Towards a Paradigm Shift to Assessment of the Learning Process and Application of Cross-disciplinary Knowledge

Events


Specialists (overseas) in assessment will be engaged as External Consultants. To facilitate interaction and ideas exchange with them, “Advanced Study Institute” (ASI) sessions will be regularly organized. External Consultants and representatives from both universities (e.g., instructors of participating courses) will gather for valuable discussion on the project agenda, intensive hands-on workshops, consultation on assessment methods, and other topics in the area of assessment.


19 April 2024 | 3:30 p.m. - 4:45 p.m. | Online via Zoom

Adopting Authentic Assessment in Real / Virtual World

Dr. Lucia P.S. FUNG (Senior Lecturer, Department of Management, Marketing and Information Systems, HKBU)

Dr. Manpreet SINGH (Lecturer I, Department of Mathematics and Information Technology, EdUHK)

Abstract:

Human-Centric Business Ethics: Authentic Assessments for Solving Real-World Problems (Dr. Lucia P.S. FUNG)

This presentation delves into the design of authentic assessments in business ethics education that calls for students to confront real-world ethical problems, encouraging the development of practical strategies that are informed by an awareness of human behaviors and considerations relevant to decision makers in business contexts.

The core of these assessments lies in tasks that simulate genuine ethical dilemmas, wherein students must navigate the intricacies of psychological impacts on human behavior and decision-making in actual practice. Additionally, students are expected to formulate action plans that anticipate the practical concerns of a business's leadership team, ensuring that strategies are actionable and sensitive to organizational realities.

Such authentic assessments serve a dual purpose: they provide students with the crucial skills needed to bridge the gap between theory and business practice, and they instill a robust, human-centric approach to problem-solving. The speaker will discuss her experiences and challenges on crafting assessments that prepare students to address the ethical challenges of the business world in a manner that is both morally sound and practically viable.

 

Exploring the Potential of Metaverse-enabled Immersive Learning Environments for Authentic Assessments in STEM Education (Dr. Manpreet SINGH)

Step into the future of education with this talk on the transformative potential of metaverse-enabled immersive learning environments (MeILE) in revolutionizing assessments for STEM education. This captivating presentation highlights the benefits of immersive, gamified, and authentic assessments, providing students with engaging and self-directed learning experiences. Through interactive simulations and the integration of gamification elements, students are motivated to participate actively in the assessment process. Dr Singh will discuss how these immersive learning environments bridge the gap between theory and practice, nurturing critical thinking and problem-solving skills. Discover how metaverse technologies reshape assessments, offering immersive and authentic learning experiences that foster experiential learning. Join us in exploring this promising future of dynamic assessments in STEM education.

 


23 February 2024 | 2:30 p.m. - 3:45 p.m. | Online via Zoom

Gongyeh 講嘢: A Peer Feedback System for Oral Presentation

Dr Thomas LEE (Associate Head (Academic) and Associate Professor, Department of Biomedical Engineering, The Hong Kong Polytechnic University)

Abstract:
Oral presentation is one of the most widely used methods in assessing student learning outcomes of content comprehension and communication skills. Nevertheless, both students and teachers face challenges in optimizing the benefits of such learning activity. From students' perspective, they only receive a letter grade or numerical score but no feedback from the audience (teacher and classmates). From teachers' perspective, students keep making the same mistakes throughout their course of study. Besides, students' engagement in classmates' presentations is problematic. To address these issues, our team developed “Gongyeh 講嘢”—a peer feedback system for oral presentation. Gongyeh has 4 key features: (1) the teacher simply uses a mobile device for video recording, and the audience uses their own mobile devices to provide real-time feedback; (2) the feedback given by the audience is time-synchronized with the recorded video, which are available only to the presenter and teacher; (3) the feedback is anonymous to the presenter as each audience is represented by a unique emoji, but the real identity is known to the teacher; (4) students give peer assessment marks according to rubrics preset by the teacher, so students have a better understanding of how their presentations are being graded. Apart from face-to-face presentation, Gongyeh allows asynchronous feedback with pre-recorded video.

 


16 January 2024 | 2:30 p.m. - 3:45 p.m. | Online via Zoom

Advancing Authentic Assessment: Multimodal Intervention Systems and Podcasting in Higher Education

Dr Vincent HUANG (Research Assistant Professor, Department of Interactive Media (IMD), HKBU)

Dr Hong FU (Assistant Professor, Department of Mathematics and Information Technology (MIT), EdUHK)

Abstract:
Studying Real-Life Issues with a Voice: Student Creative Podcasting in a Theory Course (Dr Vincent HUANG)
This presentation will share an academic-industry collaboration on creative podcasting as a major assignment for a theory-based course on communication and technology. It will provide a suggested workflow to achieve authentic assessment and learning, based on the presenter's three-year experience in instructing podcast production both inside and outside the classroom. It will also highlight the transformational potential of podcasting in traditional lectures, its role in enhancing constructivist learning, and its positive impact on the relationship between learners and teachers.

