BEST PRACTICE

Workshop with John Biggs & Catherine Tang (12 May 2015)
Further Issues in Implementing and Fine-Tuning Outcomes-based Approaches to Teaching and Learning

This workshop served both as a basic introduction to the concept of constructive alignment as well as a refresher for those who have already implemented it. It aimed at helping participants reflect on their current understanding and level of implementation of OBATL and consider how to further fine-tune their learning outcomes and teaching practice. It first revisited the concept of student-centred teaching and the implementation of OBATL, then went on to expand further on particular issues that are relevant to the current Hong Kong Higher Education context, such as assessing abstract outcomes in the Arts, how to get students more actively involved in learning in lectures, and assessing Program Learning Outcomes. The workshop finished with an open Questions and Answers session, which also touched on issues such as measuring graduate attributes and the idea of non-assessed ‘enabling ILOs’ for activities outside of the main curriculum.

http://tlc.ln.edu.hk/caobe/events/biggs
Video files at:  Z:\SHARE\Julie share\Workshops\Biggs & Tang (if needed)

Designing Intended Learning Outcomes

Biggs SOLO taxonomy
Currently at http://study.ln.edu.hk/obatl/designing-course
Biggs’ SOLO version at: http://www.johnbiggs.com.au/academic/solo-taxonomy/
CityU SOLO Taxonomy: http://www.cityu.edu.hk/edge/obtl/elearn_tool/SOLO_taxonomy/index.htm
Bloom’s Taxonomy
This Wikipedia-like page is an excellent introduction to Bloom’s Taxonomy. Scroll down to find a couple of handy charts on verbs, plus a ‘Bloom’s Bakery’ animation which helps you match verbs with products.
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Blooms Digital Taxonomy
Currently at http://study.ln.edu.hk/obatl/designing-course
Assessment Primer: Learning Taxonomies
This very attractive page reviews several learning taxonomies, including Bloom’s taxonomy, and shows how they can be used to write ILOs.
http://assessment.uconn.edu/assessment-primer/assessment-primer-learning-taxonomies/
SOLO taxonomy verbs
Currently at http://study.ln.edu.hk/obatl/sites/default/files/SOLOTaxonomyVerbs.pdf
16 Action verbs for OBTL
A very handy and practical site by CityU. Scan your mouse over each verb to find more related verbs and examples of how to write them into ILOs according to the SOLO taxonomy.
http://www.cityu.edu.hk/edge/obtl/obtl_student/AV/OBTLActionVerbs.htm
Major Categories in the Taxonomy of Educational Objectives
This site lists categories and verbs from Bloom’s original taxonomy, plus has multiple weblinks to other related sites.
http://www.krummefamily.org/guides/bloom.html
249 Bloom’s Taxonomy Verbs for Critical Thinking
Two handy lists of verbs from Bloom’s Taxonomy: Action words and 249 Verbs for Critical Thinking
http://www.teachthought.com/learning/249-blooms-taxonomy-verbs-for-critical-thinking/
Structure of the Observed Learning Outcome (SOLO)
How the SOLO verbs outline various stages of cognitive development and can be written into rubrics to draw out responses at different levels
http://w3.unisa.edu.au/gradquals/staff/program/solo.asp
http://www.uq.edu.au/teach/assessment/docs/biggs-SOLO.pdf
Guidelines for Writing Aims and Intended Learning Outcomes at the Programme and Course level
A handy 5-page guide giving the principles for identifying and writing aims and ILOs. It includes examples at all levels from Bloom’s Taxonomy.
http://www.gla.ac.uk/services/senateoffice/qea/progdesignapproval/programmedesign/ilosguidelines/  
Three Domains of Learning – Cognitive, affective and psychmotor
Information (including categories and verbs) on taxonomies for cognitive (Bloom’s), affective and psychomotor domains. The latter two may be more useful for assessment of less academically-oriented assignments such as Fine Arts and sports topics.
http://thesecondprinciple.com/instructional-design/threedomainsoflearning/
Best practice Guide – Learning Outcomes
A handy practical guide on how to write ILOs, including how to locate verbs at the appropriate level from Bloom’s Taxonomy. There is also a booklet on how to write questions for the different levels.
https://www.dkit.ie/system/files/Best%20Practice%20Guide%20-%20Learning%20Outcomes.pdf
Defining Intended Learning Outcomes (PolyU)
An excellent and thorough explanation on how to effectively design both course and program-level outcomes. It includes the differences between objectives and outcomes, course ILOs and program ILOs, which action verbs to use, and a checklist for ILOs.
http://www.polyu.edu.hk/obe/08_2_Defining_Intended_Learning_Outcomes.php
Assessment Primer: Goals, Objectives and Outcomes
These very attractive pages give a thorough and clear explanation of how to distinguish between a mission, goals, objectives and outcomes and how to write them clearly, at course, program and institutional levels. It includes a pdf file on writing program outcomes and examples of aligned missions, goals, objectives and outcomes in 3 departments in 3 different institutions.
http://assessment.uconn.edu/assessment-primer/assessment-primer-goals-objectives-and-outcomes/
Guide for Busy Academics: Using Learning Outcomes to Design a Course and Assess Teaching (CityU)
A brief but clear overview of constructive alignment, focusing on how to write learning outcomes using appropriate verbs from the SOLO taxonomy.
http://sweb.cityu.edu.hk/teachingandlearning/new/resources/OBTL%20Action%20Verb.pdf
Teaching for quality learning at university: Designing Intended Learning Outcomes
The foundational textbook for OBTL at university level. It covers effective teaching and learning for today’s universities, explains how to design constructively aligned outcomes-based teaching and learning, and gives many examples of OBTL in practice. Chapter 7 covers designing intended learning outcomes.
Biggs, John B. & Catherine Tang. Teaching for quality learning at university: what the student does (4th ed). Maidenhead : McGraw-Hill/Society for Research into Higher Education/Open University Press, 2011
HKALL record: http://hkall.hku.hk/record=b19165007
HKALL record for ebook: http://hkall.hku.hk/record=b24907368 or http://hkall.hku.hk/record=b19672881
Earlier versions of the same work can be found through HKALL on this page.
Instructing and evaluating in higher education : a guidebook for planning learning outcomes
A comprehensive but concisely-written book with much practical advice on different aspects of teaching practice relating to learning outcomes. Part 1 (Instruction) includes setting performance objectives (= outcomes), preparing lectures/classes, facilitating discussions, improving instructor-student relationships. Part 2 (Testing and Evaluation) deals with constructing many different kinds of tests and evaluations, including the more traditional types such as MCQ, True/False and essay questions, as well as different kinds of performance-based assessments and questionnaires.
McBeath, Ron J. (Ed) (1992) Instructing and evaluating in higher education : a guidebook for planning learning outcomes. Englewood Cliffs, N.J. : Educational Technology Publications
HKALL record: http://hkall.hku.hk/record=b10416108

ILOs for specific disciplines

Search by Discipline

Search PolyU Experience
Use the search fields on this page to view a variety of ILOs for different disciplines and see how they have been linked with classroom activities and assessment in various courses at HK PolyU.
http://www.polyu.edu.hk/obe/03_2_r_Search_PolyU_Experience.php?action=listAll

Service Learning

Asia-Pacific Regional 3rd Conference on Service Learning – Symposium 2 on Outcome-Based Education (Lingnan University, 2011)
A number of presentations at this conference related to Learning Outcomes for Service Learning.
http://commons.ln.edu.hk/osl_conference/3rd/Symposium_2/
Asia-Pacific Regional 4th Conference on Service Learning – Breakout Sessions relating to Learning Outcomes
http://commons.ln.edu.hk/osl_conference/4th/breakout_2a/ - on Program Evaluation and Assessment
http://commons.ln.edu.hk/osl_conference/4th/breakout_3c/ - includes outcomes for students with disabilities
http://commons.ln.edu.hk/osl_conference/3rd/Breakout_4/ - includes a session on assessing Service Learning
Service-learning model at Lingnan University: Development Strategies and Outcome Assessment
An article outlining the development of Service Learning and its assessable outcomes at Lingnan University.
Chan, Alfred, William Lee & Carol Ma (2009) Service-learning model at Lingnan University: Development Strategies and Outcome Assessment. New Horizons in Education, 57(3) (Special Issue), December 2009
http://commons.ln.edu.hk/cgi/viewcontent.cgi?article=1001&context=osl_paper
Improving Student Learning Outcomes with Service Learning
Reports on large-scale research in America which shows that students who had participated in Service Learning had significantly greater gains in relevant graduate attributes than students who hadn’t.
Prentice, Mary & Gaiil Robinson (2010) Improving Student Learning Outcomes with Service Learning , American Association of Community Colleges
http://www.aacc.nche.edu/Resources/aaccprograms/horizons/Documents/slorb_jan2010.pdf

Visual Arts

Designing Assessment System to Meet the Learning Outcome Requirements of the Subject: The Ways of Seeing (OBE in PolyU)
http://www.polyu.edu.hk/obe/viewExperience.php?exp_id=6

History

Department of History – Utah State University - History Learning Objectives
http://history.usu.edu/about/learning-objectives

Affective & Psychomotor Domains

Assessment Primer: Learning Taxonomies
This very attractive page reviews several learning taxonomies, including Bloom’s taxonomy, and shows how they can be used to write ILOs. Schemes are also given for the Affective Domain and Psychomotor Domain, and pdf files available to show how these can be written into ILOs.
http://assessment.uconn.edu/assessment-primer/assessment-primer-learning-taxonomies/
Student-Involved Classroom Assessment
Although this book is aimed at primary and secondary schooling, it has several features that may be helpful to teaching and assessing at higher levels. In particular, chapter 13 deals with assessing affective outcomes.
Stiggins, R. J. (2001). Student-Involved Classroom Assessment (3rd Ed). Upper Saddle River, N.J. : Merrill Prentice Hall.
HKALL record: http://hkall.hku.hk/record=b11239092
HKALL record for 2nd Ed (1997): http://hkall.hku.hk/record=b10595524
HKALL record for 1st Ed (1994): http://hkall.hku.hk/record=b10811529
  • Where rubrics are provided in Word document form, you are welcome to download and adapt them for your own use.
  • For more practical resources on rubrics, go to the Rubrics section under ‘Theory – Research & Scholarship’

Rubrics in general

Why use rubrics?

Making Assessment Meaningful: Rubrics clarify expectations, yield better feedback
A very easy-read short article explaining the benefits of using rubrics.
O’Neil, J. (1994) Making Assessment Meaningful: Rubrics clarify expectations, yield better feedback. In ASCD Update, 36 (6), 1,4-5.
HKALL record: http://hkall.hku.hk/record=b13999543
The Marking Process
A 7-page book extract dealing with the Marking Process in an OBE system. It explains the pros and cons of using checklists, rating scales and rubrics (both holistic and analytic), gives an example of each and some advice on how to write rubrics.
From: Killen, Roy (2010) Teaching strategies for quality teaching and learning. Claremont [South Africa] : Juta, pp380-387
Click here to download the file
Introduction to Rubrics
This book gives very thorough and clear explanation on the rationale for using rubrics, how to construct and use many different kinds of rubrics, and has many sample rubrics, all reprinted again in the Appendices.
Stevens, Dannelle D. & Antonia Levi (2013) Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning (2nd Ed). Sterling, Va. : Stylus
HKALL record: http://hkall.hku.hk/record=b20817388
HKALL record for 1st Ed (2005):: http://hkall.hku.hk/record=b12406641
or http://hkall.hku.hk/record=b13023532
Using Rubrics to Promote Thinking and Learning
Why and how to use and make up ‘Instructional rubrics’ which instruct while at the same forming part of the assessment process. This page is written by a primary teacher but provides good justifications and guides for the use of rubrics at any level. http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using-Rubrics-to-Promote-Thinking-and-Learning.aspx
Guide to OBE: Rubrics (PolyU)
A clear introduction to the rationale behind using rubrics, criterion-referencing versus norm-referencing, how to write analytical and holistic rubrics, and how to use rubrics in your teaching.
http://www.polyu.edu.hk/obe/08_3_3.php
Learner-centered assessment on college campuses … Using rubrics to provide feedback to students
Chapter 6 of this book gives an excellent and very thorough treatment of the topic of rubrics, covering the role of rubrics, steps in developing rubrics, different ways to use rubrics in class and for assessment, and issues that may arise when you develop or use them.
Huba, Mary E, Jann E. Freed (2000) Learner-centered assessment on college campuses : shifting the focus from teaching to learning. Boston : Allyn and Bacon
HKALL record: http://hkall.hku.hk/record=b10553500
Scoring rubrics in the classroom
This book gives very clear instruction on why, how and when to use different kinds of rubrics (holistic, analytic, trait, generic and task specific), guidance on how to design effective rubrics so that you can avoid common flaws, plus practical strategies for using them in your teaching. The first chapter explains how rubrics can support instruction and improve student performance in a standards-based system, and the book finishes with an extensive 82-page Resource section containing a wide variety of rubrics.
Arter, Judith & Jay McTighe (2001) Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance (Experts In Assessment Series).
HKALL record: http://hkall.hku.hk/record=b11753283
Rubric assessment goes to college : objective, comprehensive evaluation of student work
Selke has written a very clear yet comprehensive ‘one stop rubrics shopping’ guide, including the advantages of rubrics, how to decide whether or not to use a rubric, how to write different types of rubrics including standards-aligned, common rubric design errors and converting rubric scores to grades.
Selke, Mary J. Goggins (2013) Rubric assessment goes to college : objective, comprehensive evaluation of student work. Lanham, Maryland : Rowman & Littlefield Education
HKALL record: http://hkall.hku.hk/record=b21068315
HKALL record for eBook: http://hkall.hku.hk/record=b21616743 (CUHK)

Analytic vs Holistic rubrics

Most rubrics used and found on the web are analytic rubrics.

  • • An analytic rubric usually list both multiple performance levels in each column, and multiple criteria in each row.
  • • A holistic rubric still has multiple performance levels, but the criteria are combined in a single, detailed description for each performance level.

Analytic rubrics are most useful for formative purposes (assessment for learning), giving specific feedback and guidance to students. However in some circumstances, such as final exam marking (assessment of learning) or certain types of assessments, holistic rubrics may be more suitable. Look at the examples in the resources below to see examples and comparisons of each type.

