. Kong Department of Mathematics and Information Technology, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, NT, Hong Kong W.C. Wang Department of Psychological Studies, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, NT, Hong Kong e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2017 S.C. Kong et al. (eds.), Emerging Practices in Scholarship of Learning and Teaching in a Digital Era, DOI 10.1007/978-981-10-3344-5_21
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are developed. The rubrics can be used both formatively and summatively to assess students’ GILOs achievement. On the one hand, students are informed with the rubrics for selecting evidence to illustrate their GILOs achievement in their ePortfolios. On the other hand, instructors and researchers could use the rubrics to assessment students’ generic attributes. This study aims to investigate how evidence from ePortfolios and the survey could be integrated to provide a more thorough understanding on students’ development and achievement of generic attributes during their study in higher education. The GILOs framework and rubrics, and evidence collected in the initiative, could provide guidance and exemplars to enhance students’ achievement in GILOs. Keywords Generic attributes
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GILO Self-assessment ePortfolios
Introduction
Students’ generic attributes are seen as important learning outcomes for graduates in higher education (Barrie, 2006). Graduates are required to have not only knowledge but also generic attributes to face the challenges of this fast-changing world. Continuous changes require continuous l
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