An Approach for Multimodal Information Fusion in Addressing College Students' Writing Difficulties: Towards an Intelligent Intervention System (Dr Hong FU)
The utilization of learning environments that employ multimodal information processing techniques has proven effective in facilitating intelligent learning. Extensive research has revealed a close association between college students' writing quality, personality, and academic performance. However, the glaring lack of effective intervention methods for college students with writing difficulties necessitates further exploration to improve this critical element of academic development. This project aims to establish a new multimodal intelligent learning environment that facilitates intervention training for college students facing writing difficulties by leveraging advanced computer vision technology. The proposed system will not only focus on recognizing and integrating multimodal signals such as body posture, attention, and pen pressure but also incorporate authentic assessment methods to assess students' performance. These assessment methods may include case studies, student self-assessment, and peer assessment. Through the creation of specialized interventions tailored specifically for students confronted with writing difficulties, writing activities will be adjusted to accommodate individual learners' behavior, cognition, and psychological states, thereby addressing their unique needs and adopting a learner-centered approach. By creating a rational intelligent adjustment model and establishing an effective intervention mechanism, this project will introduce a new multimodal intelligent learning approach for college students struggling with writing difficulties. The successful implementation of this project has significant implications for interdisciplinary research in cognitive science, computer science, and artificial intelligence, as it seeks to blend multimodal information fusion with authentic assessment practices to provide comprehensive support for students' writing development.

 


7 December 2023 | 9:00 a.m. - 3:30 p.m. | Online via Zoom

Online Symposium: EdTech in Authentic Assessment: Advancing Assessment Practices in the Digital Age

Professor Maiga CHANG (Full Professor, School of Computing and Information Systems, Athabasca University, Canada)

Professor Sally BROWN (Independent Consultant in Learning, Teaching and Assessment and Emerita Professor at Leeds Beckett University)

Professor Kay SAMBELL (Independent consultant and Visiting Professor of Assessment for Learning at the University of Sunderland and the University of Cumbria)

 


13 November 2023 | 10:30 a.m. - 11:45 a.m. | Online via Zoom

Adapting Authentic Assessment for Diverse Disciplines and Enhanced Learning Outcomes

Dr CHOW Chi Ching Gary (Assistant Professor and Associate Head of Department (Learning and Teaching), Department of Health and Physical Education (HPE), EDUHK)

Dr Vivienne S. Y. LEUNG (Senior Lecturer and Programme Director of Advertising and Branding Concentration, Department of Communication Studies, HKBU)

Abstract:
Transforming Authentic Assessment in Physical Education Teacher Training: Empowering Students through Speech-to-Text Technology (Dr CHOW Chi Ching Gary)
This sharing highlights a transformative journey led by Dr Gary Chow, wherein the integration of AI technology, specifically speech-to-text, revolutionized Authentic assessment, micro-teaching, and empowered students in their learning and teaching practices. Dr Chow's involvement in the CRAC project "Promoting AI Literacy and Effective Use of AI in Education" in 2020 served as the catalyst for this innovative endeavor. As an educator in PE training, Dr Chow harnessed the power of speech-to-text technology to facilitate micro-teaching sessions, enabling students to gain a heightened awareness of their language usage and its impact on instruction and feedback skills. Building on this initial success, further investigations in 2021 explored language differences between in-service and pre-service PE teachers, providing valuable insights for subsequent technology integration in 2023/24. The user-friendly nature of speech-to-text technology empowered students to visualize and refine their language use, transforming the organization of the course and offering tangible evidence for authentic assessment. This pioneering approach not only fosters a deeper understanding of authentic learning but also highlights the need for continued integration of technology in daily practice, particularly for the purpose of authentic assessment in teaching and learning contexts.

Maximizing Learning Outcomes in Campaign Planning Through Authentic Assessment (Dr Vivienne S. Y. LEUNG)
This presentation explores how authentic assessment enhances teaching and learning in a campaign planning course. Authentic assessment maximises student learning outcomes by bridging theory and practice, fostering critical thinking, and promoting community engagement. Practical strategies and examples will be shared to inspire educators to implement authentic assessment in their courses.