Guide to OBE: Rubrics (PolyU)
A clear introduction to the rationale behind using rubrics, how to write analytical and holistic rubrics, and how to use rubrics in your teaching.
http://www.polyu.edu.hk/obe/08_3_3.php
Assessment Primer: How to do assessment – Using rubrics
A very thorough and attractive site by the University of Connecticut. Scroll down to the section on rubrics and the link to a pdf file on how to create rubrics. General, analytic, holistic and descriptive formats are covered.
http://web2.uconn.edu/assessment/primer/how1.html
Designing Scoring Rubrics for your classroom
A very clear step-by-step guide to writing and evaluating both analytic and holistic rubrics.
http://pareonline.net/getvn.asp?v=7&n=25
Authentic Assessment Toolbox: Rubrics
Two pages on how to write analytic and holistic rubrics. Also discusses how to determine levels of performance, and how to check your rubrics are appropriate.
http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm
Example of Analytic Versus Holistic Rubrics
These 2 pages from a book on rubrics show exactly how an analytic rubric can be converted to a holistic rubric.
From: Selke, M. J. (2013). Rubric assessment goes to college: objective, comprehensive evaluation of student work. Lanham: Rowman et Littlefield, 25-26.
Click here to download the file

Common misconceptions regarding rubrics and their design

How to create and use rubrics: Common misconceptions About Rubrics
This book covers many aspects of creating and using a variety of different kinds of rubrics for both assessment and teaching purposes. Chapter 2 lists three common misconceptions about rubrics, based around confusing learning outcomes with tasks, confusing rubrics with requirements or quantities, and confusing rubrics with evaluative rating scales.
Brookhart, Susan M. (2013) How to create and use rubrics for formative assessment and grading. Alexandria, Va. : ASCD, pp 15-22
HKALL record: http://hkall.hku.hk/record=b21036504
HKALL record for eBook: http://hkall.hku.hk/record=b21036504 (HKBU)
or http://hkall.hku.hk/record=b21914599 (CUHK)
Click here to download the file
Rubric assessment goes to college : Common Rubric Design Errors
Selke has written a very clear yet comprehensive ‘one stop rubrics shopping’ guide. Chapter 8 details common rubric design errors, including vague or inconsistent descriptors, missing key components, not considering weighted criteria and assigning a range of scores to each column.
Selke, Mary J. Goggins (2013) Rubric assessment goes to college : objective, comprehensive evaluation of student work. Lanham, Maryland : Rowman & Littlefield Education, pp 95-115.
HKALL record: http://hkall.hku.hk/record=b21068315
HKALL record for eBook: http://hkall.hku.hk/record=b21616743 (CUHK)

When not to use rubrics – rubrics and their alternatives

Matching Tool to Task, or When a Rubric Is Not the Best Option
Chapter 4 of Selke’s book on rubric assessment covers different kinds of assessment task make-up, and explains why rubrics would or wouldn’t be suitable for each one. She covers components that are dichotomous, limited response, open-ended, generated list as well as students’ self-assessments and  content-specific course evaluations.
Selke, Mary J. Goggins (2013) Matching Tool to Task, or When a Rubric is Not the Best Option. Chapter 4 of Rubric assessment goes to college : objective, comprehensive evaluation of student work. Lanham, Maryland : Rowman & Littlefield Education, pp 31-46
HKALL record: http://hkall.hku.hk/record=b21068315
HKALL record for eBook: http://hkall.hku.hk/record=b21616743 (CUHK)
A complete guide to rubrics: Which tool is right for me?
Chapter 2 of this book contrasts the usage of checklists, performance lists, analytic and holistic rubrics.
Quinlan, Audrey M. (2012) A complete guide to rubrics : assessment made easy for teachers of K-college. Lanham, Md. : Rowman & Littlefield Education.
HKALL record: http://hkall.hku.hk/record=b19460493
Grading According to a Rubric
Grading According to a Rubric Harrell explains why and how she uses a grading rubric for assessing Philosophy papers, sharing a comprehensive rubric for grading argumentative essays. There is also a sample ‘grading grid’ and an explanation of how it differs from a full rubric.
Harrell, M. (2005) Grading According to a Rubric. Teaching Philosophy, 28 (1):3-15.
Also found at: http://www.cmu.edu/dietrich/philosophy/docs/harrell/Grading.pdf
HKALL record: http://hkall.hku.hk/record=b14004897
HKALL record for eJournal: http://hkall.hku.hk/record=b11561742

How to write and use rubrics

How to design rubrics
This short page focuses on how to write descriptors for rubrics and how to differentiate between different levels of performance.
http://www.assessmentforlearning.edu.au/professional_learning/success_criteria_and_rubrics/success_design_rubrics.html
Introduction to Rubrics
This book gives very thorough and clear explanation on the rationale for using rubrics, how to construct and use many different kinds of rubrics, and has many sample rubrics, all reprinted again in the Appendices.
Stevens, Dannelle D. & Antonia Levi (2013) Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning (2nd Ed). Sterling, Va. : Stylus
HKALL record: http://hkall.hku.hk/record=b20817388
HKALL record for 1st Ed (2005):: http://hkall.hku.hk/record=b12406641
or http://hkall.hku.hk/record=b13023532
Designing Scoring Rubrics for your classroom
A very clear step-by-step guide to writing and evaluating both analytic and holistic rubrics.
http://pareonline.net/getvn.asp?v=7&n=25
Guide to OBE: Rubrics (PolyU)
A clear introduction to the rationale behind using rubrics, how to write analytical and holistic rubrics, and how to use rubrics in your teaching.
http://www.polyu.edu.hk/obe/08_3_3.php
Assessment Primer: How to do assessment – Using rubrics
A very thorough and attractive site by the University of Connecticut. Scroll down to the section on rubrics and the link to a pdf file on how to create rubrics. General, analytic, holistic and descriptive formats are covered.
http://web2.uconn.edu/assessment/primer/how1.html
Authentic Assessment Toolbox: Rubrics
Two pages on how to write analytic and holistic rubrics. Also discusses how to determine levels of performance, and how to check your rubrics are appropriate.
http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm
Learner-centered assessment on college campuses … Using rubrics to provide feedback to students
Chapter 6 of this book gives an excellent and very thorough treatment of the topic of rubrics, covering the role of rubrics, steps in developing rubrics, different ways to use rubrics in class and for assessment, and issues that may arise when you develop or use them.
Huba, Mary E, Jann E. Freed (2000) Learner-centered assessment on college campuses : shifting the focus from teaching to learning. Boston : Allyn and Bacon
HKALL record: http://hkall.hku.hk/record=b10553500
Using a Scoring Guide or Rubric to Plan and Evaluate an Assignment
Chapter 7 of this book has a clear introduction to rubrics including samples, benefits and uses of rubrics, different kinds of rubrics and how to write them.
Suskie, Linda A. (2009) Assessing student learning: a common sense guide. San Francisco, CA : Jossey-Bass.
HKALL record for ebook: http://hkall.hku.hk/record=b16618346
HKALL record for 2004 Edition: http://hkall.hku.hk/record=b12861674
Scoring rubrics in the classroom
This book gives very clear instruction on why, how and when to use different kinds of rubrics (holistic, analytic, trait, generic and task specific), guidance on how to design effective rubrics and how to avoid common flaws, plus practical strategies for using them in your teaching. The first chapter explains how rubrics can support instruction and improve student performance in a standards-based system, and the book finishes with an extensive 82-page Resource section containing a wide variety of rubrics.
Arter, Judith & Jay McTighe (2001) Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance (Experts In Assessment Series).
HKALL record: http://hkall.hku.hk/record=b11753283
How to create and use rubrics for formative assessment and grading
This book covers many aspects of creating and using a variety of different kinds of rubrics for both assessment and teaching purposes. It also has a chapter on common misconceptions about rubrics. Although the examples given are from primary and secondary school levels, the same principles apply at tertiary level, especially chapter 6 on Proficiency-Based Rubrics and all of Part 2 on ‘How to use Rubrics’.
Brookhart, Susan M. (2013) How to create and use rubrics for formative assessment and grading. Alexandria, Va. : ASCD.
HKALL record: http://hkall.hku.hk/record=b21036504
HKALL record for eBook: http://hkall.hku.hk/record=b21036504 or http://hkall.hku.hk/record=b21914599
Rubric Design: the Perfect Ice Cream Sundae
Easy to read and with supporting examples, chapters 5 to 8 in this book cover 10 steps in analytic and holistic rubrics design, 7 helpful approaches to criteria design and common errors.
Selke, Mary J. Goggins (2013) Rubric assessment goes to college : objective, comprehensive evaluation of student work. Lanham, Maryland : Rowman & Littlefield Education.
HKALL record: http://hkall.hku.hk/record=b21068315
HKALL record for eBook: http://hkall.hku.hk/record=b21616743 (CUHK)
A complete guide to rubrics
This book includes chapters on how to effectively write and use rubrics for all levels of learners from primary school children up to adults as well as special needs students. It also contrasts the usage of checklists, performance lists, analytic and holistic, discusses how to assess educational technology, explains how rubrics fit with various learning theories (ch 1) and developmental stages (ch 3-8) and offers learner-centred ways to develop student-generated rubrics.
Quinlan, Audrey M. (2012) A complete guide to rubrics : assessment made easy for teachers of K-college. Lanham, Md. : Rowman & Littlefield Education.
HKALL record: http://hkall.hku.hk/record=b19460493

Rubrics to test your rubrics!

Rubric to Assess the Quality of Rubric Design
Lists questions to help you check the appropriateness of your rubric. Then download the rubric to test your own rubric!
http://www.assessmentforlearning.edu.au/professional_learning/modules/success_criteria_and_rubrics/success_reflection_evaluation.html
Metarubric to evaluate your rubric
A rubric to help you evaluate the overall quality of your rubric.
From: Stevens, Dannelle D. & Antonia Levi (2005) Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning. Sterling, Va. : Stylus
Click here to download the file
A rubric for rubrics: or, it’s metarubric time
Chapter 3 from a book which gives very clear instruction on why, how and when to use different kinds of rubrics (holistic, analytic, trait, generic and task specific), guidance on how to design effective rubrics and how to avoid common flaws, plus practical strategies for using them in your teaching. Chapter 3 answers the question: How will we know when we have an effective rubric?
From: Arter, Judith & Jay McTighe (2001) Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance (Experts In Assessment Series).
HKALL record: http://hkall.hku.hk/record=b11753283
Click here to download the file

Sample Rubrics

Rubrics in use

Take a look at these example rubrics to see how different professors have used rubrics in different ways to grade their students and as part of their classroom teaching.

Using check boxes, circles or comments
Using rubrics in different ways for the same task – a group oral presentation for a Film Studies course
Using check boxes
Using circles
Using comments
These examples are taken from: Stevens, Dannelle D. & Antonia Levi (2005) Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning. Sterling, Va. : Stylus
Using circles and grades
Oral Presentation rubric, topic: Ad Campaign
Click here to download the file
From: Stevens, Dannelle D. & Antonia Levi (2005) Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning. Sterling, Va. : Stylus
Rubrics with half-scales
Rubric for Computer-Based Data Analysis in Graduate Statistics Course
Click here to download the file
From: Gary R Morrison & Steven M Ross, Evaluating Technology-Based Processes and Products. In Anderson Rebecca S & Bruce W. Speck (Eds) (1998) Changing the way we grade student performance : classroom assessment and the new learning paradigm. San Francisco, Calif. : Jossey-Bass (p 75)
Suggestions for using rubrics in courses
Click here to download the file
From:   Allen, Mary J. (2004) Assessing academic programs in higher education. Bolton, Mass. : Anker Pub. (p 144)
Incorporating checklist components into a rubric
Example 1: Sample rubrics (for teacher education courses), which include some dichotomous elements (i.e. present/not-present) which can not be assigned a descriptor at every level. From: Selke, Mary J. Goggins (2013) Rubric assessment goes to college : objective, comprehensive evaluation of student work. Lanham, Maryland : Rowman & Littlefield Education, pp 34-35
Click here to download the file
Example 2: Sample rubric (for a written assignment in a core English course) – the last criteria makes use of a simple additive design, meaning that students need to meet all or most of these requirements to get a **good score**.
Continuum rubrics

Sample rubrics for multiple disciplines / skills

Criterion Referenced Assessment and the Humanities
A variety of sample rubrics are presented and discussed in this one-hour seminar which discusses issues relating to compliance on the one hand and flexibility and subjectivity on the other. Go to the link to download the rubrics, which cover Program Learning Outcomes, Course Learning Outcomes, Quizzes, Essays, Mid-term short answer & essay questions and class participation. Delivered by Prof Mark Hampton of the History Department at Lingnan University, this seminar would nonetheless be useful for teachers of all faculties and departments.
Hampton, Mark (2016) Seminar on Criterion Referenced Assessment and the Humanities, Lingnan University
http://study.ln.edu.hk/tlc/events/criterion-referenced-assessment-and-humanities
Permission is granted to download the rubrics and adapt them for your own use.
Rubrics based on Blooms Digital Taxonomy
Has a variety of rubrics for skills related to computer usage and Computer Science
http://edorigami.wikispaces.com/Rubrics+-+Bloom’s+Digital+Taxonomy
Introduction to Rubrics
This book gives very thorough and clear explanation on the rationale for using rubrics, how to construct and use many different kinds of rubrics, and has many sample rubrics, especially in the Appendices.
Stevens, Dannelle D. & Antonia Levi (2013) Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning (2nd Ed). Sterling, Va. : Stylus
HKALL record: http://hkall.hku.hk/record=b20817388
HKALL record for 1st Ed (2005):: http://hkall.hku.hk/record=b12406641
or http://hkall.hku.hk/record=b13023532
Changing the way we grade student performance : classroom assessment and the new learning paradigm
Discusses alternative ways of assessing. Includes many sample rubrics of many different kinds – flick through the book to find and read these pages.
Anderson Rebecca S & Bruce W. Speck (Eds) (1998) Changing the way we grade student performance : classroom assessment and the new learning paradigm. San Francisco, Calif. : Jossey-Bass
Click here to download the table of contents
HKALL record: http://hkall.hku.hk/record=b11289552
Assessing student learning: Samples of skills-based course and skills-based course assignments – Utah State University
This document includes rubrics for one first-year and one final-year course preparing students for their capstone experience.
https://history.usu.edu/files/upload/Assessing_student_learning_web_site.pdf
Department of History Learning Outcomes Scoring Rubric – University of North Carolina Wilmington
Rubrics for Learning Outcomes for History
http://www.uncw.edu/cas/documents/Elaboratedcompetencies3.pdf
VALUE Rubrics - Assessing outcomes and improving achievement : tips and tools for using rubrics
Generic rubrics for 16 liberal learning outcomes at undergraduate level, developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
All Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
HKALL record: http://hkall.hku.hk/record=b17589897
Click here for a pdf version of all 16 rubrics.
Word version of the rubrics can also be downloaded (‘purchased for free’) here: http://www.aacu.org/value/rubrics
OR click the following links to download the files:
Intellectual and Practical Skills
‧ Inquiry and analysis ( PDF or Word )
‧ Critical thinking ( PDF or Word )
‧ Creative thinking ( PDF or Word )
‧ Written Communication ( PDF or Word )
‧ Oral Communication ( PDF or Word )
‧ Reading ( PDF or Word )
‧ Quantitative literacy ( PDF or Word )
‧ Information literacy ( PDF or Word )
‧ Teamwork ( PDF or Word )
‧ Problem solving ( PDF or Word )
Personal and Social Responsibility
‧ Civic engagement – local and global ( PDF or Word )
‧ Intercultural knowledge and competence ( PDF or Word )
‧ Ethical reasoning ( PDF or Word )
‧ Foundations and skills for lifelong learning ( PDF or Word )
‧ Global learning ( PDF or Word )
Integrative and Applied Learning
‧ Integrative learning ( PDF or Word )
Scoring rubrics in the classroom
This book gives very clear instruction on why, how and when to use different kinds of rubrics, guidance on how to design effective rubrics so that you can avoid common flaws, plus practical strategies for using them in your teaching. The book finishes with an extensive 82-page Resource section containing a wide variety of real-life rubrics. Although these are mostly at secondary level, they would still serve as excellent examples for higher education use.
Arter, Judith & Jay McTighe (2001) Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance (Experts In Assessment Series).
HKALL record: http://hkall.hku.hk/record=b11753283
Rubrics for Art Journal
Rubrics by Lingnan University’s Visual Arts Department for the course ‘Hong Kong Art’
Click here to download the file
CityU – Teaching Students: First Steps
A detailed rubric which conforms to an OBATL approach for a teaching practice assessment in a teaching and learning course for research postgraduate students.
Click here to download the file

Rubrics for Specific Tasks/Skills

Business Plan
Strategic Management – field visit or service learning (Lingnan University Business Programs Office)
Rubric developed by Business Programs Office, Lingnan University, to evaluate students’ performance on one Program Learning Goal (Outcome) relating to strategic analysis and problem-solving, through the means of a written field study or service learning group project.

