Programme Evaluation

All of our GE courses are designed with an Outcomes-Based Teaching and Learning (OBTL) approach. To enhance the quality of student learning and assure the attainment of stated intended learning outcomes in the GE Programme (PILOs), we have undertaken the process of assessing GE courses that have been offered and the Programme as a whole, i.e. GE PILOs Assessment, through which we hope to:

  1. collect evidence on the quality of teaching and learning for course review;
  2. assist faculty in developing quality-assured GE courses and implementing effective assessment methods on students’ outcome;
  3. identify good teaching practices and areas for improvement;
  4. create sharing culture of effective and innovative pedagogical practices;
  5. encourage faculty development for betterment of course delivery.


GE PILOs Assessment (AY2012-16)


To achieve the above, a systematic and effective assessment approach was developed under the Evidence Collection Initiative for Whole Person Education (WPE) Assessment by the Centre for Holistic Teaching and Learning (CHTL) in collaboration with the GEO. It aimed at providing an aggregate set of evidence to help ascertain students’ achievement of Graduate Attributes (GAs), through constructive alignment with programme and course intended learning outcomes.


A two-year review cycle was formulated to ascertain how well our students achieved the GE Programme Intended Learning Outcomes (PILOs). In each semester, one or two PILOs were assessed, so that all the 7 PILOs were covered in each cycle. Two cycles of PILOs assessment were implemented from AY2012-2016. Selected courses in the Core and Distribution Requirements were assessed in the first and second cycle respectively.


In our GE Programme, each GE PILO has a set of GE courses aligned to it. Therefore, according to the actual course deliveries, GE courses were selected for assessment of their respective PILOs in each review cycle from AY2012 to 2016. Assessment instruments consisted of both direct (Aggregated Course-Embedded Assessment) and indirect measures (Formative Review Exercise, and interviews with students and faculty). Relevant GAs Rubrics were adopted directly in the assessment.

Evaluation Exercise (AY2016/17 onwards)


After the two cycles of PILOs assessment, GE courses are selected for regular evaluation since AY2016/17 by conducting:

  1. Class visits:
    Class visits of the GE courses and outside classroom activities are arranged to understand how students are engaged and how they perform in response to teachers’ pedagogical approaches.
  2. Student Focus group interviews:
    Focus group interviews are arranged with students from the selected GE courses to explore their learning experiences in the GE Programme. Also, the interviews aim to collect comments from students on course contents, pedagogical practices, appropriateness of assessment methods, as well as self-rating on their attainment of the Course Intended Learning Outcomes (CILOs).
  3. Collection of Students’ Coursework:
    Samples of students’ coursework, video assignments, or creative artwork are collected to capture students’ learning capability and evaluate the attainment of GE PILOs.


There are other means to collect students’ learning experiences and feedback on the GE courses/Programme:

  1. Course Feedback Questionnaire (CFQ)
    Students are encouraged to give feedback on the teaching and learning effectiveness on GE courses. 
  2. GE Curriculum Completion Survey
    A survey to collect opinions about pedagogic efficiency and learning experience from students who completed the new GE Curriculum.
  3. Student Learning Experience Questionnaire (SLEQ)
    A questionnaire from Centre for Holistic Teaching and Learning to solicit views from students on their expectations and actual experience with the University, including their satisfaction level towards GE courses. 
  4. Service-Learning Outcomes Measurement Scale (S-LOMS) Survey
    A survey to gauge student developmental impacts arising from SL and SLE courses across different learning domains. 
  5. Survey on Student Experience of Special Education Needs (SEN) Service and Campus Inclusivity
    A survey to collect SEN students’ feedback about their experience in the GE curriculum, with a special focus on UCHL courses.
  6. GE Comment Box

            Students are encouraged to give comments on GE courses and reflect their GE experiences inside and outside of the classroom.


Ways of assisting faculty in improving the delivery of GE courses

  1. Sharing of findings:
    The findings of the evaluation exercise are filed in reports and feedbacks are given to the instructors for further enhancement of the course delivery.
  2. Class visits:
    Selected GE courses are visited for better understanding of how students are engaged and perform in response to teachers’ pedagogical approach. After class observation, further communications are made through post-class consultations and meetings.
  3. Good Teaching Practices Sharing:
    Face-to-face meetings with faculty, with the aim of sharing their efforts and difficulties in teaching GE courses are carried out. Written statements and videos of good teaching practices and experiences are shared on GE website to cultivate quality teaching.
  4. GE Teaching Award:
    Faculty with outstanding teaching performance and devotion are rewarded and recognized in the annual GE Teaching Award.
  5. GE-related publications:
    Information / articles related to GE are posted in our website for promoting GE and enhancing the teaching of GE courses.
  6. Sharing in workshops, seminars, conferences and retreats:
    Teaching experiences are shared in GE activities and documented on our website.