What is the philosophy regarding assessment?
Assessment is viewed as a key component in the learning experience of students for three main reasons:
|assessment provides valuable formative and summative information,|
|grades are important for students' future career aspirations, and|
|the reputation of the University depends on the quality of assessment.|
Students engage in a variety of assessment activities, including essays, case studies, teaching programmes, curriculum plans, workbook exercises, video productions, presentations, and formal examinations. The assignments are designed to allow students to adapt and apply what they have learned from their studies to new situations.
Who monitors the quality of assessments set by teachers?
The Programme Committees have an overview of assessments set for the modules in a particular programme. Feedback is also sought from academic staff through the peer review process and the Boards of Examiners; from students through SET forms and the Staff-Student Consultative Committees; and from External Examiners.
Who decides on the grades received by students?
Teachers allocate a recommended grade. The final decisions concerning grades are made at Internal Examiners' meetings and the Faculty Board of Examiners.
How is consistency of grading assessments assured?
The Faculty has generic grading systems for use with essay-type assignments. These have been adopted by programmes to ensure that staff have a common understanding of the quality of student performance associated with a particular grade. Workshops have been held to discuss these generic criteria and other assessment-related issues.
Are student assignments double-marked?
All MEd dissertations and failure cases on all programmes are double-marked. In addition, a sample of assignments from each module is selected for moderation by a second marker.
What is the role of the External Examiner?
Every semester, the External Examiner for a programme reviews a sample of graded student assessments. The External Examiner comments on the grading, and also offers advice on the nature and range of assessment, the consistency of marking, and the international comparability of the students' performance and grading. This feedback is sent to the Vice-Chancellor and then channelled to the Faculty to take any necessary action.
How is the relevance of assessments assured?
There is liaison between the Faculty and the wider education community in Hong Kong. Feedback is sought through formal and informal channels from school principals, teachers, alumni, the Education and Manpower Bureau, the Education Department and other organisations in Hong Kong regarding the quality of students graduating from the various programmes. This information helps the Faculty to tailor its programmes and to design assessments that best serve the professional development of students.
Are students benchmarked?
Undergraduates are required to pass a university test in proficiency in using Information Technology. Students on pre-service teacher education programmes are not administered the official Hong Kong Government Language Proficiency Assessments or Information Technology Proficiency Assessments, but the skills and competencies required for these assessments are covered as an integral part of the programmes.