Click here to download the file
Civic Engagement rubrics
Civic Engagement VALUE rubric
Generic Civic Engagement Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF)or here (Word) to download the files
Case studies
Ethical Reasoning Case Study (Lingnan University Business Programs Office)
Rubric for ethical reasoning applied to a Business Case study.
Click here to download the file
Class Participation rubrics
Holistic Rubric for Scoring Class Participation
From: Bean, John C. & Dean Peterson. Grading Classroom Participation. In Anderson Rebecca S & Bruce W. Speck (Eds) (1998) Changing the way we grade student performance : classroom assessment and the new learning paradigm. San Francisco, Calif. : Jossey-Bass (p 36)
Click here to download the file
Class Participation Rubric for Tutorials (History – Lingnan University)
Supplied by Professor Mark Hampton, History Department, Faculty of Arts, Lingnan University
Click here to download the file
Class Participation Self-evaluation Rubric
A self-evaluation for students taken from pp 103-104 of Quinlan, Audrey M. (2012) A complete guide to rubrics : assessment made easy for teachers of K-college. Lanham, Md. : Rowman & Littlefield Education.
Click here to download the file
Creative Thinking rubrics
Creative Thinking VALUE rubric
Generic Creative Thinking Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Critical & Integrative Thinking rubrics
Critical Thinking VALUE rubric
Generic Critical Thinking Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Critical & Integrative Thinking Rubrics
Rating Critical & Integrative Thinking:
http://web.uri.edu/assessment/files/WSU-Critical-Thinking-Rubric-2009.pdf
Washington State University Critical Thinking Project
A very comprehensive resource on Critical Thinking rubric and how it can be applied in different disciplines.
http://assessment.aas.duke.edu/documents/WashingtonStateUniversityCriticalThinkingProjectResourceGuide_000.pdf
The Critical Thinking Rubric
A sample rubric from Washington State University, supplied by the University of Connecticut.
http://assessment.uconn.edu/wp-content/uploads/sites/1804/2016/06/TheCriticalThinkingRubric.pdf
Links to rubrics for evaluating critical thinking
Both these sites link to multiple sites with critical thinking rubrics
http://www.uni.edu/adp/documents/LinksforCriticalThinkingRubrics.pdf http://litre.ncsu.edu/sltoolkit/Critical_Thinking_Rubrics.htm  
Holistic critical thinking rubrics – Portland State University
From: Stevens, Dannelle D. & Antonia Levi (2005) Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning. Sterling, Va. : Stylus
Click here to download the file
Ethical Reasoning rubrics
Ethical Reasoning VALUE rubric
Generic Ethical Reasoning Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Ethical Reasoning Case Study (Lingnan University Business Programs Office)
Rubric for ethical reasoning applied to a Business Case study.
Click here to download the file
Global Learning rubrics
Global Learning VALUE rubric
Generic Global Learning Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Information Literacy rubrics
Information Literacy VALUE rubric
Generic Information Literacy Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Inquiry & Analysis rubrics
Inquiry & Analysis VALUE rubric
Generic Inquiry & Analysis Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Integrative & Applied Learning rubrics
Integrative & Applied Learning VALUE rubric
Generic Integrative & Applied Learning Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Intercultural Knowledge rubrics
Intercultural Knowledge VALUE rubric
Generic Intercultural Knowledge Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Leadership / leading skills rubrics
Rubric for Team Discussion Leading (History – Lingnan University)
Supplied by Professor Grace Chou, History Department, Faculty of Arts, Lingnan University
Click here to download the file
Tutorial Leadership Responsibilities (History – Lingnan University)
Supplied by Professor Grace Chou, History Department, Faculty of Arts, Lingnan University
Click here to download the file
Habits of Leadership Rubrics – Harvard  University (Harvard Kennedy School)
http://www.hks.harvard.edu/saguaro/pdfs/MOSAIC-LeaderHabits.pdf
Leadership Qualities Rubrics (Haskell Indian Nations University)
http://www.haskell.edu/downloads/academics/education/Leader-Quality-Rubric.pdf
Lifelong learning rubrics
Assessing student outcomes : performance assessment using the dimensions of learning model
Chapters 6-7 of this book include multiple rubric examples, including five areas grouped under the name ‘lifelong learning standards’:  complex thinking, information processing, effective communication, collaboration/cooperation and habits of mind. Chapter 8 has rubrics for the same skills, but written from the students’ perspective instead of the teachers’.
Marzano, Robert J., Debra Pickering, Jay McTighe (1993) Assessing student outcomes : performance assessment using the dimensions of learning model. Alexandria, Va. : Association for Supervision and Curriculum Development
HKALL record: http://hkall.hku.hk/record=b12251393
Lifelong Learning VALUE rubric
Generic Lifelong Learning Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Numerical Literacy rubrics
Numerical Literacy VALUE rubric
Generic Numerical Literacy Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Oral Presentation, Interview & Communication rubrics
Oral Presentation criterion for student self-evaluation
Click here to download the file
Graduate Oral Presentation
From: Huba, Mary E, Jann E. Freed (2000) Learner-centered assessment on college campuses : shifting the focus from teaching to learning. Boston : Allyn and Bacon
HKALL record: http://hkall.hku.hk/record=b10553500
Click here to download the file
Oral Communication VALUE rubric
Generic Oral Communication Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Oral Presentation Skills rubric – Lingnan University Business Programs Office
Click here to download the file
Group Oral Presentation rubric – The Making of Hong Kong
Rubric for a Group Oral Presentation for the Core Curriculum Course ‘The Making of Hong Kong’ at Lingnan University.
Click here to download the file
Peer Review of Individual Contribution to Group Oral Presentation rubric – The Making of Hong Kong
Rubric for Peer Review of other group members’ individual Contributions to a Group Oral Presentation for the Core Curriculum Course ‘The Making of Hong Kong’ at Lingnan University.
Click here to download the file
Oral Communication Skills -Strategic Management  (Lingnan University Business Programs Office)
Rubric developed by Business Programs Office, Lingnan University, to evaluate students’ individual performance in the Program Learning Goal (Outcome) of communication through a group project oral presentation.
Click here to download the file
Job Interview - English Skills for Employment - LU
Rubric for job interview developed for a course on English skills for Employment, run by CEAL (Centre for English and Additional Languages) of Lingnan University.
Click here to download the file
Peer Assessment rubrics
Peer Assessment Rubric for History capstone course - Utah State University
Covers the five areas of Citizenship / Critical Thinking / Creativity / Collaboration / Communication. http://history.usu.edu/files/uploads/Assessment/HistorycapstonecourseassessmentCitizenshipCriticalThinkingCreativityCollaborationCommunication.pdf
Peer Assessment for Groupwork – template (Organizational Behaviour - Lingnan University)
Supplied by Professor Jim Pounder, Faculty of Business, Lingnan University
Click here to download the file
Peer Review of Individual Contribution to Group Oral Presentation rubric – The Making of Hong Kong
Rubric for Peer Review of other group members’ individual Contributions to a Group Oral Presentation for the Core Curriculum Course ‘The Making of Hong Kong’ at Lingnan University.
Click here to download the file
Portfolio rubrics
Diversity Portfolio rubrics - Portland State University
From: Stevens, Dannelle D. & Antonia Levi (2005) Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning. Sterling, Va. : Stylus
Click here to download the file
Ethical Issues Portfolio rubrics - Portland State University
From: Stevens, Dannelle D. & Antonia Levi (2005) Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning. Sterling, Va. : Stylus
Click here to download the file
Suggested portfolio rubrics – Scanlon & Ford
From: Scanlon, Patricia A. & Michael P. Ford. Grading Student Performances in Real-World Settings. In Anderson Rebecca S & Bruce W. Speck (Eds) (1998) Changing the way we grade student performance : classroom assessment and the new learning paradigm. San Francisco, Calif. : Jossey-Bass
Click here to download the file
Portfolio Rubrics - Graphics Design - Driscoll & Wood
From: Driscoll, Amy & Swarup Wood (2007) Developing outcomes-based assessment for learner-centered education : a faculty introduction. Sterling, Va.: Stylus Pub., pp 112-114
Click here to download the file
Problem-based learning rubrics
Problem-based learning assessment rubric – Organizational Behaviour (Lingnan University)
Business – Organizational Behaviour
Click here to download the file
Problem Solving rubrics
Problem Solving & Habits of Mind Rubrics
From: Huba, Mary E, Jann E. Freed (2000) Learner-centered assessment on college campuses : shifting the focus from teaching to learning. Boston : Allyn and Bacon
Click here to download the file
Problem Solving VALUE rubric
Generic Problem Solving Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Business Plan Project rubrics (Strategic Management – Lingnan University Business Programs Office)
Rubric for problem solving within a Strategic Management course involving formulation of a business plan.
Click here to download the file
Reading rubrics
Reading VALUE rubric
Generic Reading Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Reflection & Self-Reflection
Individual Self-Reflection Report rubrics (The Making of Hong Kong – Lingnan University Common Core Course)
A variety of rubrics for individual self-reflection reports for a Lingnan University Common Core Course, ‘The Making of Hong Kong’.
1. Individual Self Reflection - The Making of Hong Kong, click here to download
2. The Making of Hong Kong - First Reflective Report, click here to download
3. The Making of Hong Kong - Second Reflective Report, click here to download
Individual Self-Reflection Report rubrics (The Making of Hong Kong – Lingnan University Common Core Course)
Rubric for an individual self-reflection report for a Lingnan University Common Core Course, ‘The Making of Hong Kong’.
Click here to download the file
Teamwork / Groupwork / Collaboration / Discussions rubrics
Team Players Rubrics
From: Aldridge, M. D. (1997, December). Briefings: Team players. ASEE Prism Magazine (American Society of Engineering Education), 9. Quoted in Huba, Mary E, Jann E. Freed (2000) Learner-centered assessment on college campuses : shifting the focus from teaching to learning. Boston : Allyn and Bacon
Click here to download the file
Generic rubric for Groupwork – template (Lingnan University)
Supplied by Professor Jim Pounder, Faculty of Business, Lingnan University
Click here to download the file
Teamwork VALUE rubric
Generic Teamwork Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Written Communication rubrics
Written Communication VALUE rubric
Generic Written Communication Rubric for Liberal Arts institutions developed and tested by a team of over 100 professors in Higher Education in America. These are written specifically for teachers to be able to take them as a base and adapt them for their own use, to assess course and program level outcomes. Along with the rubrics are definitions, glossaries and framing language.
Reprinted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.
Click here (PDF) or here (Word) to download the files
Individual Essay rubric – The Making of Hong Kong
Rubric for an individual essay for the Core Curriculum Course ‘The Making of Hong Kong’ at Lingnan University.
Click here to download the file
Grading According to a Rubric (argumentative Philosophy essays)
Grading According to a Rubric Harrell explains why and how she uses a grading rubric for assessing Philosophy papers, sharing a comprehensive rubric for grading argumentative essays. There is also a sample ‘grading grid’ and an explanation of how it differs from a full rubric.
Harrell, M. (2005) Grading According to a Rubric. Teaching Philosophy, 28 (1):3-15.
Also found at: http://www.cmu.edu/dietrich/philosophy/docs/harrell/Grading.pdf
Rubrics for History Essays
From Dr Mark Hampton, Department of History, Lingnan University
Click here to download the file

Rubrics for measuring Program Learning Outcomes

History Department LU – Rubric for PILOs
Rubric developed by Professor Mark Hampton, History Department, Lingnan University. It compares the performance on a similar task of students just entering the History major, with that of those final-year students just about to graduate.
Click here to download the file
Strategic Management – field visit or service learning (Lingnan University Business Programs Office)
Rubric developed by Business Programs Office, Lingnan University, to evaluate students’ performance on one Program Learning Goal (Outcome) relating to strategic analysis and problem-solving, through the means of a written field study or service learning group project.
Click here to download the file
Ethical Reasoning Case Study (Lingnan University Business Programs Office)
Rubric for evaluation of Program Learning Outcome related to ethical reasoning, applied to a Business Case study.
Click here to download the file
Oral Communication Skills – Strategic Management (Lingnan University Business Programs Office)
Rubric developed by Business Programs Office, Lingnan University, to evaluate students’ individual performance in the Program Learning Goal (Outcome) of communication through a group project oral presentation.
Click here to download the file

Sample rubrics for graduate attributes

Michigan State University 2015 Draft
Generic rubrics for each of the Graduate Attributes.
Click here to download the file

Analytic vs Holistic rubrics examples

Guide to OBE: What are Rubrics? (PolyU)
This page includes a simple but clear example of how to use the same criteria to write an analytic and a holistic rubric.
http://www.polyu.edu.hk/obe/08_3_3.php#2
Example of Analytic Versus Holistic Rubrics
These 2 pages from a book on rubrics show exactly how an analytic rubric can be converted to a holistic rubric.
From: Selke, M. J. (2013). Rubric assessment goes to college: objective, comprehensive evaluation of student work. Lanham: Rowman et Littlefield, 25-26.
Click here to download the file
Holistic rubric examples for History questions
Two examples of holistic rubrics (for short answer questions and essay questions), kindly supplied by History Professor, Mark Hampton of Lingnan University.
Click here to download the file

