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Guide for Part-time Teachers

November 2016

Contents

1 INTRODUCTION 1

11 Vision of the School 1

12 Mission of the School 1

13 SCOPEs Learning Centres 2

14 Employment Status and Appointment 3

15 Electronic Identity (EID) account 3

16 Payment of Salary and Benefits 3

17 Facilities and Services 3

18 School Holidays 5

19 Typhoons and Rainstorm Warnings 5

110 Communication 6

111 Staff Development 6

2 QUALITY ASSURANCE 7

21 Implementation of Programmes 7

22 Maintaining and Improving Quality 8

23 Code of Behaviour 9

Appendix Tips on Teaching and Learning 11

1

1 INTRODUCTION

Welcome to CityU SCOPE

The School of Continuing and Professional Education (SCOPE) is one of the

academic units in the City University of Hong Kong It was established as the

extension arm of the University in 1991 Currently more than 200 full time staff

members serve at CityU SCOPE and over 10000 students are enrolled with

different programmes offered by the School CityU SCOPE offers full range of

degree programmes leading to awards from non-local universities jointly with

overseas universities as well as selective day time programmes and part time

continuing education programmes To be quality assured many of our

non-local programmes are accredited by the Hong Kong Council for

Accreditation of Academic and Vocational Qualifications (HKCAAVQ) We hope

that you will enjoy working with the School and find the experience of teaching

students involved in lifelong learning most rewarding This guide aims to

provide you with useful information to enable you to deliver your teaching

efficiently and effectively

11 Our Vision

CityU SCOPE aspires to be a leading school in professional and life-long

education

12 Our Mission

To provide quality life-long education for professional practice retraining and

self-development which anticipates and responds to community needs as well

as social and technological changes

2

13 SCOPEs Learning Centres

Most teaching took place in SCOPErsquos Learning Centres as well as CityUrsquos main campuses and classrooms in Kowloon Tong area

Address Fax and Telephone numbers

Counter Service Hours Abbreviation

CityU Main Campus Tat Chee Avenue Kowloon Hong Kong

General Enquiry 3442 7654 24-hour Emergency Phone 3442 8888

CityU

SCOPE Main Office LGF Academic Exchange Building City University of Hong Kong Tat Chee Avenue Kowloon

Tel 3442 7423 Fax 3442 0399

Mon-Fri 9 am ndash 730 pm Sat 9 am ndash 230 pm Sun amp Public Holiday Closed

AEB

Tsim Sha Tsui East Learning Centre

UG2F amp UG3F ChinaChem Golden Plaza 77 Mody Road Tsim Sha Tsui Kowloon

Tel 3442 7426 3442 7427 Fax 3104 0514

TSTE

Admiralty Learning Centre

8F United Centre 95 Queensway Admiralty Hong Kong

Tel 3442 2111 Fax 2866 9320

UC

SCOPE email scopecityueduhk

Website of SCOPE wwwscopeedu

3

14 Employment Status and Appointment

In terms of employment status all part-time teaching staff are appointed by the

Director of SCOPE and are considered as part-time teaching staff of the University

Part-time teachers are usually employed on an annual basis starting from 1st

September to 31st August of the following year An assignment letter will follow

which stipulates the teaching responsibilities payment duties and period of that

assignment

For those who teach in non-local programmes (programmes leading to non-local

awards) and progression diploma programmes (programmes with articulation to

degrees) they will normally be issued with staff cards to enable them to access to

CityUrsquos library and computing services centre

15 Electronic Identity (EID) Account

All CityU SCOPE part-time staff will be assigned with a CityU EID account It will

enable you to access various online resources of the University such as payroll

record staff development and university communications during your period of

employment

It is important that you would maintain your updated personal data including the

contact details through our Administrative Information Management System (AIMS)

All AIMS functions are developed for self-service purpose and the School does not

have direct access to modify any data

16 Payment of Salary and Benefits

Your salary will normally be paid through the Universityrsquos Payroll via bank auto-pay

Instructors are required to sign-in at CityU SCOPE front office of individual learning

centre at least 10 minutes before the class started to maintain a proper record of

attendance Unless you are an exempt person stipulated by the Mandatory

Provident Fund Schemes Ordinance (ldquothe Ordinancerdquo) you will be enrolled in the

