Abstract:
It is always challenging for teachers to well organize the teaching/learning content so that all students are more likely to actively participate in the learning process, and meanwhile to adequately assess students’ learning involvement and outcomes in each learning unit/session. This TDG project developed several online assessment tools that can be integrated to each session of course to assess teaching impact, provide immediate feedback and enhance students’ achievement emotions and engagement. In phase I of this project two assessment techniques are our focus: 1) Team-based Electronic Assessment (TEA) that facilitates team-based learning and provides immediate feedback and 2) Self- and Peer-Assessment (SPA) that assesses four key aspects of teamwork: Preparation, Contribution, Gatekeeping, and Flexibility as well as positive emotions students experienced in team-based learning. Generic learning outcomes (GILOs) are also assessed via the SPA in the learning process rather than at the end of a course/academic year/university learning. The two assessment platforms contribute to linking teaching and learning to assessment practices (self-assessment, peer-assessment and teacher assessment) in a visible and progressive way. These process data include immediate feedback and visualized assessment results to inform teachers about their teaching impacts and students about their learning outcomes. These learning analytic features inform students and teachers how well the objectives of teaching and learning have been achieved. Additionally, academic/teaching staff do not need to take extra workload to monitor the two online platforms in their courses. The innovative features and empirical evidence are discussed in relation to the blended learning model shaped by the COVID-19 pandemic and beyond.
Code:
T0224
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
04 May 2020
End Date:
03 May 2022
Status:
Completed
Result:
Students' learning involvement, including preparation, contribution, gatekeeping, and flexibility, was associated with positive emotional experiences, overall performance, and generic intended learning outcomes (GILOs).
Higher positive emotional experiences were associated with better overall performance and GILOs, while negative emotional experiences were independent in this regard.
Both self-assessment and peer-assessment results showed a consistent pattern, indicating that facilitating involvement in learning tasks can promote positive emotional experiences, leading to improved perceived learning performance and GILOs.
Students gained positive experiences from the online assessment tools of the A+BLe approaches, which they enjoyed and regarded as important references for learning progress.
Students' engagement in online assessments facilitated deeper reflections, enhanced social interactions, and strengthened learning motivation, resulting in improved emotions and learning outcomes.
Impact:
In this project:
Key findings of quantitative and qualitative approaches of evaluation: Far beyond what was prosed in the TDG proposal, the PI has designed and developed a technology-enhanced assessment system called The A+BLe Assessment System to empower productive teaching and learning in EdUHK and beyond, contributing to the leading role of EdUHK in Education worldwide.
Knowledge transfer and L&T newsletter
Reported what has been achieved in the A+BLe project as part of an impact case of C&I in Data Collection on Knowledge Transfer (KT) Activities for UGC 2020/21.
Contribution for EdUHK L&T Newsletter (issue 7) with an introduction on Developing technology-enhanced Self-and Peer-Assessment (SPA) platform to visualize student learning engagement and outcomes amid the COVID-19 pandemic.
Beyond this project:
Provision of one invited Knowledge Transfer talk by a local secondary school to extending the A+BLe approach to help teachers to identify students who need more feedback than other students and help teachers provide immediate oral and effective written feedback to students.
Provision of one invited Knowledge Transfer talk by graduate school, Prof. Lo Sing Kai to deliver a lecture to introduce strategies to enhance teaching impact to cater for diverse students’ needs to about 400 teachers from a wide range of schools in the Great bay areas (大灣區).
Introduction of assessment tools (e.g., SPA) of this project to support new academic/teaching staff’s teaching practices in Centre for Learning, Teaching and Technology (LTTC) induction programme to new faculty and teaching staff in Sept., 2020.
Support master and postgraduate students
We have research project MA students, EdD students in mainland and Cambodia universities who have showed their great interests in the A+BLe approach. One research project MA student has already finished her MA project by using assessment tools from the A+BLe to teach secondary students in the COVID-19 pandemic and achieved a letter A grade after double marking. Two postgraduates students have finished their applications of EdD programme of EdUHK by extending the A+BLe approach to their education contexts and by researching the impacts of the A+BLe on maximize teaching and learning outcomes. The system is ready for supporting more MA and postgraduate students to do their research projects when they need.
More KT activities and apply international award invited by KT office:
Knowledge Transfer Sub-office also contact us for planning their promotion strategies of the first half of 2022 for nominating EdUHK projects to international competition, trade show etc.