Handbooks / Textbooks on Assessment & Assessment Principles

12 Principles of Assessment in an OBE system
These are taken from two pages of a book on Outcomes-based Assessment’ which focuses on the quality of teaching and learning in an OBE system.
From: Killen, Roy (2010) Teaching strategies for quality teaching and learning. Claremont [South Africa] : Juta, pp 377-378
Click here to download the file
Two Little Words that Make a Huge Difference
This article simply but clearly discusses assessment FOR learning in place of assessment OF learning, and notes some practical ways that this change would impact on classroom teaching.
https://kbarnstable.wordpress.com/2009/11/24/two-little-words-that-make-a-huge-difference/
Assessment Primer
A very thorough and attractive site by the University of Connecticut which clearly explains the assessment cycle and gives very useful examples and advice, including differences between goals, outcomes and objectives, how to use different taxonomies, how to write ILOs and rubrics and the pros and cons of different kinds of assessment.
http://assessment.uconn.edu/assessment-primer/
Assessing Learning in Australian Universities: Ideas, Strategies and Resources for Quality in Student Assessment
This online book is the result of a large-scale review of assessment in Australian universities conducted by the Centre for the Study of Higher Education for the Australian Universities Teaching Committee. It reports on the good initiatives, resources and examples of good practice already in place and goes on to challenges institutions and teachers as a whole to integrate assessment more with teaching and learning so that it contributes to student learning. Core Principles of Effective Assessment are followed by detailed discussion on five assessment issues: (1) Online Assessment, (2) Assessing Large Classes, (3) Minimizing Plagiarism, (4) Assessing Group Work, (5) Assessing Students Unfamiliar with Assessment Practices in Australian Higher Education.
James, R, C. McInnis & M. Devlin, 2002. Assessing Learning in Australian Universities: Ideas, Strategies and Resources for Quality in Student Assessment. Centre for the Study of Higher Education. Victoria, Australia; The University of Melbourne.
The book can be viewed at: http://docplayer.net/8089651-Assessing-learning-in-australian-universities.html
Assessment Futures (Sustainable Assessment)
This site, put together by David Boud, does not focus just on the traditional divides of formative or summative assessment, but instead gives general ideas and strategies on what Boud elsewhere calls ‘Sustainable Assessment’ -  equipping students for the learning and assessing they will need to do  after  completing their course and the challenges they will face after graduation. The two sections: Key Assessment Elements and Examples by Subject Area have many practical ideas and examples.
http://www.uts.edu.au/research-and-teaching/teaching-and-learning/assessment-futures/overview
Assessment “Handbooks” & Individual Institutions’ Assessment-Related pages
This page is a collection of links to the official assessment guides and webpages of dozens of different schools of higher education, state boards and accrediting bodies, mostly in the US. These sites deal mostly with assessment and outcomes at program and institutional level, but there are also some links to course-level information.
http://assessmentcommons.org/assessment-handbooks-2 – School handbooks
http://assessmentcommons.org/category/individual-institutions-assessment-related-pages – School pages
http://assessmentcommons.org/state-boards-commissions – State Boards & Commissions
http://assessmentcommons.org/accrediting-bodies-2  - Accrediting Bodies
Assessment of specific skills or content
Part of an impressive site for ‘Internet Resources for Higher Education Outcomes Assessment’ put together by North Carolina State University. Do a search for a particular skill or discipline area or scan through the long list.
http://assessmentcommons.org/assessment-of-specific-skills-or-content/assessment-specific-skills-content
Classroom Assessment Techniques How to do action classroom research into the student learning process.
It covers different techniques you can use, describes the research project cycle, and how to overcome common difficulties.
Angelo, T. A. & K. Patricia Cross (1993) Classroom Assessment Techniques: a Handbook for College Teachers. San Francisco : Jossey-Bass Publishers.
HKALL record: http://hkall.hku.hk/record=b10127897
General Education Assessment within the Disciplines
Discusses 10 guidelines for effective assessment
Eder, Douglas (2004) General Education Assessment within the Disciplines. In The Journal of General Education, Vol 53, No 2, 135-157 http://www.bmcc.cuny.edu/iresearch/upload/GenEdAssessmentWithinDisciplines.pdf
HKALL record: http://hkall.hku.hk/record=b13090477 or http://hkall.hku.hk/record=b10005168
HKALL record for eJournal: http://hkall.hku.hk/record=b23128641
Assessing Student Achievement in General Education
Includes small portions on assessment of critical thinking and moral awareness.
Banta, Trudy W. (Ed.) (2007) Assessing Student Achievement in General Education, San Francisco, Calif. : Jossey-Bass, c2007
Click here to download the table of contents
HKALL record: http://hkall.hku.hk/record=b15569544 or http://hkall.hku.hk/record=b15478405
Effective Grading: A Tool for Learning and Assessment in College
An in-depth guide on the relationship between assessment and learning; covering both theory and practical steps, it aims to show how to make grading more conducive to learning.
Walvoord, Barbara E. & Virginia Johnson Anderson (2010). Effective Grading: A Tool for Learning and Assessment in College. San Francisco, CA : Jossey-Bass.
HKALL record: http://hkall.hku.hk/record=b17386961
School Policy on Assessment – Changing Assessment Practices
This is one of the series of 15 booklets in the Basic Education Curriculum Guide-Building on Strengths for Hong Kong schools. It emphasizes formative assessment for learning.
http://cd1.edb.hkedcity.net/cd/basic_guide/BEGuideeng0821/chapter05.html
Educative Assessment : Designing Assessments to Inform and Improve Student Performance
A comprehensive work which explains both the theory and practical side of the cycle of assessment for learning (as opposed to assessment of learning), including many examples of assessment tasks and scoring rubrics. It is aimed mostly at pre-university level but the same principles apply.
Wiggins, Grant P. (1998) Educative Assessment : Designing Assessments to Inform and Improve Student Performance. San Francisco, Calif. : Jossey-Bass Publishers
HKALL record: http://hkall.hku.hk/record=b10083389
HKALL record for eBook: http://hkall.hku.hk/record=b10715856 or http://hkall.hku.hk/record=b14057674  
Assessing Student Learning: A Common Sense Guide
Explains the principles behind effective assessment, and provides many practical ideas on how to write rubrics and design different kinds of appropriate assessment tasks.
Suskie, Linda A. (2009) Assessing student learning: a common sense guide. San Francisco, CA : Jossey-Bass.
HKALL record for ebook: http://hkall.hku.hk/record=b16618346
HKALL record for 2004 Edition: http://hkall.hku.hk/record=b12861674
Assessing Learners in Higher Education
Covers a variety of different types of assessment methods and issues related to assessment both at course and institutional level.
Brown, Sally & Peter Knight (1994) Assessing Learners in Higher Education. London : Kogan Page
HKALL record: http://hkall.hku.hk/record=b10317699
Learner-centered assessment on college campuses : shifting the focus from teaching to learning
This book explains the principles and purposes behind learner-centred assessment. It also has practical and informative chapters on setting outcomes and aligning courses, different classroom assessment techniques, different kinds of authentic assessments, creating and using rubrics, assessing critical thinking and problem-solving skills and using portfolios.
Huba, Mary E, Jann E. Freed (2000) Learner-centered assessment on college campuses : shifting the focus from teaching to learning. Boston : Allyn and Bacon
HKALL record: http://hkall.hku.hk/record=b10553500
Teaching for quality learning at university: Aligning assessment tasks with ILOs - principles
The foundational textbook for OBTL at university level. It covers effective teaching and learning for today’s universities, explains how to design constructively aligned outcomes-based teaching and learning, and gives many examples of OBTL in practice. Chapter 10 covers the principles behind effective assessment.
Biggs, John B. & Catherine Tang. Teaching for quality learning at university: what the student does (4th ed). Maidenhead : McGraw-Hill/Society for Research into Higher Education/Open University Press, 2011
HKALL record: http://hkall.hku.hk/record=b19165007
HKALL record for ebook: http://hkall.hku.hk/record=b24907368
or (Lingnan): http://hkall.hku.hk/record=b19672881
Earlier versions of the same work can be found through HKALL on this page.

Assessment Checklists (Policy & Practice)

Checklist for an assessment task
A possible checklist for an assessment task designed in an OBE system.
From: Killen, Roy (2010) Teaching strategies for quality teaching and learning. Claremont [South Africa] : Juta, p 382
Click here to download the file
Assessment Futures - Checklists for institution, programs/courses & units
These come from a very up-to-date and forward-looking ‘Assessment Futures’ website by David Boud. On top of the idea of assessment for learning, they incorporate the idea of ‘Sustainable Assessment,' which “is about equipping students for the learning and assessing they will need to do after completing their course and the challenges they will face after graduation.” (Quote from David Boud on the Assessment Futures home page: http://www.uts.edu.au/research-and-teaching/teaching-and-learning/assessment-futures/overview )
Institutions - http://www.uts.edu.au/research-and-teaching/teaching-and-learning/assessment/assessment-futures/designing-and-redesigni-10
Programs & Courses - http://www.uts.edu.au/research-and-teaching/teaching-and-learning/assessment/assessment-futures/designing-and-redesigni--0
Units/Subjects/Modules - http://www.uts.edu.au/research-and-teaching/teaching-and-learning/assessment/assessment-futures/designing-and-redesigni--1
A Marking Checklist
Some questions to ask yourself when you are marking students’ work.
From: Killen, Roy (2010) Teaching strategies for quality teaching and learning. Claremont [South Africa] : Juta, p 387
Click here to download the file

e-Assessment

Still under construction

Sustainable Assessment

Assessment Futures (Sustainable Assessment)
This site, put together by David Boud, does not focus just on the traditional divides of formative or summative assessment, but instead gives general ideas and strategies on what Boud elsewhere calls ‘Sustainable Assessment’ -  equipping students for the learning and assessing they will need to do  after  completing their course and the challenges they will face after graduation. The two sections: Key Assessment Elements and Examples by Subject Area have many practical ideas and examples.
http://www.uts.edu.au/research-and-teaching/teaching-and-learning/assessment-futures/overview
Opening up feedback: Teaching learners to see
A short article discussing how teachers can help students develop the ability to make holistic judgments on more complex assessment tasks. Sadler also describes his own attempt at helping students do this through tutorial sessions where students had to evaluate others’ (anonymous) work without use of rubrics, and justify their evaluations, giving each other feedback.
Sadler, D. R. (2013) 'Opening up feedback: Teaching learners to see'. In Merry,S., Price, M., Carless, D., & Taras, M. (Eds.) Reconceptualising Feedback in Higher Education: developing dialogue with students. (Ch. 5, 54-63). London: Routledge.
Click here to download the table of contents
HKALL record: http://hkall.hku.hk/record=b21214394
HKALL record for ebook: http://hkall.hku.hk/record=b22943070

Different types of Assessment Tasks

Assessment Tasks in General

Assessment Primer: How to do Assessment
A very thorough and attractive site by the University of Connecticut which clearly explains the assessment cycle. It includes many examples of different types of assessment and the advantages and disadvantages of each type.
http://web2.uconn.edu/assessment/primer/how1.html
Top Ten Tips on Diversifying Assessment
Alternative forms of assessment to enhance students’ learning and engagement with the task, from the University of Kent. http://www2.wlv.ac.uk/celt/howto/top%20ten%20tips%20for%20diversyfing%20assessment.pdf
Educative Assessment : Designing Assessments to Inform and Improve Student Performance
A comprehensive work which explains both the theory and practical side of the cycle of assessment for learning (as opposed to assessment of learning), including many examples of assessment tasks and scoring rubrics. It is aimed mostly at pre-university level but the same principles apply.
Wiggins, Grant P. (1998) Educative Assessment : Designing Assessments to Inform and Improve Student Performance. San Francisco, Calif. : Jossey-Bass Publishers
HKALL record: http://hkall.hku.hk/record=b10083389
HKALL record for eBook: http://hkall.hku.hk/record=b10715856
or http://hkall.hku.hk/record=b14057674
Assessing Student Learning: A Common Sense Guide
Explains the principles behind effective assessment, and provides many practical ideas on how to write rubrics and design different kinds of appropriate assessment tasks. The second edition also covers how to promote an assessment culture and many other learning and assessment-related matters.
Suskie, Linda A. (2009) Assessing student learning: a common sense guide. San Francisco, CA : Jossey-Bass.
HKALL record for ebook: http://hkall.hku.hk/record=b16618346
HKALL record for 2004 Edition: http://hkall.hku.hk/record=b12861674
Assessing Learners in Higher Education
Covers a variety of different types of assessment methods and issues related to assessment both at course and institutional level.
Brown, Sally & Peter Knight (1994) Assessing Learners in Higher Education. London : Kogan Page
HKALL record: http://hkall.hku.hk/record=b10317699
Best Practice Guide on the Writing of a School Assessment Strategy
Part of a series by Dundalk Institute of Technology, this brief guide covers principles and forms of assessment.
https://www.dkit.ie/celt/best-practice-guides
Changing the way we grade student performance : classroom assessment and the new learning paradigm
Discusses alternative ways of assessing from a constructivist perspective, including chapters on classroom participation, oral presentations, writing assignments, cooperative (group) projects, portfolios, inquiry projects, real-world performances, and evaluation of technology-based processes and products. It also includes many sample rubrics of many different kinds.
Anderson Rebecca S & Bruce W. Speck (Eds) (1998) Changing the way we grade student performance : classroom assessment and the new learning paradigm. San Francisco, Calif. : Jossey-Bass
Click here to download the table of contents
HKALL record: http://hkall.hku.hk/record=b11289552
Learner-centered assessment on college campuses … Using feedback from students to improve learning
This book explains the principles and purposes behind learner-centred assessment from a constructivist perspective. It also has practical and informative chapters on setting outcomes and aligning courses, different kinds of authentic assessments,, creating and using rubrics, assessing critical thinking and problem-solving skills and using portfolios. Chapter 5 has many ideas for different kinds of classroom assessment tasks, while chapter 8 discusses the use of portfolios.
Huba, Mary E, Jann E. Freed (2000) Learner-centered assessment on college campuses : shifting the focus from teaching to learning. Boston : Allyn and Bacon
HKALL record: http://hkall.hku.hk/record=b10553500
Teaching for quality learning at university: Assessing and Grading
The foundational textbook for OBTL at university level. It covers effective teaching and learning for today’s universities, explains how to design constructively aligned outcomes-based teaching and learning, and gives many examples of OBTL in practice. Chapters 11-12 cover assessing and grading for different kinds of learning outcomes.
Biggs, John B. & Catherine Tang. Teaching for quality learning at university: what the student does (4th ed). Maidenhead : McGraw-Hill/Society for Research into Higher Education/Open University Press, 2011
HKALL record: http://hkall.hku.hk/record=b19165007
HKALL record for ebook: http://hkall.hku.hk/record=b24907368
or (Lingnan): http://hkall.hku.hk/record=b19672881
Earlier versions of the same work can be found through HKALL on this page.
Instructing and evaluating in higher education : a guidebook for planning learning outcomes
A comprehensive but concisely-written book with much practical advice on different aspects of teaching practice relating to learning outcomes. Part 1 (Instruction) includes setting performance objectives (= outcomes), preparing lectures/classes, facilitating discussions, improving instructor-student relationships. Part 2 (Testing and Evaluation) deals with constructing many different kinds of tests and evaluations, including the more traditional types such as MCQ, True/False and essay questions, as well as different kinds of performance-based assessments and questionnaires.
McBeath, Ron J. (Ed) (1992) Instructing and evaluating in higher education : a guidebook for planning learning outcomes. Englewood Cliffs, N.J. : Educational Technology Publications  
HKALL record: http://hkall.hku.hk/record=b10416108

Portfolios

Learner-centered assessment on college campuses … Using portfolios
This book explains the principles and purposes behind learner-centred assessment and contains chapters on different kinds of learning and assessment tasks. Chapter 8 is devoted to discussing the use of selection-type portfolios in assessment, particularly at the program level.
Huba, Mary E, Jann E. Freed (2000) Learner-centered assessment on college campuses : shifting the focus from teaching to learning. Boston : Allyn and Bacon
HKALL record: http://hkall.hku.hk/record=b10553500
Portfolios: Purposeful Collections of Student Work & Grading Student Performances in Real-World Settings
These two chapters in Anderson & Speck’s book discuss why and how to use portfolios in appropriate ways for assessment.
Anderson, Rebecca S & Bruce W. Speck (Eds) (1998) Changing the way we grade student performance : classroom assessment and the new learning paradigm. San Francisco, Calif. : Jossey-Bass
Click here to download the table of contents
HKALL record: http://hkall.hku.hk/record=b11289552
Portfolio Assessment: uses, Cases, Scoring and Impact
A small book which covers the essentials of using portfolios, including electronic portfolios for assessment. It is divided into 4 sections: What is a Portfolio, How are Portfolios being used?, How can Portfolios be Scored? And How can we Judge the Impact and the Validity of Portfolios?
Click here to download the table of contents
Banta, Trudy W. (Ed.) (2003) Portfolio Assessment: uses, Cases, Scoring and Impact. San Franciso, CA : Jossey-Bass
HKALL record: http://hkall.hku.hk/record=b12734015

Experiential Learning

Assessing Experiential Learning
http://www.cetl.hku.hk/wise-assessment-forum/

The three-minute thesis

  • 1 slide 
  • 3 minutes to share outstanding ideas 
  • From MPhil / PhD programs 

