Outcome-based teaching and learning: Implementation of backward design in an MA translation course

Maggie Hui

Research output: Chapter in book / Conference proceedingConference article published in proceeding or bookAcademic researchpeer-review

Abstract

Applications of Outcome-based Teaching and Learning (OBTL) in local higher education have been advocated by the University Grants Committee (UGC) of Hong Kong since 2005. A majority of universities and tertiary institutions, in their strategic plans, have formulated desired outcomes for their graduates and undertaken steps to maximize the extent to which those outcomes can be achieved. Two universities I have served over the past decade employ the Constructive Alignment (CA) model (Biggs & Tang 2007), and have their undergraduate and postgraduate programmes and courses' syllabuses present the alignment between programme intended learning outcomes (PILOs), course intended learning outcomes (CILOs), teaching and learning activities (TLAs) and assessment tasks (ATs). The direction is: ILOs determine TLAs and ATs. I have been impressed by the Backward Design process (Wiggins & McTighe 2005), a variation of Constructive Alignment: ILOs determine ATs, and ATs decide on TLAs. In Academic Year 2016-17, I adopted the Backward Design and revised an MA translation course, with course materials almost the same as the ones used in the course in Academic Year 2015-16. In this presentation, an example is to be given to demonstrate the difference in course delivery between the two academic years, and a brief comparison conducted between the two cohorts’ feedback on teaching and learning, and their learning effectiveness. (The English essay and the following abstract translation were published in the final version of the book.) Isinusulong ng komite na nagkakaloob ng mga grant sa mga unibersidad ng Hong Kong ang mga aplikasyon ng OutcomeBased Teaching and Learning (OBTL) sa lalong mataas na edukasyon mula pa noong 2005. Sa kaniláng mga planong estratehiko, maraming unibersidad at institusyong tersiyaryo ang nagdisenyo ng mga hinahangad na resulta para sa kaniláng estudyante at nagsagawa ng mga hakbang upang mapataas ang posibilidad na makamit ang nasabing mga hangad. Dalawang unibersidad na pinaglingkuran ko nitóng nakaraang dekada ang gumagamit ng modelong Constructive Alignment (CA) (Biggs & Tang 2007), at nása mga silabus ng kaniláng mga kurso sa digradwado at gradwadong programa ang Programme Intended Learning Outcomes (PILO), Course Intended Learning Outcomes (CILO), Teaching and Learning Activities (TLA), at Assessment Tasks (AT). Ganito ang direksiyon: itinatakda ng mga ILO ang magiging TLA at AT. Bumilib ako sa proseso ng Backward Design (Wiggins & McTighe 2005), isang baryasyon ng Constructive Alignment: itinatakda ng ILO ang AT, at ang AT ang nagpapasiya sa TLA. Nitóng Akademikong Taon 2016-17, ginamit ko ang Backward Design at nirebisa ang isang kursong pang-MA sa pagsasalin nang may materyales na halos kaparehong-kapareho ng ginamit ko sa kurso noong Akademikong Taon 2015-16. Sa papel na ito, dalawang halimbawa ang ipakikita upang mapatunayan ang kaibhan sa pagtuturo ng kurso sa dalawang akademikong taon. Ipakikita rin ang isang maikling paghahambing ng mga puna ng dalawang katuwang na guro tungkol sa pagtuturò at pagkatuto.
Original languageEnglish
Title of host publicationSA IBÁNG SALITÂ MGA PILÌNG PANAYAM SA SALÍNAN PANDAIGDIGANG KUMPERENSIYA 2017
Pages85-102
Number of pages17
ISBN (Electronic) 978- 621-8064-69-0
Publication statusPublished - 2017

Keywords

  • Backward Design, Constructive Alignment (CA), Outcome-based Teaching and Learning (OBTL), Translation Pedagogy, Translator Training

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