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

20 Special Topic: Assessment in University General Education Program
service experience back to specific learning goals (Jeavons, 1995). Service
learning has been successfully applied across a wide variety of disciplines in
the arts and sciences, as well as in professional education programs such as
nursing, law, or pharmacy. There is an extensive literature on this teaching
and learning method, as represented by several specialized publications and
web resources (e.g., Michigan Journal of Community Service Learning,
Campus Compact, National Service-Learning Clearinghouse).
Assessment Tasks (ATs) for Affective Learning Outcomes
When designing any AT, it is important to decide what performances
represent evidence that a particular learning outcome has been achieved,
as well as to ensure that there is an alignment between the ILO and the
evidence collected and examined. An example from the psychomotor domain
may help to clarify the importance of both defining evidence and aligning
it with the ILO. Imagine that the psychomotor intended learning outcome
for a nursing student is to “collect an uncontaminated blood sample.” The
evidence that the ILO had been achieved is that the student could produce
an uncontaminated vial of blood (as determined by clinical observation of
the venipuncture technique focusing on the process utilized to collect the
sample). Non-aligned evidence would include performance on a quiz testing
knowledge of venipuncture procedures, or even production of the vial of blood
without clinical observation (as it may have been collected by someone other
than the student). The alignment between the ILO and the evidence collected
is obvious in this example. Unfortunately, the identification of appropriate
evidence and the alignment of that evidence with the ILO is not usually as
clear-cut in the affective learning domain.