Ordered Outcome Items – from pp 237-8 Biggs book

General principles

Two Little Words that Make a Huge Difference
This article simply but clearly discusses assessment FOR learning in place of assessment OF learning, and notes some practical ways that this change would impact on classroom teaching.
https://kbarnstable.wordpress.com/2009/11/24/two-little-words-that-make-a-huge-difference/
What Makes Classroom Learning a Worthwhile Experience?
Shpancer, Noam (2004) What Makes Classroom Learning a Worthwhile Experience? In NEA Higher Education Journal – Thought & Action, Winter 2004, 23-35
http://www.nea.org/assets/img/PubThoughtAndAction/TAA_04Win_03.pdf
HKALL record for eJournal: http://hkall.hku.hk/record=b17548175
Applying the Science of Learning to the University and Beyond: Teaching for Long-Term Retention and Transfer
This article brings together the knowledge of a number of experts in the learning sciences, outlining ten basic principles teachers need to apply for genuine knowledge transfer to take place and for their students to retain that knowledge in the long-term.
Halpern Diane F. & Milton D. Hakel (2003) Applying the Science of Learning to the University and Beyond: Teaching for Long-Term Retention and Transfer. In Change July/August 2003
http://www.baylor.edu/atl/doc.php/250293.pdf
Seven Principles for Good Practice in Undergraduate Education
Lists 7 concise good principles for teaching in higher education, and gives brief descriptions and examples of each. This is followed by two articles, one on ‘Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education’ by Chickering & Gamson; a second on ‘The Seven Principles of Good Practice: A framework for evaluating on-line teaching’ by Arthur W. Bangert.
Chickering, Arthur W.  & Zelda F. Gamson (1987) Seven Principles for Good Practice in Undergraduate Education. Reprinted from AAHE Bulletin 39 (3), March 1987.
Link to the Seven Principles + explanation + articles: https://scholar.vt.edu/access/content/user/adevans/Public/DVDPortfolio/Samples/samples/training/track_d/Introduction/Best%20Practices/Article%20-%207%20Principles%20of%20Good%20Practice%20in%20Undergrad%20Ed.pdf
Link to one page listing the seven principles with summary information for each: http://tag.ubc.ca/wp-content/uploads/2010/03/Some-Fundamentals-of-Good-Teaching-Practice.pdf
Achieving AECC outcomes through the seven principles for good practice in undergraduate education
Bradford and Peck review experiential and cooperative learning methods and provide examples applying each method to accounting classes.
Bradford, Bruce M; Peck, Milo W, Jr. (1997) Achieving AECC outcomes through the seven principles for good practice in undergraduate education. In  Journal of Education for Business 72.6 (Jul/Aug 1997), 364-368.
For HKALL records for original journals & online journal titles : click here
Learning to Teach in Higher Education
This book is written to improve the quality of teaching and learning in higher education by showing how teachers can improve their capacity to influence students’ learning. Both approaches to learning and theories and strategies of teaching are covered; solutions are given for common problems with different kinds of teaching methods.
Ramsden, Paul. (2003). Learning to Teach in Higher Education (2nd ed). London ; New York : RoutledgeFalmer
HKALL record: http://hkall.hku.hk/record=b10031161
HKALL record for eBook: http://hkall.hku.hk/record=b14647653  
Education for judgment : the artistry of discussion leadership
This book deals with how to teach in a more interactive way, drawing students into becoming more active in the classroom through more use of discussion and discussion techniques. The 17 chapters are each written by different authors, organized into Learning and Teaching (the theory and practice of teaching using discussions), Personal Odysseys, Building Blocks (practical tips), Critical Challenges and education for judgment.
Christensen, C. Roland; David A. Garvin; Ann Sweet (Eds) (1991) Education for judgment : the artistry of discussion leadership. Boston, Mass. : Harvard Business School Press
Click here to download the table of contents
HKALL record: http://hkall.hku.hk/record=b10237655
On becoming an innovative university teacher : reflection in action
Recommended by Biggs, this book deals with reflective teaching and learning in higher education. Each chapter answers a different question commonly asked by university teachers, such as ‘What can you do to encourage students to reflect?’. Multiple examples are given to illustrate different ways the question could be answered.
Cowan, John (2006) On becoming an innovative university teacher : reflection in action. Maidenhead, England : Open University Press
HKALL record: http://hkall.hku.hk/record=b14898561
or http://hkall.hku.hk/record=b14866651
HKALL record for eBook: http://hkall.hku.hk/record=b16561895
HKALL record for 1st Ed (1998): http://hkall.hku.hk/record=b10324830
A handbook for teaching and learning in higher education : enhancing academic practice
A large volume with 29 chapters covering many aspects relevant to developing teaching skills in higher education from a constructivist perspective, either for beginning professionals or those who would like to enhance their teaching practice. It is divided into three sections, covering: Approaches and contexts for teaching and supervising; teaching in discipline-specific areas; approaches to demonstrating and enhancing practice.
Fry, Heather, Steve Ketteridge & Stephanie Marshall (Eds) (2009) A handbook for teaching and learning in higher education : enhancing academic practice, New York ; London : Routledge
Click here to download the table of contents (Fry Ketteridge & Marshall 2009)
For HKALL records for book & eBook click here.

Lecture skills

Helping Students to make the most of your lectures
A two-page chapter from a book entitled ‘500 Tips for Tutors’ listing 11 practical points ways to help students approach your lectures more proactively.
Race, Phil & Sally Brown (2005) 500 Tips for Tutors (2nd ed). London ; Philadelphia : Kogan Page
HKALL record: http://hkall.hku.hk/record=b12478459

Click here to download the file
How not to lecture!
A tongue-in-cheek look at 20 tips to ensure your students don’t learn from your lectures.
Race, Phil & Sally Brown (2005) 500 Tips for Tutors (2nd ed). London ; Philadelphia : Kogan Page
HKALL record: http://hkall.hku.hk/record=b12478459

Click here to download the file
What's the use of lectures ?
This book covers both the theory and practice of lecturing. Parts 1 and 2 are basically a literature review on studies of lecturing, recommending that it be used in conjunction or alternation with other teaching methods. Parts 3, 4 and 5 are more practical.  Part 3 gives advice on lecture techniques; part 5 gives advice on lecture preparation. Chapters 19 and 20 of Part 4 may be of the most practical help, outlining some teaching methods to use with lectures, and proposing various combinations of teaching methods.
Bligh, Donald (1998) What’s the use of lectures? Imprint Oxford : Intellect.
Bligh, Donald (2000) What’s the use of lectures? San Francisco : Jossey-Bass Publishers
For HKALL record for book and eBook click here
The Art and Craft of Teaching: The Theory and Practice of Lectures
The subtitle to this book is ‘Ideas, techniques, and practical advice for communicating your knowledge to your students and involving them in the learning process.’ Although quite old, this book from Harvard still contains good practical advice on various aspects of teaching, including ‘varieties of teaching’ (chapter 1) and ‘the theory and practice of lectures’ (chapter 3).
Gullette, Margaret Morganroth (1984) The Art and Craft of Teaching. Cambridge, Mass. : Distributed for the Harvard-Danforth Center for Teaching and Learning, Faculty of Arts and Sciences, Harvard University by Harvard University Press,

Click here to download the table of contents
HKALL records: http://hkall.hku.hk/record=b11189652
or http://hkall.hku.hk/record=b12601995
or http://hkall.hku.hk/record=b13643600

Teaching large classes

Teaching first-year college students: Teaching Large Classes
This book discusses strategies and approaches for teaching first-year courses, in order to help first-year students adjust to their new university life. It is divided into three sections: Understanding first-year students, Effective instruction for first-year students and Opportunities and challenges in first-year instruction. Chapter 14 ‘Teaching Large Classes’ has much practical advice on how to keep students active during lecture times.
Erickson, Bette LaSere, Calvin B. Peters & Diane Weltner Strommer (2006) Teaching first-year College Students, San Francisco, CA : Jossey-Bass
HKALL record: http://hkall.hku.hk/record=b14993492
Teaching for quality learning at university: Making the Lecture Theatre a Learning Theatre
The foundational textbook for OBTL at university level. It covers effective teaching and learning for today’s universities, explains how to design constructively aligned outcomes-based teaching and learning, and gives many examples of OBTL in practice. This is a section in chapter 8 on ‘Making the Lecture Theatre a Learning Theatre’ which covers specific strategies to involve student in learning in large classes.
Biggs, John B. & Catherine Tang. Teaching for quality learning at university: what the student does (4th ed). Maidenhead : McGraw-Hill/Society for Research into Higher Education/Open University Press, 2011
HKALL record: http://hkall.hku.hk/record=b24907368
HKALL record for ebook: http://hkall.hku.hk/record=b17025965
or (Lingnan): http://hkall.hku.hk/record=b19672881
Earlier versions of the same work can be found through HKALL on this page.  
Teaching large classes in higher education : how to maintain quality with reduced resources
This book is divided into three section: theoretical issues, case studies and institutional support for change. The case studies show a variety of methods for actively engaging students in learning in large classes.
Gibbs, Graham & Alan Jenkins (Ed.)(1992) Teaching large classes in higher education : how to maintain quality with reduced resources. London : Kogan Page
Click here to download the table of contents
HKALL record: http://hkall.hku.hk/record=b10354860

Planning lessons

BOPPPS Model for Planning Lessons
A very clear page by the University of British Columbia with a model for a 6-stage lesson plan, including introducing student outcomes and getting feedback from students to find out how much they have learned.
http://wiki.ubc.ca/Mini-Lessons_Basics/BOPPPS_Model_for_Planning_Lessons_%28Teaching_and_Learning%29
https://kbarnstable.wordpress.com/2012/03/05/the-g-o-a-l-l-i-e-method-of-lesson-planning/ - a comment and slight variation on the BOPPPS Model

Giving Feedback

Using Feedback to Help Students Learn
This document by Phil Race is from the Higher Education Academy. It discusses why feedback is so important, and lists the advantages and disadvantages of a multiplicity of different ways of giving feedback at various stages, whether in writing, face-to-face, in print, or electronically.
http://wap.rdg.ac.uk/web/FILES/EngageinFeedback/Race_using_feedback_to_help_students_learn.pdf

Using humour in the classroom

Using humour in teaching
Scroll down to page 3 for three pages summarizing the research on humour in teaching. Three references to research articles are given – these are also listed below here. http://tag.ubc.ca/wp-content/uploads/2010/03/volume-2-issue-4.pdf
The three references are:

Civikly, Jean M (1986) Humor and the enjoyment of College Teaching. In New Directions for Teaching and Learning (26) San Francisco, Jossey-Bass, 61-69
HKALL record: http://hkall.hku.hk/record=b12120796 or http://hkall.hku.hk/record=b10184592
HKALL record for eJournal: http://hkall.hku.hk/record=b15632730

Gruner, Charles R. (1985) Advice to the Beginning Speaker on using Humor - What the Research Tells Us. In Communication Education 34(2), 143-147.
For HKALL journal and eJournal, click here.

Powell, J.P. and L.W. Andersen.(1985) Humour and Teaching in Higher Education. In Studies in Higher Education 10d(l), 79-89.
HKALL record for Journal & eJournal: http://hkall.hku.hk/record=b12373269 or click here.

The first class and first-year students

The First Class
Some tips on what to do in the first class of a course in order to address students’ concerns and have the best start possible to the semester. http://tag.ubc.ca/wp-content/uploads/2010/03/volume5issue1.pdf
The Art and Craft of Teaching: The First Day of Class
The subtitle to this book is ‘Ideas, techniques, and practical advice for communicating your knowledge to your students and involving them in the learning process.’ Although quite old, this book from Harvard still contains good practical advice on various aspects of teaching for both new and experienced teachers, including ‘The First Day of Class’ (chapter 2) and ‘The Rhythms of the Semester’ (chapter 6).
Gullette, Margaret Morganroth (1984) The Art and Craft of Teaching. Cambridge, Mass. : Distributed for the Harvard-Danforth Center for Teaching and Learning, Faculty of Arts and Sciences, Harvard University by Harvard University Press.
Click here to download the table of contents
HKALL records: http://hkall.hku.hk/record=b11189652
or http://hkall.hku.hk/record=b12601995
or http://hkall.hku.hk/record=b13643600
Teaching first-year college students
This book discusses strategies and approaches for teaching first-year courses, in order to help first-year students adjust to their new university life. It is divided into three sections: Understanding first-year students, Effective instruction for first-year students and Opportunities and challenges in first-year instruction. Included are chapters on learning styles, teaching large classes, active learning techniques, and ‘Transformed Teaching’ (problem-based learning, learning communities and service learning).
Erickson, Bette LaSere, Calvin B. Peters & Diane Weltner Strommer (2006) Teaching first-year College Students, San Francisco, CA : Jossey-Bass
HKALL record: http://hkall.hku.hk/record=b14993492

Suggestions for beginning teachers

The Art and Craft of Teaching: Suggestions for Beginning Teachers
The subtitle to this book is ‘Ideas, techniques, and practical advice for communicating your knowledge to your students and involving them in the learning process.’ Although quite old, this book from Harvard still contains good practical advice on various aspects of teaching for both new and experienced teachers, including ‘The Rhythms of the Semester’ (chapter 6) and ‘Learning a New Art: Suggestions for Beginning Teachers’ (chapter 9).
Gullette, Margaret Morganroth (1984) The Art and Craft of Teaching. Cambridge, Mass. : Distributed for the Harvard-Danforth Center for Teaching and Learning, Faculty of Arts and Sciences, Harvard University by Harvard University Press.
Click here to download the table of contents
HKALL records: http://hkall.hku.hk/record=b11189652
or http://hkall.hku.hk/record=b12601995
or http://hkall.hku.hk/record=b13643600

How to get students talking/Discussion-based activities & skills

Three Innovative Ways to get Students Talking
Describes 3 strategies in detail that help students get involved in discussing the topic at hand.
https://kbarnstable.wordpress.com/2012/03/12/three-innovative-ways-to-get-students-talking-8/
The Art and Craft of Teaching: Questioning
The subtitle to this book is ‘Ideas, techniques, and practical advice for communicating your knowledge to your students and involving them in the learning process.’ Although quite old, this book from Harvard still contains good practical advice on various aspects of teaching, including ‘Questioning’ (chapter 4), on how to effectively lead a classroom discussion.
Gullette, Margaret Morganroth (1984) The Art and Craft of Teaching. Cambridge, Mass. : Distributed for the Harvard-Danforth Center for Teaching and Learning, Faculty of Arts and Sciences, Harvard University by Harvard University Press.
Click here to download the table of contents
HKALL records: http://hkall.hku.hk/record=b11189652
or http://hkall.hku.hk/record=b12601995
or http://hkall.hku.hk/record=b13643600
Education for judgment : the artistry of discussion leadership
In this book, teaching is seen as a transformational activity enabling students to better make judgments about the world. 'Discussion teaching… is essentially a systematic way of constructing a context for learning from the knowledge and experience of students, rather than exclusively from the canons of disciplinary knowledge.' (p xiv) In 17 chapters, different teachers giving their varied experiences and advice related to 'discussion leadership'. Practical areas include how to lead groups successfully, leading discussions, stimulating discussions among students, evaluating student participation, questioning, listening and responding.
Christensen, C. Roland, David A. Garvin & Ann Sweet (Eds). (1991) Education for judgment : the artistry of discussion leadership. Boston, Mass. : Harvard Business School Press.

Online Learning

The Seven Principles of Good Practice: A framework for evaluating on-line teaching
This research article relates to evaluation of an Internet-based Master’s level educational statistics course which was designed on constructivist principles. A questionnaire was devised, based on the Seven Principles of Good Practice (by Chickering & Gamson). The results confirmed the effectiveness and use of the seven principles, and identified three areas for improvement: the use of more open-ended discussion questions, more monitoring of study groups to ensure equal participation and the possibility of occasional face-to-face meetings.
Bangert, Arthur W. (2004) The Seven Principles of Good Practice: A framework for evaluating on-line teaching. In The Internet and Higher Education 7, 217 – 232.
For HKALL records of Journal & eJournal, click here.

