Esmond Mok

1
Experience SharingTeaching the Criterion
Referenced Based Year 1 Subject Surveying

• Esmond Mok

2
Outline

• Subject Aims
• Teaching and assessment methods
• Difficulties encountered
• Concluding Remarks

3
Background Information

• A subject common to both HD and Degree students
• Class Size about 80 HD and 30 Degree students
• Teaching method mass lecture field practical
• Reference material text book PowerPoint files

4
Subject Aims

• to provide an understanding of the
• fundamental principles
• and techniques of land surveying
• (fundamental surveying principles)
• to enable students to become proficient
• in the use of modern land surveying
• equipment
• (operation of equipment)
• to ensure the proper application of
• principles and methods when
• carrying out survey tasks
• (applications)

5
Subject Aims
Students communication skill, leadership and
cooperative Attitudes of work with others will be
developed through Group field practical (to
enhance all-round development of students)
6
Teaching Arrangement

• syllabus (subject aims,
• expected learning outcomes)
• teaching plan
• practical schedule
• assessment methods
• appeal procedure for
• assessment results
• clearly explained and
• distributed at the
• beginning of the term

7
Teaching Arrangement
Learning outcomes grouped into 3 knowledge
areas A Fundamental Knowledge B Land
Surveying principles and methods C Principles
and operation of survey equipment
8
Teaching Arrangement
2005

C
Field practical sessions a platform for students
to practise and
integrate knowledge learned
9
Teaching Arrangement

C
10
Teaching Arrangement

C
11
Example of Practical Schedule
MODULE I

12
Assessment carried out in/after each practical
module

PROMISE Assessment results return to students
within 2 weeks
Appeal Procedure
13

Example SOLO Test
14
Summary of Assessment

• Students were informed of the assessment schedule
  at the
• beginning of the study period
• 2. Students knew how the expected learning
  outcomes
• (at a specified level of understanding) were
  assessed
• Students were illustrated how the questions could
  be set
• in SOLO assessments

15
Summary of Assessment

• Student performance were assessed holistically
  through
• various means, including field test, field
  performance,
• written tests, and face-to-face oral
  conversation
• A transparent and clear appeal procedure was
  established,
• hence assessment grade after each stage of
  study could
• be finalized with all disputes/mistakes
  settled

16
Difficulties Encountered

• A combined class with about 80 HD and 30 Degree
• students. These two groups of students were
  different
• in English proficiency and learning altitude
• More assessment components implying more
  assignments
• and tests for students and subject
  lecturer/field supervisor,
• implying heavier workload for both students
  and teachers

17
Experience Gained

• SOLO assessment was adopted in this subject.
  This approach
• can better reflect the level of understanding
  that a student
• has achieved in a specific learning outcome
• Very careful design of assessment questions
  aligned with
• subject aims and expected learning outcomes is
  needed
• For 100 CA subjects, finalization of assessment
  results
• shortly after each stage of assessment is
  suggested.

18

Thank You
19
Definition of Level of Understanding
The student is expected to be able to Level 1
(L1) recall definitions, do simple procedures
and calculations that
largely rely on memorizing Level 2 (L2)
describe concepts and procedures, do intermediate
level of calculations
that require some conceptual
understanding, discuss issues by combining
different ideas

20
Definition of Level of Understanding
Level 3 (L3) compare, explain, analyze, relate
and apply mathematical
models, ideas, theories and concepts Level 4
(L4) discuss advanced theories and concepts,
derive mathematical
models, theorize and hypothesize
study topic areas, generate new knowledge,
integrate knowledge to
carry out design and
project work