Deliverables:
Books/ Book Chapters/ Journal Articles/ Conference Papers
Yang, L. & Lim, C. P. (2021, June 19- 20). Marking the most of TEA and SPA time: A symposium on introducing two innovative technology-enhanced assessment platforms to enhance students' assessment literacy and learning outcomes [Symposium presentation]. 2nd International Conference on Language Teaching and Learning 2021. The Education University of Hong Kong. (Number of participants: 80) (https://repository.eduhk.hk/en/publications/marking-the-most-of-tea-and-spa-time-a-symposium-on-introducing-t)
Yang, L., Gao, J., Gao, F., & Sin, K. F. (2022, July). Can TEA time provide a joyful and productive assessment period for Chinese students to learn English as a foreign language? Paper presented at The 1st APSCE International Conference on Future Language Learning (ICFULL), Hong Kong, China. (https://www.eduhk.hk/ICFULL2022/Proceedings.pdf) (https://repository.eduhk.hk/en/publications/can-tea-time-provide-a-joyful-and-productive-assessment-period-fo)
Gao, J. & Yang, L. (2022, December). Exploring the Evolution of Technology-enhanced Peer Feedback Research in English Language Education: A Bibliometric Review of Research from 2010 to 2022.Paper presented at International Congress on English Language Education & Applied Linguistics. Online via Zoom. The Education University of Hong Kong. (https://www.eduhk.hk/lml/iceleal2022/schedule.php) (https://repository.eduhk.hk/en/publications/exploring-the-evolution-of-technology-enhanced-peer-feedback-rese)
Hai, Y. H., Yang, L., & Yang, R. (2022, December). Exploring the Role of Team-based E-Assessment in Teaching Chinese as A Second Language: A Perspective of Pedagogical Design in an International Primary School in Hong Kong. Paper presented at the 7th International Conference on Teaching Chinese as a Second Language (TCSL7). Hong Kong, China. (https://www.eduhk.hk/chl/conference/TCSL7_Conference_Handbook.pdf) (https://repository.eduhk.hk/en/publications/exploring-the-role-of-team-based-e-assessment-in-teaching-chinese)
Yan, Z., & Yang, L. (Eds.) (2022). Assessment as learning: maximizing opportunities for student learning and achievement. New York: Routledge. (https://www.routledge.com/Assessment-as-Learning-Maximising-Opportunitie...) (https://repository.eduhk.hk/en/publications/assessment-as-learning-maximising-opportunities-for-student-learn)
Yang, L., Liang, Y., Gao, F. Z. & Yang, R. X. (in press). Assessing the Psychometric Properties of the Feedback Orientation Scale among Chinese Education Students in Higher Education. In Si, C. M. (Eds.). Exploring New Strategies and Practices in the Teaching of Chinese Language [Chinese]. (https://repository.eduhk.hk/en/publications/ef43bb92-c345-4260-a6ef-82fd5115a0f9)
Seminars/Presentations/Sharing Sessions
Qin, L., Yang, L., & Gao, F. (2022, July). Enhancing self-feedback and feedback orientation to uptake feedback by using IEA and SEA in English teaching and learning in shadow education. Paper presented at The 1st APSCE International Conference on Future Language Learning (ICFULL), Hong Kong, China. (https://www.eduhk.hk/ICFULL2022/Proceedings.pdf) (https://repository.eduhk.hk/en/publications/enhancing-self-feedback-and-feedback-orientation-to-uptake-feedba)
Qin, L. J. & Yang, L. (2021, December) Implementing technology-enhanced assessment to provide immediate feedback and facilitate self-feedback: An exploratory intervention in shadow education Paper presented at The HKERA-APERA International Conference 2021, Hong Kong, China. (https://hkera-apera2021.com/programme.html#BLK2) (https://repository.eduhk.hk/en/publications/implementing-technology-enhanced-assessment-to-provide-immediate-)
Yang, L. & Gao, J. (2021, November). Technology-enhanced assessment and its implications to lesson study in English language learning. Paper presentation (Online) at WALS 2021 International Conference: Revisiting Lesson and Learning Studies: Accessibility, Quality, and Sustainability. 29 Nov- 2 Dec, 2021, Hong Kong SAR. (https://repository.eduhk.hk/en/publications/technology-enhanced-assessment-and-its-implications-to-lesson-stu)
Yang, L. & Lim, C. P. (2021, December). Harnessing the Power of Assessment to Support Teaching and Learning through an Innovative Blended Learning Approach (A+BLe). Paper presented at International Conference on Learning and Teaching 2021 (ICLT2021), Hong Kong, China. (https://www.eduhk.hk/iclt2021/doc/Programme_timeslot_with%20link%20&%20p... ) (https://repository.eduhk.hk/en/publications/harnessing-the-power-of-assessment-to-support-teaching-and-learni)
Yang, L., Liang, Y., Lim, C. P., Wu, Y. Q., Yang, R. X., & Gao, F. Z. (2022, July). An exploratory intervention study on the effect of Team-based E-assessment (TEA) on facilitating formative assessment in Chinese language studies in higher education. Paper presented at The 1st APSCE International Conference on Future Language Learning (ICFULL), Hong Kong, China. (https://www.eduhk.hk/ICFULL2022/Proceedings.pdf) (https://repository.eduhk.hk/en/publications/an-exploratory-intervention-study-on-the-effect-of-team-based-e-a)
Teaching and Learning Resources/ Materials (including online resources)
Project website: Harnessing the Power of Assessment to Maximize Productive Learning (https://site-8144053-3404-6652.mystrikingly.com/#a-ble-services) (https://repository.eduhk.hk/en/publications/project-website-harnessing-the-power-of-assessment-to-maximize-pr)
The A+BLe Assessment System and the user guides for Team-based E-Assessment (TEA) platform for both teachers and students (2023) (https://repository.eduhk.hk/en/publications/the-able-assessment-system-and-the-user-guides-for-team-based-e-a)
Financial Year:
2019-20
Type:
TDG