ä¸‹è¼‰å ¨æ›¸ - The Chinese University of Hong Kong

14 Special Topic: Assessment in University General Education Program
2005). The third of these essential learning outcomes, the development of
personal and social responsibilities, is most directly related to affective
learning outcomes. This outcome has been further described by AAC&U’s
Core Commitments initiative as having the following five dimensions:
• Striving for excellence: developing a strong work ethic and consciously
doing one’s very best in all aspects of college;
• Cultivating personal and academic integrity: recognizing and acting on
a sense of honor, ranging from honesty in relationships to principled
engagement with a formal academic honor code
• Contributing to a larger community: recognizing and acting on one’s
responsibility to the educational community and the wider society,
locally, nationally, and globally
• Taking seriously the perspectives of others: recognizing and acting on
the obligation to inform one’s own judgment; engaging diverse and
competing perspectives as a resource for learning, citizenship, and
work
• Developing competence in ethical and moral reasoning and action:
developing ethical and moral reasoning in ways that incorporate the
other four responsibilities; using such reasoning in learning and in life
(Association of American Colleges and Universities, n.d. (a)).
Thus, GEPs, both around the world and in Hong Kong, comprise an
extremely important part of the curriculum in which affective learning
outcomes may be found. In fact, GEPs may be the optimal area of the
curriculum in which to house the majority of affective learning outcomes,