Being a Teaching Assistant

The Art and Craft of Teaching: The Multifaceted Role of the Section Leader (= TA)
The subtitle to this book is ‘Ideas, techniques, and practical advice for communicating your knowledge to your students and involving them in the learning process.’ Although quite old, this book from Harvard still contains good practical advice on various aspects of teaching, including chapter 5 on ‘The Multifacted Role of the Section Leader’ (i.e. Teaching Assistant).
Gullette, Margaret Morganroth (1984) The Art and Craft of Teaching. Cambridge, Mass. : Distributed for the Harvard-Danforth Center for Teaching and Learning, Faculty of Arts and Sciences, Harvard University by Harvard University Press.
Click here to download the table of contents
HKALL records: http://hkall.hku.hk/record=b11189652
or http://hkall.hku.hk/record=b12601995
or http://hkall.hku.hk/record=b13643600

Teaching Writing

The Art and Craft of Teaching: Teaching Essay-Writing in a Liberal Arts Curriculum
The subtitle to this book is ‘Ideas, techniques, and practical advice for communicating your knowledge to your students and involving them in the learning process.’ Although quite old, this book from Harvard still contains good practical advice on various aspects of teaching, including ‘Teaching Essay-Writing in a Liberal Arts Curriculum’ (chapter 7).
Gullette, Margaret Morganroth (1984) The Art and Craft of Teaching. Cambridge, Mass. : Distributed for the Harvard-Danforth Center for Teaching and Learning, Faculty of Arts and Sciences, Harvard University by Harvard University Press.
Click here to download the table of contents
HKALL records: http://hkall.hku.hk/record=b11189652
or http://hkall.hku.hk/record=b12601995
or http://hkall.hku.hk/record=b13643600

Lists & descriptions of different types of TLAs

Teaching and Learning Methods (PolyU)
Lists a total of 13 teaching and learning methods which are conducive to achieving learning outcomes. Each method is described and analyzed and examples are given.
http://www.polyu.edu.hk/obe/08_3_1.php#7
Teaching for quality learning at university: Teaching/learning activities
The foundational textbook for OBTL at university level. It covers effective teaching and learning for today’s universities, explains how to design constructively aligned outcomes-based teaching and learning, and gives many examples of OBTL in practice. Chapters 8 & 9 cover different kinds of teaching and learning tasks.

Biggs, John B. & Catherine Tang. Teaching for quality learning at university: what the student does (4th ed). Maidenhead : McGraw-Hill/Society for Research into Higher Education/Open University Press, 2011
HKALL record: http://hkall.hku.hk/record=b19165007
HKALL record for ebook: http://hkall.hku.hk/record=b24907368
or (Lingnan): http://hkall.hku.hk/record=b19672881
Earlier versions of the same work can be found through HKALL on this page.  
Teaching Strategies for Quality Teaching and Learning
Originally entitled ‘Teaching strategies for outcomes-based education’, the strength of this book is in chapters 5-14 which discuss in depth how to make the best use of various TLAs for better student outcomes. TLAs covered in each chapter respectively are: lecturing, discussing, small-group work, co-operative learning, problem solving, learner research, role-play, case study and writing; there is also a chapter on assessment. Although written for the South African primary and secondary school context, the majority of the material is equally applicable to the higher education context.
Killen, Roy (2010) Teaching strategies for quality teaching and learning. Claremont [South Africa] : Juta
HKALL record: http://hkall.hku.hk/record=b22702594 (HKU)
HKALL record for 2000 book: http://hkall.hku.hk/record=b15510188
Teaching Today: A Practical Guide
This is the 4th edition of a book very popular with teachers in the UK. It aims to give practical help to teachers in the classroom, and comprises 50 chapters divided into 5 main sections: The learner’s practical and emotional needs [learning, motivation, classroom management, etc]; The teacher’s toolkit; Resources for teaching and learning [visual aids and elearning]; Putting it all together [lesson planning and assessment]; and The professional in practice [values, assessment, reflection and evaluation]. Part 2 is divided into three sections (teacher-centred methods, active methods, and student-centred methods) with 24 chapters on various teaching and learning activities/methods.
Petty, Geoff (2009) Teaching Today: A Practical Guide (4th Ed). Cheltenham : Nelson Thornes
HKALL record: http://hkall.hku.hk/record=b17123155
For HKALL record for previous editions of this book, click here.

Classroom Discussions

Education for judgment : the artistry of discussion leadership
In this book, teaching is seen as a transformational activity enabling students to better make judgments about the world. 'Discussion teaching… is essentially a systematic way of constructing a context for learning from the knowledge and experience of students, rather than exclusively from the canons of disciplinary knowledge.' (p xiv) In 17 chapters, different teachers giving their varied experiences and advice related to 'discussion leadership'. Practical areas include how to lead groups successfully, leading discussions, stimulating discussions among students, evaluating student participation, questioning, listening and responding.
Christensen, C. Roland, David A. Garvin & Ann Sweet (Eds). (1991) Education for judgment : the artistry of discussion leadership. Boston, Mass. : Harvard Business School Press.
The Art and Craft of Teaching: Questioning
The subtitle to this book is ‘Ideas, techniques, and practical advice for communicating your knowledge to your students and involving them in the learning process.’ Although quite old, this book from Harvard still contains good practical advice on various aspects of teaching, including ‘Questioning’ (chapter 4), on how to effectively lead a classroom discussion.
Gullette, Margaret Morganroth (1984) The Art and Craft of Teaching. Cambridge, Mass. : Distributed for the Harvard-Danforth Center for Teaching and Learning, Faculty of Arts and Sciences, Harvard University by Harvard University Press.
Click here to download the table of contents
HKALL records: http://hkall.hku.hk/record=b11189652
or http://hkall.hku.hk/record=b12601995
or http://hkall.hku.hk/record=b13643600

Tutorial Activities

Tutorial Leadership Responsibilities
Supplied by Professor Grace Chou, History Department, Faculty of Arts, Lingnan University

Problem-Based Learning

Integrating assessment tasks in a problem-based learning environment
An article reporting on research into whether students who completed extra assessment tasks in a PBL course performed better in the final exam.
Gijbels, D., van de Watering, G., & Dochy, F. (2005) Integrating assessment tasks in a problem-based learning environment. In Assessment & Evaluation in Higher Education, 30 (1). 73-86.
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=070cae8b-3b7c-4680-8b94-c64d37d8cdba%40sessionmgr4002&vid=1&hid=4101
For HKALL records for the original journal & online journal titles, click here.

Project Work

Learner-centered assessment on college campuses : shifting the focus from teaching to learning
This book explains the principles and purposes behind learner-centred assessment from a constructivist perspective. In particular, chapter 2 explains the principles behind project work and gives some examples of university course projects in different majors.
Huba, Mary E, Jann E. Freed (2000) Learner-centered assessment on college campuses : shifting the focus from teaching to learning. Boston : Allyn and Bacon
HKALL record: http://hkall.hku.hk/record=b10553500

Portfolios

Cooperative Learning

Achieving AECC outcomes through the seven principles for good practice in undergraduate education
Bradford and Peck review experiential and cooperative learning methods and provide examples applying each method to accounting classes.
Bradford, Bruce M; Peck, Milo W, Jr. (1997) Achieving AECC outcomes through the seven principles for good practice in undergraduate education. In Journal of Education for Business 72.6 (Jul/Aug 1997), 364-368.
For HKALL records for original journals & online journal titles : click here
Active learning : cooperation in the college classroom
This books deals in a very thorough and very practical way with all aspects of cooperative learning. It has many diagrams, examples of tasks, etc. There is also an appendix with a review of the relevant research (up to that date).
Johnson, David W.; Roger T. Johnson & Karl A. Smith. (1991) Active learning : cooperation in the college classroom. Edina, MN : Interaction Book Co.
HKALL record: http://hkall.hku.hk/record=b10325452

Experiential Learning

Achieving AECC outcomes through the seven principles for good practice in undergraduate education
Bradford and Peck review experiential and cooperative learning methods and provide examples applying each method to accounting classes.
Bradford, Bruce M; Peck, Milo W, Jr. (1997) Achieving AECC outcomes through the seven principles for good practice in undergraduate education. In Journal of Education for Business 72.6 (Jul/Aug 1997), 364-368.
For HKALL records for journal and eJournal : click here

Institutional approaches

Institutional Approaches
A page with links to resources by Plagiarismadvice.org
http://www.plagiarismadvice.org/resources/institutional-approaches
Deterring, detecting and dealing with student plagiarism
Effective institutional approaches to deterring student plagiarism. JISC. 2005. Deterring, detecting and dealing with plagiarism. Joint Information Systems Committee Plagiarism Advisory Service.
http://www.webarchive.org.uk/wayback/archive/20140614195755/http://www.jisc.ac.uk/publications/briefingpapers/2005/pub_plagiarism.aspx
Policy, preparation, prevention and punishment: One Faculty’s holistic approach to minimising plagiarism
A report on a consultancy project to review assessment policy, procedure and practice related to plagiarism in an unnamed Australian university. Similar to Devlin (2006), a holistic approach was recommended, incorporating institutional policy, assessment regime, student preparation and education, the development of specific resources for both students and staff, and follow-up of appropriate consequences for offenders. Devlin, Marcia. 2003. Policy, preparation, prevention and punishment: One Faculty’s holistic approach to minimising plagiarism. In Marsden, H & Hicks, M (Eds). Educational Integrity: Plagiarism and other perplexities. Refereed proceedings of the Inaugural Educational Integrity Conference, University of South Australia Adelaide, South Australia 21-22 november, 2003, pp 39-47.
http://dro.deakin.edu.au/eserv/DU:30006770/devlin-policypreparationprevention.pdf
Policy, Preparation, and Prevention: Proactive minimization of student plagiarism
A case study of a ‘Minimizing Plagiarism Project’ in Swinburne University of Technology, Melbourne, Australia, which contains a wealth of information about policy and practice relating to academic honesty in higher education. It details the emerging, multi-layered ‘educative approach’ which was implemented across the entire university.
Devlin, Marcia. 2006. Policy, Preparation, and Prevention: Proactive minimization of student plagiarism. In Journal of Higher Education Policy and Management, 28(1), pp 45-58. http://dro.deakin.edu.au/eserv/DU:30006665/devlin-policypreparation-2006.pdf
Plagiarism: A Good Practice Guide
This Report, written in the form of a Good Practice Guide, sets out clear steps for an institution to follow in order to combat plagiarism, combining a range of teaching and learning strategies with fair and effective policies and procedures. A ‘Good Practice Recommendation’ is made after discussion of every point.
Carroll, Jude & Jon Appleton (2001) Plagiarism: A Good Practice Guide. Joint Information Systems Committee
http://www.plagiarismadvice.org/resources/institutional-approaches/item/carroll-goodpractice-2
or: http://www.plagiarismadvice.org/images/plagad/resources/institutional_approaches/Carroll_goodpractice.pdf
Minimizing Plagiarism
A highly recommended document which covers how to determine what plagiarism is and how to minimize it; it offers a comprehensive framework which includes 36 strategies to minimize plagiarism, incorporating both proactive and reactive measures.
Devlin, Marcia (2002) Minimizing Plagiarism. (Assessing Learning in Australian Universities: Ideas, strategies and resources for quality in student assessment.) Centre for the Study of Higher Education.
http://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0009/1770714/PlagMain.pdf
Institutional Issues in Deterring, Detecting and Dealing with Plagiarism
Scroll down to the bottom of this page for a link to ‘Plagiarism: Full Report’ for a 16-page article from the JISC Plagiarism Advisory Service. In the full report, Carroll advocates a top-down approach and walks the reader through every stage that would be necessary for reviewing and implementing policy and procedural changes relating to plagiarism.
Carroll, Jude. 2004. Institutional Issues in Deterring, Detecting and Dealing with Plagiarism. Joint Information Systems Committee Plagiarism Advisory Service. http://www.webarchive.org.uk/wayback/archive/20140614195755/http://www.jisc.ac.uk/publications/briefingpapers/2005/pub_plagiarism.aspx
Supporting academic integrity: Approaches and resources for higher education
This booklet (by The Higher Education Academy JISC Academic Integrity Service) gives a ‘bird’s eye view’ of key institutional approaches and resources relating to plagiarism that have been developed since 2000 in Higher Education in the UK.
http://www2.wlv.ac.uk/celt/howto/SupportingAcademicIntegrity.pdf

Guides and Information for Teachers

Quick Guides on Designing Assessment Tasks to Minimize Plagiarism
Good Practice Guide: Designing Assessment Tasks to Minimize Plagiarism by the University of Wollongong
http://www.uow.edu.au/curriculum-transformation/goodpractice/UOW008507.html
Rethinking Assessment: Reduce the risk of plagiarism in just 30 minutes! By Oxford Brookes University.
http://www.brookes.ac.uk/WorkArea/DownloadAsset.aspx?id=2147552646
Designing out Plagiarism – a brief guide for busy academics
http://www2.wlv.ac.uk/celt/DESIGNING_OUT_PLAGIARISM.pdf
Quick Guides on Minimizing Plagiarism
Some shorter but very useful guides from various schools for how academics can minimize plagiarism.
Enhancing Assessment in the Biological Sciences – Addressing Plagiarism Issues:
http://bioassess.edu.au/sites/default/files/Addressing_plagiarism_issues.pdf
Griffith University – Issues of Academic Integrity: Plagiarism:
https://www.griffith.edu.au/__data/assets/pdf_file/0009/119466/GPG-IAI.pdf
Deterring, detecting and dealing with plagiarism
http://www.brookes.ac.uk/services/ocsld/resources/plagiarism.html
How to Avoid Plagiarism:
http://www.wlv.ac.uk/about-us/internal-departments/the-college-of-learning-and-teaching-colt/academic-development/how-to-guides/how-to-avoid-plagiarism/
Why do students plagiarize?
http://www2.wlv.ac.uk/celt/howto/tp02_WhyDoStudentsPlagiarise.pdf
Links to other sites or resources dealing with Plagiarism
https://academichonesty.unimelb.edu.au/links
http://www.plagiarismadvice.org/resources
Focus on Learning: Plagiarism – A Guidebook for Educators
This Guidebook explores how and why plagiarism occurs, and how an educational approach can be adopted in order to minimize plagiarism across the campus. Many practical tips are given on how to design plagiarism-resistant assessment tasks, and many helpful website resources are given for teachers.
Groves, Julie (2016) Focus on Learning: Plagiarism – A Guidebook for Educators. Hong Kong: Teaching and Learning Centre, Lingnan University
http://tlc.ln.edu.hk/caobe/sites/default/files/Lingnan_TLC_Plagiarism_Guide.pdfhttp://tlc.ln.edu.hk/caobe/sites/default/files/Lingnan_TLC_Plagiarism_Guide.pdf
Plagiarism as a Threat to Learning: An Educational Response
A chapter from a book on assessment which links plagiarism with learning, dealing with it as a teaching and learning issue that takes time, teacher-student interaction and patience to overcome. From a constructivist perspective, it analyzes various stages of students’ cognitive development and what is likely to be expected or to be needed at each stage. The chapter finishes with a set of questions (“strategic prompts and requirements”) that teachers can ask when designing assignments and assessments that will encourage learning and discourage plagiarism.
Carroll, Jude. Plagiarism as a Threat to Learning: An Educational Response. Chapter 7 (pp 115-131) from Joughin, G. (Edl) 2009. Assessment, Learning and Judgement in Higher Education, Dordrecht ; London : Springer
HKALL record: http://hkall.hku.hk/record=b16912386
HKALL record for ebook: http://hkall.hku.hk/record=b18802040
Anti-Plagiarism Strategies for Research Papers
Lists detailed strategies for raising students’ awareness, prevention of plagiarism and detection of plagiarism, including ideas on how to approach a student who is suspected of plagiarism.
http://www.virtualsalt.com/antiplag.htm
The Plagiarism Spectrum: Instructor Insights into the Ten Types of Plagiarism
Ten types of plagiarism, listed in order from most to least severe, with samples given of each type.
https://www.plagiarismtoday.com/wp-content/uploads/2012/05/spectrum_report1.jpg
Minimizing Plagiarism
A highly recommended document which covers how to determine what plagiarism is and how to minimize it; it offers a comprehensive framework which includes 36 strategies to minimize plagiarism, incorporating both proactive and reactive measures.
Devlin, Marcia (2002) Minimizing Plagiarism. (Assessing Learning in Australian Universities: Ideas, strategies and resources for quality in student assessment.) Centre for the Study of Higher Education.
http://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0009/1770714/PlagMain.pdf
Preventing Plagiarism
This page from University of Technology, Sydney, links to a ‘Preventing Plagiarism Toolkit.’ This is an extensive guide for staff. The sections most of use are those on defining and discussing plagiarism with students, how to ensure students have the appropriate writing skills to avoid plagiarism and how to design assessments in order to minimize plagiarism.
http://www.uts.edu.au/research-and-teaching/teaching-and-learning/assessment/preventing-plagiarism
Direct link to the toolkit, entitled ‘Preventing Plagiarism: A collection of resources for staff at the University of Technology, Sydney’:
http://www.uts.edu.au/sites/default/files/plagiarism.pdf
Deterring, detecting and dealing with plagiarism
A concise page with much useful, practical advice on how to deter plagiarists by designing out opportunities to plagiarise, teaching students appropriate skills, modelling good practice and detecting and dealing with plagiarism cases.
Carroll, Jude. 2004. Deterring, detecting and dealing with plagiarism. Oxford Brookes University: Oxford Centre for Staff and Learning Development.
https://www.brookes.ac.uk/services/ocsld/resources/plagiarism.html
Workshop on Plagiarism and Turnitin: Your Students are Plagiarizing and You don’t know it … and they may not know it, either
Uncovering hidden plagiarism and some of its myths - a one-hour seminar with powerpoint notes. Hampton, Mark (2016) Workshop on Plagiarism and Turnitin
http://study.ln.edu.hk/tlc/events/workshop-plagiarism-and-turnitin
Working Together to Reduce Plagiarism and Promote Academic Integrity: A collaborative Initiative at Leicester
Chapter 4 of a book on staff-student collaboration, this article talks about a deliberate change in attitude toward plagiarism, away from a focus on punitive measures, towards a positive focus on an academic integrity ‘honour code’ culture, becoming especially popular in the States. It discusses the decisions, resources and practices implemented as a result of student involvement in the process of minimizing plagiarism.
Badge, Jo, Nadya Yakovchuk, Alysoun Hancock & Aaron Porter (2011) Working Together to Reduce Plagiarism and Promote Academic Integrity: A collaborative Initiative at Leicester. In Little, S. (Ed.) 2011. Staff-student partnerships in higher education. London: Continuum, pp 48-61.
Plagiarism: A Good Practice Guide
This Guide is highly recommended for both institutions and teaching professionals who are desiring to effectively address the issue of plagiarism. It reports on systematic ways to deal with plagiarism through teaching and learning practices as well as policies and procedures, and has many ‘Good Practice Recommendations’ concluding relevant discussion sections.
Carroll, Jude & Jon Appleton (2001) Plagiarism: A Good Practice Guide. Joint Information Systems Committee
http://www.plagiarismadvice.org/resources/institutional-approaches/item/carroll-goodpractice-2
Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity
An article with information about a large-scale study carried out in 3 different institutions which takes a different kind of learning approach to most forms of plagiarism minimization or avoidance: Teaching their students to see themselves as valid authors (developing an ‘authorial identity’) and understanding the responsibilities of an author, including the kinds of ‘authorial decisions’ they need to make when writing academically. As a result, most students’ reported greater understanding of what constitutes plagiarism and more confidence in writing.
Elander, J, G Pittam, J Lusher, P Fox, & N Payne (2010) Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity. In Assessment & Evaluation in Higher Education, 35(2), 157—171.
http://www.writenow.ac.uk/wp-content/uploads/2010/12/elander-et-al-2010-aehe-authorial-identity-intervention.pdf