 


2 November 2023 | 10:30 a.m. - 11:45 a.m. | Online via Zoom

Enhancing Educational Outcomes through Student-Centered Formative Assessment and Peer Feedback

Professor YAN Zi (Professor and Acting Head, Department of Curriculum and Instruction, EdUHK)

Ms KONG Tsz Kwan, Joyce (Lecturer II, Department of Management, Marketing and Information Systems, HKBU)

Abstract:
Tackling the Challenges of Assessment Reform: Maximizing Synergy between Assessment-for-Learning and Assessment-as-Learning (Professor YAN Zi)
The assessment reform with an emphasis on formative assessment has been promoted in Hong Kong for two decades. Despite these efforts, the application of formative assessment in classrooms remains insufficient. One significant reason for this inadequacy is the neglect of the synergy between teacher-directed formative assessment (Assessment-for-learning) and student-initiated formative assessment (Assessment-as-learning). This presentation aims to underscore the significance of students' responsibility and agency in the assessment process. It also showcases a series of research studies that explore the potential synergy between assessment-for-learning and assessment-as-learning. By delving into both theoretical and empirical topics, this research aims to contribute to the educational reform agenda and offer a unique perspective to the field of educational assessment by establishing a comprehensive framework for researching and practising assessment across diverse contexts.

Amplifying Student Learning through Peer Feedback (Ms KONG Tsz Kwan, Joyce)
This presentation will explore strategies and practical tips for seamlessly incorporating peer feedback into the students’ learning process to enhance their learning. Unlocking the potential of peer feedback, the presentation will share the benefits of peer feedback, discuss the best practices for structuring peer feedback activities, and discover practical techniques for promoting and implementing peer feedback and empowering students to take ownership of their learning through peer feedback.

 


19 June 2023 | 1:30 p.m. - 3:00 p.m. | Online via Zoom

Experience Sharing: Implementing Self and Peer Assessment in Teaching

Dr Benjamin Yuet Man LI (Lecturer, Department of Social Science, EdUHK)

Dr George LAM (Associate Professor, Academy of Music, HKBU)

Dr Edd PITT (University of Kent, UK)

Abstract:
Formative self and peer assessment can generate immediate feedback for students. Such feedback can usefully help students to become self-directed learners.
Combining these feedback opportunities with authentic tasks, that simulate real-world practices can enhance students' intrinsic motivation to learn new skills and better prepare them for future careers. In this session, two instructors from EdUHK and HKBU will share their experiences and best practices in designing and implementing authentic assessments which promote self- and peer-assessment and rich feedback generation. The session will draw specifically upon examples from a foundational music theory course and a capstone course in teacher education.
Following the presenters sharing their experiences, they will engage in a discursive dialogue with our facilitator to explore the potential for increased peer involvement in assessment and feedback in other disciplines within Higher Education.

 


17 May 2023 | 9:45 a.m. - 10:45 a.m. | Online via Zoom

Exploring the Potential for Technology Enabled Peer Assessment, Peer Feedback and Self-assessment

Dr Edd PITT (University of Kent, UK)

Abstract:
How we design assessments and opportunities for feedback enactment are critical aspects of teaching practice. We know that assessment design offers a key point of leverage for enhancing education, as many students strategically focus on it. The challenge is how we create motivating, stimulating and challenging assessments which offer integrated and meaningful feedback. Feedback can be one of the most powerful ways of enhancing students’ learning if students are given opportunities to seek out or use all available sources of feedback to improve. Designing opportunities into curricula for students to receive, interpret, and act on feedback can act as a bridge between the assessments students are completing and the teaching environment. With increasing workload pressures and conflicting agendas what if academics do not always have to be the source of this feedback or the ones making assessment judgements? In this keynote I will explore how peers can be active sources of feedback generation alongside making assessment judgments aligned to student performance and how this all can be usefully enabled by recent advancements in technology.

 


17 - 19 May 2023

International Conference on Learning and Teaching for Future Readiness 2023

Keynote Speakers:

Professor Pierre Dillenbourg
(Associate Vice President for Education, École polytechnique fédérale de Lausanne (EPFL), Switzerland)

Professor Gautam Biswas
(Cornelius Vanderbilt Professor of Engineering, Professor of Computer Science, Professor of Computer Engineering, The Vanderbilt University, USA)

Early-bird Registration Deadline: 17 March 2023

 


22 February 2023 | 2:30 p.m. - 3:45 p.m. | Online via Zoom

Authentic Assessment in Entrepreneurship Education: Measuring Success beyond Academic Knowledge

Dr Cecilia Chan (Associate Director/Associate Professor, Centre for the Enhancement of Teaching and Learning, The University of Hong Kong)

 


17 & 18 August 2022 | 2:30 p.m. - 5:15 p.m.

