Abstract
Outcomes-based teaching and learning and criterion-referenced assessment have been implemented in many universities in Hong Kong. Recently these were adopted by a university in China. This paper is based on a qualitative research to explore if the policy implementation is producing the desirable results for the students and the lecturer, and to assess the learning outcomes with respect to Bloom’s Taxonomy. The exploratory results indicate that the policy implementation generated positive impact to students’ learning outcomes.
Keywords
Bloom’s Taxonomy, criterion-referenced assessment, education policy, learning outcomes, outcomes-based teaching and learning.
Chinese Abstract
中国领先的高等教育政策
成果导向教学法和标准参照评估法在香港众多高校广为实施。最近亦被中国内地的一所大学采用。本文基于定性研究，探讨这项政策的实施是否为学生和授课教师带来令人满意的结果，并且参照布卢姆目标分类学的方法对学习成果进行评估。本文研究结果显示以上政策的施行对学生的学习成果带来了积极的影响。
关键词: 布鲁姆目标分类学，标准参照评估法，教育政策，学习成果，成果导向教学法
DOI
10.5038/2640-6489.1.1.1004
Recommended Citation
Lam, D. H. L. (2016). Leading university education policy in China. International Interdisciplinary Business-Economics Advancement Journal, 1(1), 32-37. https://www.doi.org/10.5038/2640-6489.1.1.1004
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