Plagiarism and the Web

Strategies for Dealing with Plagiarism and the Web in Higher Education
This article introduces some of the issues behind the problem of plagiarism and explores two case studies, both in the School of Information Systems at Victoria University in Melbourne, Australia, where the problem of plagiarism was combated through application of different preparation, teaching and assessment solutions. ‘In the first case, the assessment was designed around prescriptive process, which made plagiarism ineffective. In the second case, innovative assignment testing techniques thwarted plagiarism.’ (p 40)
Darbyshire, Paul & Stephen Burgess. 2006. Strategies for Dealing with Plagiarism and the Web in Higher Education. In Journal of Business Systems, Governance and Ethics, 1 (4), 27-41. Victoria University: Melbourne.
http://jbsge.vu.edu.au/article/view/89/140
HKALL record for eJournal: http://hkall.hku.hk/record=b15763889
or http://hkall.hku.hk/record=b16072488 (Lingnan only)
Turnitin Debunks Myths Surrounding Plagiarism on the Web
An article reporting on the results of Turnitin research, showing that social and educational sites are the sites most plagiarized from, with Wikipedia being at the top of the list.
Turnitin. 2011. Turnitin Debunks Myths Surrounding Plagiarism on the Web. PR Newswire.
http://www.prnewswire.com/news-releases/turnitin-debunks-myths-surrounding-plagiarism-on-the-web-120854859.html
Workshop on Plagiarism and Turnitin: Your Students are Plagiarizing and You don’t know it … and they may not know it, either
Uncovering hidden plagiarism and some of its myths – a one-hour seminar with powerpoint notes. Hampton, Mark (2016) Workshop on Plagiarism and Turnitin
http://study.ln.edu.hk/tlc/events/workshop-plagiarism-and-turnitin
Plagiarism and the Web
Although written in the days before plagiarism detection tools such as Turnitin, this list of strategies for prevention of online plagiarism in written papers is still very useful.
http://www.wiu.edu/users/mfbhl/wiu/plagiarism.htm

Plagiarism resources for students

Plagiarism: What it is and how to avoid it
Sites with information on what plagiarism is and how to avoid it
https://www.ln.edu.hk/info-for/students/orientation/academic-integrity - Lingnan University’s Plagiarism for students page
www.ln.edu.hk/tlc/level2/ppt/part_1.ppt
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
http://www2.wlv.ac.uk/celt/howto/Read-Write-Pass.pdf - How to avoid Academic Misconduct: A Guide for Students
Plagiarism : a guide for research postgraduate students at The University of Hong Kong
Jordan, Dr. Sara R. (2014) Plagiarism : a guide for research postgraduate students at The University of Hong Kong. Department of Politics and Public Administration, The University of Hong Kong.
HKALL record:  http://hkall.hku.hk/record=b21939380
Online Plagiarism Tutorials and Quizzes
Tutorials on plagiarism which have quizzes to check students’ understanding.
http://tutorials.istudy.psu.edu/academicintegrity/
http://www.lib.usm.edu/legacy/plag/plagiarismtutorial.php
http://www2.warwick.ac.uk/services/its/servicessupport/academictechnology/teaching/plagiarism/
https://www.indiana.edu/~plag/
http://www2.umf.maine.edu/plagiarism/
http://library.camden.rutgers.edu/EducationalModule/Plagiarism/
http://www.uts.edu.au/current-students/support/helps/self-help-resources/referencing-and-plagiarism/avoiding-plagiarism
Online Plagiarism Quizzes
Each of these gives instant feedback in some form.
http://en.writecheck.com/plagiarism-quiz
http://turnitin.com/assets/en_us/media/plagiarism-quiz/
https://student.unsw.edu.au/plagiarism-quiz
http://www.brighthubeducation.com/english-homework-help/126240-self-quiz-on-plagiarism-for-writing-essays-and-assignments/
https://plagiarism.arts.cornell.edu/tutorial/exercises/questions.cfm
http://cw.routledge.com/textbooks/bailey/questions.asp?unit=1
http://www.clark.edu/Library/iris/quiz/plagiarism_quiz2_home.php

There are also some Action Research resources in the Theory section (Action research into the student learning process)

Classroom Assessment Techniques (CATs)
This hefty but very practical manual covers in detail 50 different CATs  you can use to assess how and what students are learning. It also describes the research project cycle, and explains how to overcome common difficulties. Pages 109 to 114 contain handy list of CATs indexed alphabetically, by discipline and by outcomes.
Angelo, T. A. & K. Patricia Cross. (1993) Classroom Assessment Techniques: a Handbook for College Teachers. San Francisco : Jossey-Bass Publishers.
HKALL record: http://hkall.hku.hk/record=b10127897
Action research : teachers as researchers in the classroom
Although written for primary and high school teachers, this is a very practical book that provides an overview of various kinds of action research and walks the reader step by step through each stage of the process.
Mertler, Craig A (2009) Action research : teachers as researchers in the classroom (2nd ed), Los Angeles : Sage
HKALL record: http://hkall.hku.hk/record=b16478100
or http://hkall.hku.hk/record=b14581998 (2006 version)
Mertler, Craig A (2014) Action research : improving schools and empowering educators (4th ed), Los Angeles : Sage
HKALL record: http://hkall.hku.hk/record=b21214900
or http://hkall.hku.hk/record=b18207069 (2012 version)
Learner-centered assessment on college campuses … Using Feedback from students to improve learning
This book discusses the principles and purposes behind learner-centred assessment. Chapter 5 includes different classroom assessment techniques aimed at using feedback from students to improve their learning.
Huba, Mary E, Jann E. Freed (2000) Learner-centered assessment on college campuses : shifting the focus from teaching to learning. Boston : Allyn and Bacon
HKALL record: http://hkall.hku.hk/record=b10553500
Classroom research : implementing the scholarship of teaching
This volume is designed to follow on from Angelo and Cross’s ‘Classroom Assessment Techniques’ (above), to give teachers a pathway into the Scholarship of Teaching and Learning. It details a collaborative process for investigating teaching and learning issues and covers research and theory on learning issues and gives examples of classroom assessment and research projects.
Cross, K. Patricia & Mimi Harris Steadman (1996) Classroom research : implementing the scholarship of teaching, San Francisco : Jossey-Bass, c1996.
HKALL record: http://hkall.hku.hk/record=b10597598
Teaching for quality learning at university: Making the lecture theatre a learning theatre
The foundational textbook for OBTL at university level. Chapter 8 (pp 139-150) includes a section on ‘Making the lecture theatre a learning theatre’ which gives ideas on activities designed to make students more active and to get feedback from them on their learning process and gains in order to improve teaching practices.
Biggs, John B. & Catherine Tang. Teaching for quality learning at university: what the student does (4th ed). Maidenhead : McGraw-Hill/Society for Research into Higher Education/Open University Press, 2011
HKALL record: http://hkall.hku.hk/record=b19165007
HKALL record for ebook: http://hkall.hku.hk/record=b24907368
or (Lingnan): http://hkall.hku.hk/record=b19672881
Earlier versions of the same work can be found through HKALL on this page
Curriculum Action Research
This has been the most recommended 'handbook' of methods and resources for reflective practitioners. Both theory and practice of action research are discussed. The contents include historical and philosophical backgrounds, action research methodology versus various research methods, analysis of data, dissemination of research results and issues related to teaching action research.
McKernan, J. (1996) Curriculum Action Research (2nd ed) London: Kogan Page.
For HKALL records, click here.
Websites on CATs
which include descriptions of some of the most commonly-used and easily-adapted CATs, info on how to use them and the time required:
http://tlc.provost.gwu.edu/classroom-assessment-techniques
http://www.celt.iastate.edu/teaching-resources/classroom-practice/teaching-techniques-strategies/check-student-learning/
http://www.ncicdp.org/documents/Assessment%20Strategies.pdf
http://www.crlt.umich.edu/sites/default/files/resource_files/ClassroomAssessmentTechniquesHopkins.pdf (a bit wordy)
http://www.schreyerinstitute.psu.edu/pdf/classroom_assessment_techniques_intro.pdf
http://www.cmu.edu/teaching/assessment/assesslearning/CATs.html
Longer lists:
http://vcsa.ucsd.edu/_files/assessment/resources/50_cats.pdf - 50 CATS by Angelo and Cross
These assess course related knowledge and skills, including sections on Critical Thinking, Creative Thinking, Problem Solving, Values, Study Skills, Learner Reactions and more.
A bit of a mixture: http://www.flaguide.org/cat/cat.php
Lingnan University’s online CTLE
has a section for ‘Action Research’.
https://wwwdev.ln.edu.hk/cte/online/index.php  
A Taxonomy of Reflection: The Reflective Teacher
A very simple but clear site that applies Bloom’s Taxonomy to provide guiding questions to help teachers and program directors reflect on their own teaching and learning processes and decisions. It also includes a page to show teachers how to guide self-reflection in their students.
Part 1 – Taxonomy: http://www.peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals.html
Part 2 – The Reflective Student: http://www.peterpappas.com/2010/01/reflective-student-taxonomy-reflection-.html
Part 3 – The Reflective Teacher: http://www.peterpappas.com/2010/01/reflective-teacher-taxonomy-reflection.html
Part 4 – The Reflective Principal: http://www.peterpappas.com/2010/01/reflective-principal-taxonomy-reflection.html
Reflecting on your Teaching Practice
This post includes questions to help teachers reflect on their teaching practice, especially when needing to prepare for evaluations. These are listed under 4 headings: Professionalism, Planning for Instruction, Assessment, and The Learning Environment.
https://kbarnstable.wordpress.com/2009/12/15/22-questions-for-reflection/
Self-Evaluation (for teachers)
This site from University of Warwick argues that self-evaluation should precede other forms of evaluation and is the hallmark of an effective teacher. The page has links to several documents to help teachers reflect on their teaching practices and professional growth..
http://www2.warwick.ac.uk/services/ldc/resource/evaluation/tools/self/
Seeing Yourself As Others See You - A Self-Evaluation Teaching Checklist
A 24-point quick checklist to be used after lectures as a guide to self-evaluation, covering many aspects of good classroom teaching.
http://www.tag.ubc.ca/wp-content/uploads/2010/03/Seeing-Yourself-As-Others-See-You.pdf
Reflective Teaching Form Guidelines: Videotape analysis
A quick guide on how to use videotaping to analyze and reflect on your own teaching.
Click here to download the file
Learning Journal for Teachers
Some excerpts from two of Geoff Petty’s books (Teaching Today and Evidence Based Teaching) explaining how and why to use a Learning Journal to reflect on your ‘theory-in-use’ and improve your teaching.
Click here to download the file
Using Brookfield’s Four Lenses to Improve Your Own Teaching
This simple page has 6 questions that can be applied to any teaching session, to guide you through the process of critically reflecting on your teaching. The reference to Brookfield is to his 1995 work (above).
http://www.ucdoer.ie/index.php?title=Using_Brookfield%E2%80%99s_Four_Lenses_to_Improve_Your_Own_Teaching
Faculty Inventories
Based on the seven principles for best practice in undergraduate education by Chickering & Gamson, these Faculty Inventories are designed for university teachers to be able to evaluate their teaching, in terms of good practice ensuring quality of student learning, and plan further improvements.
Available at: https://www.calvin.edu/admin/provost/teaching/instructional/assessing-teaching/facinventory.html
Also in: Chickering, Arthur W. & Zelda F. Gamson (1991) Applying the Seven Principles for Good Practice in Undergraduate Education. San Francisco, Calif. : Jossey-Bass Inc. From the Series: New Directions for Teaching & Learning #47, pp 4-10, Appendix B.
HKALL record: http://hkall.hku.hk/record=b11352595
Reflective Analysis of Student Work
This book combines the concepts of collaboration within Faculty Learning Communities and teachers’ reflective practice with analysis of assessment of student work as part of an ongoing program of improving teaching and learning in the classroom. It describes this as bringing ‘a different approach to professional development’ which is called the ‘Collaborative Professional Development Process’. It covers both theory and practice, with many examples, tables and sample forms given.
Bella, Norene J.(2004) Reflective Analysis of Student Work. Thousand Oaks, Calif. : Corwin Press
HKALL record: http://hkall.hku.hk/record=b10317131
Teaching Today: A Practical Guide
This is the 4th edition of a book very popular with teachers in the UK. It aims to give practical help to teachers in the classroom, and comprises 50 chapters divided into 5 main sections. The last section on ‘The professional in practice’ covers values, assessment, reflection and evaluation. Within this section, chapter 56 on ‘Evaluating my teaching: the reflective practitioner’ (pp 516-528) may be especially helpful for developing reflective practice.
Petty, Geoff (2009) Teaching Today: A Practical Guide (4th Ed). Cheltenham : Nelson Thornes
HKALL record: http://hkall.hku.hk/record=b17123155
For HKALL record for previous editions of this book, click here.
A Taxonomy of Reflection: The Reflective Student
A very simple but clear site that applies Bloom’s Taxonomy to provide guiding questions to help students reflect on their learning processes. It also links to a page (part 3) helping teachers to self-reflect on their own educational practices.
Part 1 – Taxonomy: http://www.peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals.html
Part 2 – The Reflective Student: http://www.peterpappas.com/2010/01/reflective-student-taxonomy-reflection-.html
Four Dimensions of Reflective Learning
This post includes 22 questions for learner reflection, listed under 4 headings: Thinking Back, Thinking Forward, Thinking Inward and Thinking Outward.
https://kbarnstable.wordpress.com/2009/12/15/22-questions-for-reflection/
Scaffolding Reflection with Adolescent and Adult Learners
Has many lists of reflective questions under different categories in order to raise self-awareness of learners in different skill areas. There are also links to other useful sites on reflection.
http://electronicportfolios.org/reflection.html
Student Ability to Self-Assess Selke
shows and explains a very simple visual tool, a 2 x 2 matrix which she uses to help students see the purpose of self-assessment.
From: Selke, Mary J. Goggins (2013) Matching Tool to Task, or When a Rubric is Not the Best Option. Chapter 4 of Rubric assessment goes to college : objective, comprehensive evaluation of student work. Lanham, Maryland : Rowman & Littlefield Education, pp 40-41
HKALL record: http://hkall.hku.hk/record=b21068315
HKALL record for eBook: http://hkall.hku.hk/record=b21616743 (CUHK)
Click here to download the file
On becoming an innovative university teacher : reflection in action
Recommended by Biggs, this book aims to help both teachers and students by dealing with reflective teaching and learning in higher education. Each chapter answers a different question commonly asked by university teachers, such as ‘What can you do to encourage students to reflect?’. Multiple examples are given to illustrate different ways the question could be answered.
Cowan, John (2006) On becoming an innovative university teacher : reflection in action. Maidenhead, England : Open University Press
HKALL record: http://hkall.hku.hk/record=b14898561
or http://hkall.hku.hk/record=b14866651
HKALL record for eBook: http://hkall.hku.hk/record=b16561895
HKALL record for 1st Ed (1998): http://hkall.hku.hk/record=b10324830
Reflection & Experiential & Service Learning
Some sites that focus on helping students through the reflective cycle during experiential or service learning.
http://www.servicelearning.umn.edu/crimson/dependancies/multimedia/reflection1.pdf Reflection & Experiential learning (Theory)
http://www.uvm.edu/~dewey/reflection_manual/ (practical)
http://electronicportfolios.org/reflection/RoyalBromptonV3.pdf - Practice-based Learning
Bovill, C. 2011. Sharing responsibility for learning through formative evaluation: Moving to evaluation as learning.
Bovill, C. 2011. Sharing responsibility for learning through formative evaluation: Moving to evaluation as learning. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 6, 2, 96 – 109.
http://www.pestlhe.org.uk/index.php/pestlhe/article/view/112/222

