Evolution of the 334 Curriculum: Learning from the First Cohort to Improve Teaching Effectiveness and Fine-Tune Intended Learning Outcomes

Ka Man Lai*, Amy W S Lee

*Corresponding author for this work

Research output: Chapter in book/report/conference proceedingChapterpeer-review

Abstract

In 2013, our first 334 students finished their first year study at Hong Kong Baptist University (HKBU). How much did we know about them, and what should be the future teaching and learning strategy to educate these students? An assessment framework containing five components: (1) Understanding of course content; (2) Learning interest; (3) Originality of writing; (4) Organisation of ideas; and (5) Comprehensive language ability, was devised to analyse 208 essays from these 334 students. The results highlighted that writing an essay reveals not only the students' English proficiency and academic knowledge, but also other important aspects about their learning stage, behaviour, approach and method, and their interaction with their cohort. This valuable information can inform the teaching effectiveness of our current programme and improve future teaching and our design of intended learning outcomes (ILOs) for this new group of students.
Original languageEnglish
Title of host publicationStudies on Teaching and Learning
EditorsAtara Sivan, Tushar Chaudhuri, Siu Yin Cheung, Eva Y. W. Wong , Theresa Kwong, Lisa Law
Place of PublicationHong Kong
PublisherPearson Education Asia
Chapter13
Pages161-182
Number of pages22
Volume4
ISBN (Print)9789882432581
Publication statusPublished - Dec 2018

User-Defined Keywords

  • 334 curriculum
  • Essay assessment
  • Learning effectiveness
  • Study approaches

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