Universityrsquos Mandatory Provident Fund Scheme (ldquothe MPF Schemerdquo) All payroll

records including annual tax return can be accessible from our university portal

AIMS

17 Facilities and Services

There are a number of resources available for part-time staff

i Teacherrsquos Common Room

A teacherrsquos common room is located on the UG3 of our TST East

Centre Please ask our counter staff for card access to the room

4

ii Wi-Fi Network

Wireless local area network is available at CityU SCOPE Main Office

TST East Learning Centre and Admiralty Learning Centre

iii CityU on-line services

Access to University Portal and CANVAS

Email Service with 50GB Quota

iv CityU Computing Services (CSC)

Access to Staff LAN

1600 Pages Print Quota per academic year

Help Desk Support

Computing Services Centre Website httpwwwcityueduhkcsc Service Counter 3442 8340 Help Desk 3442 7658

v CityU Library Services

Access to Library e-Resources and the Library Catalogue

User Education Services (selected)

Materials Loan Service

Loan Quota 10 items

Loan Period 30 days

Book Reservation Quota 2 items

Quota can be used to borrow circulation books or other library materials

with details as follows

Media resources 1 item (in-house)

Semi-closed Closed Access 3 items (5 hours ndash 1 day or overnight)

Equipment

Octopus-card-operated copying service

AV Equipment (in-house)

Public Terminal Special Terminal (with Student LAN)

Self Check Units

Access to Information Space

Run Run Shaw Library Website httpwwwcityueduhklib Information Counter 3442 6882

vi Car Parking

CityU covered car park is opened to visitors for hourly-parking after

office hours on weekdays and full service hours over weekends and

general holidays

vii Discount Privileges

Enjoy discounts at CityU Campus Bookshop

5

viii Dining Services

Access to CityU restaurants and Student Canteen during non-peak

hours

Available to holders of CityU SCOPE part- time staff cards only

18 School Holidays

Each teacher will be provided with a timetable prior to the commencement of the

class

The School observes public holidays announced by the Hong Kong SAR

Government Unless under special arrangements there will be no class on public

holidays

There will normally be no classes on the following evenings

Chinese Mid-Autumn Festival

Winter Solstice

Christmas Eve

New Year Eve

Chinese New Year Eve

Any other special holidays will be announced via circular or notices

19 Typhoons and Rainstorm Warnings

The weather in Hong Kong is unpredictable during typhoon and rainstorm seasons

The School observes the University guidelines on adverse weather arrangements

According to the current guidelines no class will be held upon announcement of

storm warning signal No8 or above After the typhoon passes if the No8 signal is

lowered (before 7 am in the case of morning classes before 12 noon in the case of

afternoon classes and before 4 pm in the case of evening classes) classes will

meet as usual otherwise classes will be postponed For a black rainstorm warning

the same arrangements apply Make-up classes will be arranged for affected

students

For updated information please refer to Adverse Weather Arrangements at

httpwwwcityueduhkcdfoawa

6

110 Communication

There is a number of programme staff looking after the logistics of each programme

Part-time teachers who have queries about course arrangements general

administrative procedures and regulations and request for printing course materials

may contact the programme supporting staff concerned They will serve as your

first point of contact please refer to the assignment letter for details

CityU SCOPE Office hours Monday to Friday 9 am ndash 7 pm Saturday 9 am - 12 noon Sunday amp Public Holidays Closed

111 Staff Development

Part-time teaching staff of CityU SCOPE is entitled to participate in many of the staff

development workshops organized in the CityU They are also invited to attend

curriculum development activities teachersrsquo induction and teachersrsquo meetings

The following online resources in CityU websites are useful references for teaching and learning

Principles Policies amp Practices for Quality Education

httpwwwcityueduhkqacpppepppehtm

University Assessment Policy and Principles for Taught Programmes

httpwwwcityueduhkqacassessment_policyAssessment_Policy_revised_20Jun

e_2014_WD_definitions_updatedpdf

Rules and information on academic honesty

httpwwwcityueduhkprovostacademic_honestyrules_on_academic_honestyhtm

Office of the Education Development and Gateway Education httpwwwcityueduhkedge

Teaching strategies tips and techniques httpwwwcityueduhkedgeresources

Training workshops on teaching and learning

httpwwwcityueduhkedgeworkshop

Outcome Based Teaching amp Learning (OBTL)

httpwwwcityueduhkedgeobtlobtl_teacherhtm

httpwwwcityueduhkedgeobtlobtl_studenthtm

7

2 QUALITY ASSURANCE

The School places quality as its first priority Upon accepting a teaching position

with CityU SCOPE the teachers are expected to work closely with students

Achieving this begins with preparing for courses and the activities in the classroom