ABSTRACT:
… Many undergraduate and postgraduate programmes aim to develop students’ skills in critical analysis and autonomous learning, with some courses specifically requiring participants to engage in critical reflection on their practice. Yet it is relatively uncommon for evaluation of courses to include any requirement for students to evaluate their own role in the learning experience. An example is presented of a simple, small-scale formative evaluation exercise where course participants were encouraged to give feedback on a course, their learning experiences and on the teaching approach used. However, this evaluation also required participants to reflect on the role they played in their own and others’ learning. It is argued that the approach described in this paper that encourages student self-reflection on learning as an integral part of evaluation processes, is a form of evaluation as learning. This is an approach that could be adapted for use in a wide range of courses for the purpose of encouraging students to reflect more deeply on their role in their own and others’ learning.
Institutional Inventories
Based on the seven principles for best practice in undergraduate education by Chickering & Gamson, these Institutional Inventories are designed for university staff to be able to evaluate what stage their institution is at, in terms of quality of student learning, and plan further improvements. Although written before the electronic era, with some minor adjustments, these Inventories would still be very useful today, e.g. in preparation for QAC audits or for overall evaluation and planning. There are 6 Inventories, relating to Climate, Academic Practices, Curriculum, Faculty, Academic and Student Support Services, and Facilities.
From: Chickering, Arthur W. & Zelda F. Gamson (1991) Applying the Seven Principles for Good Practice in Undergraduate Education. San Francisco, Calif. : Jossey-Bass Inc. From the Series: New Directions for Teaching & Learning #47, pp 4-9, Appendix C.
HKALL record: http://hkall.hku.hk/record=b11352595
Click here to download the file

Integrating and Mapping Graduate Attributes

Griffith Graduate Attributes
How to integrate Graduate attributes in program and course level planning.
http://www.griffith.edu.au/learning-teaching/student-success/graduate-attributes
Toeing the line: mapping graduate attributes on to assessment in the Humanities and Social Sciences
http://www.academia.edu/2381269/Ducasse_A.M._2009_Toeing_the_line_mapping_graduate_attributes_on_to_assessment_in_the_Humanities_and_Social_Sciences
Integrating the Development of Graduate Attributes Through Constructive Alignment
Treleaven, L. & Voola, R. (2008) Integrating the Development of Graduate Attributes Through Constructive Alignment. In Journal of Marketing Education, 30(2); 160-173
http://jmd.sagepub.com/content/30/2/160.full.pdf+html  
For HKALL record for original journals & online journal titles, click here
Developing students' transferable skills
Deals with generic skills required by graduates, and discusses how and to what extent these should be developed in different majors. It also covers how to integrate them into courses and assess them.
Gibbs, Graham [et al.] (1994) Developing students' transferable skills. Oxford, U.K. : Oxford Centre for Staff Development.
Click here to download the table of contents
HKALL record: http://hkall.hku.hk/record=b12314302
Evidence Collection Initiative (ECI) for Whole Person Education Assessment
The ECI aims to determine how well students at Hong Kong Baptist University have achieved the Graduate Attributes (GAs) using a three-tier data collection mechanism. This website shows the assessment design, instruments adopted, the match between PILOs and GAs and how the 7 GAs have been broken down into 17 rubrics. (The rubrics themselves are not available to non-HKBU staff.)
http://chtl.hkbu.edu.hk/main/eci/

Curriculum Mapping  & Program Learning Outcomes

Guides

Developing a Program Learning Outcomes Assessment Plan (PolyU)
http://www.polyu.edu.hk/obe/08_4_Developing_a_Programme_Learning_Outcomes_Assessment_Plan.php  
Curriculum Mapping (PolyU)
http://www.polyu.edu.hk/obe/08_3_4.php
Assessment Primer
This very attractive site gives a thorough and clear explanation of every aspect of setting up an outcomes-based program. Of particular help may be the page explaining how to distinguish between a mission, goals, objectives and outcomes and how to write them clearly at course, program and institutional levels. This page also includes a pdf file on writing program outcomes and examples of aligned missions, goals, objectives and outcomes in 3 departments in 3 different institutions.
There is also a page on Curriculum Mapping giving authentic examples.
http://assessment.uconn.edu/assessment-primer/assessment-primer-curriculum-mapping/
A programme-wide approach to assessment: a reflection on some curriculum mapping tools
http://www.ucd.ie/t4cms/ucdtlp0064.pdf
Curriculum Design and Mapping
A University of New South Wales guide to Curriculum Mapping from graduate attributes right down to course level ILOs
http://teaching.unsw.edu.au/curriculum-design-and-mapping
Subject Areas: Agreed competencies and Learning Outcomes
The Tuning Project is a massive European project linked with the Bologna Process. The Tuning Project specifically produces booklets for major subject areas and competencies which include generic and program level competencies/learning outcomes for each area.
http://www.unideusto.org/tuningeu/ - click on ‘Subject Areas’ or ‘Competencies’ on the left to download the booklets
Has competency questionnaires for:
Generic skills
Business
Chemistry
Education
European Studies  

Examples of Program ILOs

Lingnan University BBA AoL Commitment Table framework
To meet accreditation requirements, Lingnan University Business Programs Office uses a ‘Commitment Table’ which matches each of their Program ILOs with specific courses throughout the 4 years of their undergraduate program.
The framework for this table is shown here.

Examples of Curriculum Mapping

Example of a UCLA Engineering program curriculum mapping
http://web.uconn.edu/assessment/docs/Example_UCLA_Curriculum_Mapping.pdf
Mapping Graduate Attributes in the Engineering Curriculum (University of Sydney)
http://science.uniserve.edu.au/courses/showcase/showcase2003/sc_files/currieetal.pdf
Sample Curriculum Mapping for a Business Program (University of Connecticut)
http://web.uconn.edu/assessment/docs/Curriculum_Map_Business.pdf

Measuring PILOs

Southern Illinois University Edwardsville
Accredited Programs and Authentic Assessment – an article by Douglas Eder on various ways of assessing final year students in Southern Illinois University Edwardsville – includes varied use of portfolios, research projects, design projects (Engineering), care plans (nursing), all coupled with reports and/or oral presentations.
Eder, Douglas J. (2001) Accredited Programs and Authentic Assessment. In Palomba, Catherine A. & Trudy W. Banta (Eds) (2001) Assessing Student Competence in Accredited Disciplines: Pioneering Approaches to Assessment in Higher Education. Sterling, Va. : Stylus Pub.
Click here to download the table of contents
HKALL record: http://hkall.hku.hk/record=b11156250
HKALL record for eBook: http://hkall.hku.hk/record=b14639419

Using a capstone/final project/course

Comparing final course/project work with a first year equivalent.

Using a portfolio & multiple rubrics

Portland State University
Uses the same five rubrics for a first-year and final-year portfolio, randomly selected for PILO evaluation. However when used for grading purposes, the first year only has 4 levels; final year has 6 levels. Three of the rubrics are posted here:
Diversity Rubrics
Holistic Thinking Rubrics
Ethical Issues Rubrics
Spady
Idea from Spady 1994 (117): ‘includes a student self-evaluation based on agreed-on rubrics and criteria, and involves the student presenting its content to an audience – often at parent conferences.’

Using Learning Outcomes from several different courses / Using a Commitment Table

Lingnan University BBA AoL Commitment Table framework
To meet accreditation requirements, Lingnan University Business Programs Office uses a ‘Commitment Table’ which matches each of their Program ILOs with outcomes of various courses throughout the 4 years of their undergraduate program. The framework for this table is shown here.
Rubrics for three of the Program Learning Outcomes, assessed in different courses, are found here:
LU - BPO - ConsensusRubricforLG1_PresentationSkills(BUS301)
LU - BPO - ConsensusRubricforLG3TeamProjectStrategicManagement
LU - BPO - ConsensusRubricforLG6_EthicsIndividualCaseEssay

Measuring Graduate Attributes

Using an authentic task

Collegiate Learning Assessment
http://cae.org/participating-institutions/cla-overview/
A standardized American test,  using an authentic assessment to assess generic graduate attributes.
AHELO
The European equivalent of the CLA

Measuring specific attributes

Intercultural Competence
Intercultural Development Inventory (IDI) - http://idiinventory.com/

Matching TLAs, assessment and ILOs

Aligning Teaching with Intended Learning Outcomes
http://www.polyu.edu.hk/obe/08_3_1.php
Aligning Assessment with ILOs
http://www.polyu.edu.hk/obe/08_3_2.php
Aligning Curriculum, Teaching and Assessment with ILOs
http://www.polyu.edu.hk/obe/08_3_Aligning_Curriculum_Teaching_and_Assessment_with_ILOs.php
TAIT Gallery – an eLearning tool for OBTL (from CityU)
An interactive online tool to help you match learning objectives with teaching and learning activities and assessment tasks.  There are multiple examples and suggestions for a variety of different possible outcomes.
http://www.cityu.edu.hk/edge/obtl/elearn_tool/p2.htm
Teaching for quality learning at university: Aligning assessment tasks with ILOs - principles
The foundational textbook for OBTL at university level. It covers effective teaching and learning for today’s universities, explains how to design constructively aligned outcomes-based teaching and learning, and gives many examples of OBTL in practice. Chapter 10 covers the principles behind effective assessment.
Biggs, John B. & Catherine Tang. Teaching for quality learning at university: what the student does (4th ed). Maidenhead : McGraw-Hill/Society for Research into Higher Education/Open University Press, 2011
HKALL record: http://hkall.hku.hk/record=b19165007
HKALL record for ebook: http://hkall.hku.hk/record=b24907368
or (Lingnan): http://hkall.hku.hk/record=b19672881
Earlier versions of the same work can be found through HKALL on this page.

Matching assessment against rubrics (How assessment takes place against the rubric)

This section is still under construction
LU student exemplars…
POMS

Successful course implementation – experiments in OBE

Search PolyU Experience
On this handy site, you can search by keyword, faculty/school or type of learning outcome to read the experiences of a variety of staff sharing about how they designed tasks and assessed learning outcomes in their respective courses.
http://www.polyu.edu.hk/obe/03_2_r_Search_PolyU_Experience.php?action=listAll

Putting together a Course Syllabus

The Course Syllabus: A Learning-Centred Approach
As its name suggests, this practical book is concerned with how to put together a course syllabus in a learner-centred way.  Part 1 show how to put the focus on learning, while Part 2 gives multiple practical examples of different parts of a learner-centred syllabus.
O’Brien, Judith Grunert, Barbara J. Millis & Margaret W. Cohen (2009) The Course Syllabus: A Learning-Centred Approach (2nd Ed). San Francisco : Jossey-Bass
HKALL record: http://hkall.hku.hk/record=b16258022
HKALL record for eBook (CUHK): http://hkall.hku.hk/record=b19868632

Course Outlines/Syllabus Examples & Templates

LU

Note: Common failure to link ILOs with assessment methods: file:///C:/Users/Julie/Downloads/docos.pdf

Course Outline – LU Template
Click here to download the file
LU Course Outlines - Exemplars
http://www.ln.edu.hk/reg/info/intranet/gdpract/exe_course.php
Linking ILOs with assessment methods
Two examples to provide a format for showing how assessment tasks match with their associated Learning Outcomes, one using text, the other using a matrix.
http://www.ln.edu.hk/reg/info/intranet/docos.php
Click to download the files:
Using text to link ILOs with assessment
Using matrix to link ILOs with assessment
Other unis
Course Outline – CityU – Teaching Students: First Steps
https://www.cityu.edu.hk/pg/201415/course/SG8001.pdf
Hong Kong University Course Outline Template
Z:\SHARE\Julie share\Repository\Files for Repository\Course Outlines This one to be secure – password protected.

Curriculum and course planning and evaluation

Designing and improving courses and curricula in higher education : a systematic approach
A practical, systematic guide, from an OBA perspective, to enhancing, evaluating and implementing higher education programs.
Diamond, Robert M.  (1989) Designing and improving courses and curricula in higher education : a systematic approach. San Francisco, Calif. : Jossey-Bass.
HKALL record: http://hkall.hku.hk/record=b10300818
or http://hkall.hku.hk/record=b13352657
Designing courses for higher education Written from an OBA perspective.
Toohey, Susan (1999) Designing courses for higher education, Buckingham ; Philadelphia, Penn. : Society for Research into Higher Education : Open University Press
HKALL record: http://hkall.hku.hk/record=b10258767