Online Symposium: Assessment and Feedback Design in Virtual Environments for Future-Ready Graduates

Emeritus Professor Janice ORRELL (Flinders University, Australia)

Dr Edd PITT (University of Kent, UK)

 


13 April 2022 | 2:30 p.m. - 3:45 p.m.

Giving Feedback to Students

Professor Mark SHUTTLEWORTH
(Associate Head & Professor, Department of Translation, Interpreting and Intercultural Studies, HKBU)

Dr FONG Wai Tsz, Ricci
(Assistant Professor of Teaching, Department of Curriculum and Instruction, EdUHK)

 


16 March 2022 | 11:15 a.m. - 12:30 p.m.

Grading Made Easy (Or, Easier)

Ms FONG Yuen Shan, Michelle
(Assistant Lecturer, Language Centre, HKBU)

Dr LAU Chaak Ming
(Assistant Professor, Department of Linguistics and Modern Language Studies, EdUHK)

 


1, 29 November 2021 & 17 January 2022 | 2:30 p.m. - 4:00 p.m.

Series of Cheating Authentic Assessment Security and Academic Integrity

Professor Phillip DAWSON
(Associate Director, Centre for Research in Assessment and Digital Learning, Deakin University, Australia)

Workshop 1: Cheating in a digital world: what educators need to know?
1 Nov 2021 (Mon), 2:30 p.m. - 4:00 p.m.

Workshop 2: Designing authentic assessment to support academic integrity and reduce cheating
29 Nov 2021 (Mon), 2:30 p.m. - 4:00 p.m.

Workshop 3: Designing authentic feedback to support learners to engage in disciplinary feedback practices
17 Jan 2022 (Mon), 2:30 p.m. - 4:00 p.m.

 


18 - 19 August 2021 | 2:30 p.m. – 5:15 p.m.(Hong Kong Time)

Improving Assessment and Feedback for our Students’ Online Futures

Professor Sally BROWN
(Emerita Professor of Higher Education Diversity in Teaching and Learning at Leeds Beckett University, UK)
(Visiting Professor at Edge Hill University, UK)

Professor Phillip DAWSON
(Associate Director, Centre for Research in Assessment and Digital Learning, Deakin University, Australia)

Professor Kay SAMBELL
(Visiting Professor of Assessment for Learning at the University of Sunderland and the University of Cumbria, UK)

 


24 May 2021 | 12:30 p.m. - 1:45 p.m.

Teaching and Learning Experience Sharing (TALES) 2020-21 Seminar Series: Communicating with Your Students via E-assessment

Dr Ricky LAM (Department of Education Studies, HKBU)

Dr Kevin Wai Ho YUNG (Department of Curriculum and Instruction, EdUHK)

 


23 February 2021 | 12:30 p.m. - 1:45 p.m.

Teaching and Learning Experience Sharing (TALES) 2020-21 Seminar Series: Teaching Outside the "Box": Re-designing Assessment Methods

Dr Kimmy CHENG, SFHEA (Department of Communication Studies, HKBU)

Dr Lucia FUNG (Department of Management, HKBU)

Dr Sophia LAM (Department of Chinese Language Studies, EdUHK)

Miss Kammy LAU (Department of Psychology, EdUHK)

 


21 January 2021 | 12:30 p.m. - 1:45 p.m.

Teaching and Learning Experience Sharing (TALES) 2020-21 Seminar Series: Sharing on Motivating Students

Professor Kara CHAN, SFHEA (Department of Communication Studies, HKBU)

Dr Angus YOUNG, FHEA (Department of Accountancy and Law, HKBU)

Mr Andy CHO (Department of Psychology, EdUHK)

Ms Jessica LEE (Department of English Language Studies, EdUHK)

 


4 December 2020 | 09:30 a.m. – 10:50 a.m.

Symposium: Alternative Assessment in Reality

 


17, 18 & 19 August 2020

Series of Online Teaching, Learning & Assessment – My Paradigm Shift of Using Alternative Assessment

17 Aug 2020 (Mon), 3:00 p.m. – 4:15 p.m.
Mr Peter BENZ (AVA)
Dr Kimmy CHENG (COMS)

18 Aug 2020 (Tue), 10:00 a.m. – 11:15 a.m.
Dr Ricky LAM (EDUC)
Prof Mark SHUTTLEWORTH (TIIS)

18 Aug 2020 (Tue), 4:00 p.m. – 5:15 p.m.
Dr Lucia FUNG (MGNT)
Dr Kristen LI (COMP)

19 Aug 2020 (Wed), 10:00 a.m. – 11:15 a.m.
Mr Chun Hoi CHEUNG (SCM)
Dr Chris P Y KU (SCM)
Mr Shane SY SIU (SCM)

 


6 & 8 July 2020

Advanced Study Institute Inaugural Seminar: A Paradigm Shift for Assessment