But the contribution as a member of the CityU SCOPE teaching staff goes beyond

successful in-class delivery Designing courses and classes is only a part of the

larger picture of designing programmes and maintaining the learning environment

that allows students to achieve their goals Providing high quality education requires

a collective and collaborative effort

The roles and responsibilities of CityU SCOPE instructors in the QA process include

understanding and implementing the arrangements established for the programmes

we are associated with and taking part in the discussions that lead to improvement

in these coursesprogrammes

21 Implementation of Programmes

Every programme leader or programme committee sets up programme under the

QA Framework of CityU SCOPE When programmes are approved the plan for

instruction and assessment is approved These plans take account of CityU

SCOPEs experience and good practice in teaching and learning in a continuing

education context

Instructors should know what arrangements have been made for teaching and

assessing their modulecourse These arrangements depend on the type of

programme you are teaching CityU SCOPE programmes fall into three broad

categories

programmes leading to non-local awards

programmes leading to Continuing Education (CE) Awards

short courses of general or professional interest

The syllabus regulations and assessment of all modulescourses are documented

when the programme is approved Talk to your programme leader and follow the

structure set out CE award programmes operate under their own regulations and

Programme Document You need to be particularly careful to meet the requirements

For instance you may be required to lead students site visits Programmes offered

in partnership with non-local universities through CityU SCOPE have quality

assurance arrangements determined by the partner university including

well-organized arrangements for student assessment You will save yourself and

8

your students from confusion and trouble by understanding what is required from

the beginning Moderation will be carried out on assessments by internal andor

external academic advisors or moderators to assure consistency of standards and

benchmark to equivalent level locally or internationally The moderation exercise

normally takes place in a very tight schedule and we rely on every instructor to

observe the deadlines during the process

22 Maintaining and Improving Quality

Improving the quality of our work requires three main things -- getting the feedback

from students taking opportunities to obtain information from colleagues and

self-reflection

221 Student Feedback

Individual instructors are the key link with students CityU SCOPE is very

concerned to ensure that studentsrsquo learning goals are achieved and students

concerns are known and taken into account Students are also the main source

of information for instructors to assess the success of their own work Seeking

feedback from students is essential for continuous improvement All

programmes and courses have measures in place to collect studentsrsquo feedback

on teaching courses administration and facilities Student feedback comes in a

number of ways

(a) Teaching and Learning Questionnaire (TLQ) 1

(b) Staff-Student Liaison Committee Meetings (SSLC)

(c) Students Focus Group

It is sometimes necessary to handle student complaints If you become aware of

a complaint or you have a dispute with a student that you cannot resolve your

own interests are best served by asking the student to use the formal mechanism

that is available The student should be requested to approach the CityU SCOPE

Communications Officer The Communications Officer has clear procedures to

follow that respect all parties

222 Feedback from Colleagues

Sharing information and getting feedback from your colleagues is another

important resources that you should make use of to improve your performance

1 For details please refer TLQ Policy and Operating Guidelines Policy httpswwwscopeeduPortals0SCOPE_TLQ20Policy_210916pdf

Operating Guidelines httpswwwscopeeduPortals0SCOPE_TLQ20Operating20Guidelines_271016pdf

9

(a) Attend Meetings Programmes are organized by programme committees

CE Award programmes and non-local programmes have quite formal

committees that meet regularly and have the advantage of external advisers

All programmes benefit from on-going discussion among the staff and

student involved It is part of the duty of a module examiner to provide

feedbacks for continuous improvement Part-time teachers are invited to

attend school meetings appropriate to their contribution to the schoolrsquos

teaching activities The meetings provide a good opportunity to share

information about the students the colleagues teaching the same

programme the aims of the programme and sometimes about obstacles

faced and overcome Teachers are also welcome to provide their feedback

during meetings or through instructorrsquos feedback forms

(b) Class Observation The observation is usually conducted by the

Programme Leader or an experienced colleague with the same subject

expertise The purpose of the observation is developmental in nature to

provide feedback for instructors to improve their teaching skill Advance

planning will be organized before the observation with instructors and

feedback session with report will take place soon after the observation New

instructors and new modulescourses will have the priority for observation

223 Self-reflection

Self-reflection is a good way to improve your teaching After each class make

notes to yourself about what went well and what you need to improve These

notes can be the basis of revisions to the next class or the next modulecourse

An audiotape or a videotape of a class can provide information about how one

sounds the organization pacing tone of voice annoying mannerisms etc You

can always discuss teaching with colleagues or read books and articles about

teaching Another more objective way of self-reflection is to compare your own

notes with the feedback provided by student feedback questionnaire and the

report of class observation To improve teaching and learning you may also

develop your own teaching or course portfolios

The key purpose for all these activities that have been prescribed is to ensure

quality continuing education has been delivered

23 Code of Behaviour

231 Professionalism

All course materials should be cleared of intellectual property Always handle

10

examinations examination scripts grade and return of final marks with care and

on time

232 Conflict of Interest

To protect the Universitys interest you are required to report any situation where

your personal interest conflicts with the University and to take appropriate action

to avoid any possible conflict and embarrassment

233 Disclosure of Information

Except in the normal performance of your duties with the University you should

not at any time during or after the termination of your employment without the

prior consent of the University disclose any information relating to the University

which may have come to your knowledge in the course of your employment

234 Intellectual Property

It is the Universitys policy and a term of employment of the Universitys staff that

unless agreed expressly by the University in writing the ownership of all

intellectual property rights in all relevant works created by University staff in the

course of employment with the University shall automatically vest in the

University notwithstanding any rule of law or equality to the contrary

235 Security

Instructors are required to take good care of University property (office furniture

equipment documents) Any damage and loss of property due to carelessness

or general lack of responsibility will be chargeable to you

Your valuable personal property including money jewellery ATM cards and

mobile phones must not be left unattended in areas such as the library canteen

classrooms or anywhere in the campus

236 Sale of Materials and Commercial Promotion

Any sale of books tapes or teaching materials should be arranged through the

School Under no circumstances should instructors collect money from

participants without prior approval from the School Instructors are not permitted

to distribute any commercial promotion leaflets and materials to the participants

without prior approval from the School

11

Appendix Tips on teaching and learning

Successful teaching is based on a partnership between instructor and students The

foundation of this partnership is a clear statement of obligations For the instructor

this means providing a plan at the beginning of the course of the material to be

covered and the activities that will be organised for students The more details you

can give the easier it is for students to manage

Most important is an assessment plan Students need to know right from the start

how you intend to assess their progress What will be the contribution of

assignments and examinations Will you have mid-term test Will there be

presentations and if so how will they be graded When is work due and just as

important when will you return the work with comments and grades Nothing

creates more unnecessary argument and confusion than unclear guidelines about

the assessment of the course

Your major role and responsibility as an instructor is to work with your students and

colleagues to create a productive learning environment Creating an effective

environment for student learning requires that the desired learning outcomes be

clear the teaching and learning opportunities be aligned with these outcomes and

the assessment tasks allow students to demonstrate their achievement of those

learning outcomes In preparing to teach you must decide the curriculum (what you

will teach or rather what you expect the students to learn) the teaching and

learning activities (how you will help the students learn) and the assessment plan

(how you will know if students are learning)

Programme Planning

General Strategies

Be careful not to overload the course with too much material -- keep it

manageable If the course has been given before talk with the staff who have

taught it and review their materials If the course has never been offered review

other available materials textbooks etc Review the constraints (number of

students number of hours other courses they have taken etc) as well as how

your course relates to other courses in the programme

Establish Goals

What should your students know produce or be able to do at the end of your

course What are the intended learning outcomes of the course General terms

12

such as know or understand are not as helpful as more specific ones -- define

identify apply evaluate solve problems and so on Do you also have some

non-content goals eg presentation skills team work etc The clearer you

are about the learning outcomes you desire the easier it will be to plan your

teaching and assessment strategies

Review the Content

Research shows that too much content works against students learning the

material deeply Decide what is basic and essential and must be mastered by

everyone what is only recommended and what is optional What are the core

concepts the classic issues andor the basic conceptual framework in the area

Structure the Course Module

Create a logical arrangement for the material There are different options how

concepts are organized in the field how students will use the information how

students learn from concrete to abstract from theory to practice by increasing

levels of complexity etc

Create a Calendar

List all the class meeting times Note any holidays Fill in tentative topics Plan

schedule for assessment tasks reviews giving and collecting feedback extra

time for difficult topics etc Identify dates you plan to have guest speakers to go

on field trips to need special audio-visual materials etc Make any special

arrangements well in advance (eg ordering a video booking equipment

scheduling visitors) If you wish to make special arrangements for teaching

facilities or need additional audio-visual teaching equipment make a request to

the School at least four working days in advance

Course Materials

Make sure that the material and readings needed for studentsrsquo learning are

available Instructors may request the School to help with the upload of materials

onto CANVAS or the printing of handouts For printing request it has to be

made at least seven working days in advance by using a Printing Request Form

The completed form should be attached to the originals of notes and sent to

CityU SCOPE office at CityU Notes on A4 size white paper and written or

printed in black are preferred for best quality reproduction Remember that

photocopying from books or other material protected by copyright is not

permitted

13

CourseModule Policies

Please familiarize yourself with the policies and regulations related to the study

programme For example regulations about attendance requirement class

participation late works extra-credit assignments academic dishonesty

(plagiarism) grading appeal of assessment results etc Student Handbook is

one of the sources which can provide key information and rules about the

programme

CourseModule Outline or Syllabus

All of this information (including assessment tasks dates etc) needs to be

prepared and given to the students in the first class You may upload them onto

CANVAS or have them printed It forms the basis of your teaching and learning

contract with them laying out your expectations of them and what they expect

out of the coursemodule You may wish to put all this information in your course

outline

Teaching

In planning your teaching there are two areas that need attention The first area to

consider is what you and the students will be doing during your time together in

class the second is what you expect your students to do outside of class

Visit the Classroom Before Your First Class

Is the AV equipment (projector computer visualizer microphone etc) you

require available

Do you know how it works

Is the furniture suitable for the learning activities you have planned

Do you know how to control the lights air condition etc

Have you been given the white-board pens and eraser If so please keep

custody of them and bring them to class as necessary

The First Class

This meeting will set the tone for the rest of the course As with any first meeting

of strangers there are the normal concerns -- who are these people what do

they expect will I be able to perform up to expectations By the end of the first

class the students should know where they are going and how they will get there

know at least some of the other students know that you care about them and

their learning and that the time you spend together will be valuable and

enjoyable

14

Administrative Tasks

Make sure everyone is in the right room Take attendance Discuss the course

outline and explain important policies and procedures deadlines coursemodule

materials safety precautions (eg labs) and emergency procedures (eg

typhoons) Eating drinking and smoking are not allowed and mobile phones

should be turned off

Keep track of students attendance and progress Attendance Registers are

obtainable from the CityU SCOPE office Participants whose names are not

listed on the registers should not be allowed to attend class unless notified

otherwise by CityU SCOPE

Instructors should verify the attendance by signing on the registers following the

last lesson of the coursemodule and return it to the School within one week

following completion of the coursemodule

Create a Positive Learning Environment

Be in the room well before the class starts and welcome the students as they

arrive Introduce yourself to the class telling them something about your

background and your connection to the area and the course Find out something

about the students If the class is small have them introduce themselves In a

large class they could fill out a card with relevant background information about

who they are and why they are taking the course then share some of that

information in groups of 3 or 4 Begin to learn the students names

Set Expectations

Everyone wants the class to be a success Discuss the objectives of the

coursemodule what the student can expect to learn as well as how you plan to

conduct the class (lectures discussions case studies etc) You should tell them

what they will be expected to do (attend participate make presentations etc)

and suggest study strategies resources that they can use To help them and you

know how well prepared they are for this modulecourse you might give a short

un-graded quiz or writing task on pre-requisite or background materials to the

coursemodule

Punctuality

Arrive at the classroom five minutes before start time Ending the classes on time

and not earlier should be practiced For part time evening students lateness is

15

often unavoidable be patient and helpful as latecomers try to catch up

If you must miss a class or arrange for a guest speaker to conduct your lesson

make arrangements well ahead of time and keep students and the CityU SCOPE

office informed The CityU SCOPE rule is that missed classes should be made

up within two weeks

In case of unforeseen absence (or unexpected late arrival) instructors should

inform the School staff concerned or CityU SCOPE Hotline as soon as possible

If the instructor fails to show up classes are automatically cancelled 60 minutes

after the start time

Conducting Your Class

Lectures should capture and hold students attention and to engage them

actively in thinking about the material At their best each student will feel the

instructor is talking directly to himher Reading lectures should be avoided since

the formality limits connection and contact with the learners Prepare your lecture

notes so that you can speak to the important points raised If you must read parts

keep them very short

(a) Beginnings

You need to begin by getting students attention by asking a question making

a provocative statement telling an engaging story mentioning some current

event etc Provide an overview of what you will be talking about and situate it

in relation to previous and future topicsclasses

(b) Maintaining Interest

Research has shown that most students attention will begin to drift after not

much more than 10 minutes of passive listening Thus you need to ensure

that everyone can see and hear you make the organization of the lecture

clear to the students (provide an outline) be enthusiastic use clear

understandable language (be careful of jargon) maintain eye contact vary

your delivery to keep attention (tone of voice pause movement) use

examples and visuals (pictures graphs etc) and keep track of time (dont

rush the ending)

(c) Encouraging Active Engagement

There are different ways to encourage students to be actively engaged in the

class You can break up your lectures (after 10 - 15 minutes) by asking

16

students to work on their own for a few minutes (solve a problem find an

example summarize the major ideas identify the strengths or weaknesses

write down any questions they have etc) and then to compare their work

with the students near them After a few minutes invite some of the students

to share their discussions with the rest of the class This strategy is called

think-pair-share These breaks in the lecture allow the students to work with

the course material and enable you to know how well the students are doing

If you dont have an answer be honest and promise to come back with the

answer next time

(d) Other Interactive Strategies

Besides think-pair-share there are many other ways to actively involve your

students in the class eg case studies role plays debates simulations

interviewing guest speakers student presentations field trips etc Each of

these requires some special preparation by the instructor and the students

They often take more time than lecturing but the learning is often much richer

and the experience more enjoyable

(e) Ending the Class

Dont rush your ending to get in the last few points or just stop in the middle

because you have run out of time Plan to end the session with a summary

(by you or the students) of what has been accomplished Try to tie up loose

ends End with a thought-provoking question preview things to come or

suggest ways to follow up on the material covered Dont go overtime

Learning Activities Outside of Class

Since a good deal of student learning will occur outside of class you need to

carefully plan so that students will spend that time most productively Students

are normally expected to spend at least twice as much time working on their

courses outside of class as they do in class These activities include reading

course materials and textbooks working on assignments preparing for classes

and tests You need to help your students to know what is expected of them

outside of class and how it complements what goes on in class

Designing Learning Activities

Start with the abilities or skills you want the student to develop (problem solving

critiquing texts designing experiments) and then design learning activities that

require the student to involve these abilities of skills (solve problems critique text

design experiments) These tasks could be the repetitionapplication of methods

17

demonstrated in class or tasks can be prelude to class by focusing their study

efforts The case method requires students to review the material and come to

class prepared to participate in a discussion

Assessment

ldquoWill this be on the examinationrdquo Assessment often seems to be the most important

concern of students Our assessment tasks assignments and exams are and

should be designed to measure the most important aspects of our courses - the key

learning outcomes we expect for our students This is the assessment of learning

Knowing what is important and how it will be assessed enables students to set

priorities in organizing and focusing their study efforts Another way to say this is

that assessment shapes learning so if you want to influence what students learn

and how they study adjust assessment Thus our teaching and our assessments

as well as all the other learning activities we design should be aligned with these

desired learning outcomes Preparing for a quiz has a different impact on your

students learning activities than writing a short paper The form of your final exam

will influence how your students study and what they recall

There is also assessment for learning In addition to knowing what is important and

how it will be assessed students also need information or feedback on how well

they are doing or not doing in achieving the goals of the course This additional

information can help them to make timely adjustments to their studies by identifying

those areas where they are doing well and those areas that need more work

Designing Assessment

Start with the learning objectives that are most important Using a variety of

testing formats will enable more students to do their best Develop questions

which assess more than just recall Ask your students to suggest possible items

Prepare clear instructions and try out the timing An exam that is too long for

even the best student to complete helps no one One rule of thumb is that it will

take students four times as long as you to complete the exam

Types of Assessment

There are many forms of quizzes tests and exams multiple-choice true-false

matching short answer essay and problem solving There are also oral exams

and performance tests Variations include open-book take-home and group

tests Each format has its strengths and weaknesses and is best suited to

measuring certain types of learning

In all cases you should be sure that the form of the assessment

18

matchesmeasures the learning outcomes you desire

Reducing Student Anxiety

Since assessments count students anxiety often interferes with their

performance It is essential that you clearly describe the methods of assessment

the format and the dates in the coursemodule syllabus and remind students in

class Other strategies which can help relieve unnecessary anxiety include give

more than one examination thus providing several opportunities for them to

show you what they know give students choices among alternative forms of

assessment avoid pop quizzes give students advice on how to study

encourage them to study in groups provide extra office hours and review

sessions give diagnostic test early in the term provide sampleoldpractice

exams include bonus questions

Returning Students Work

You are expected to mark your tutorial assignments and exam scripts and dont

miss deadlines for the return of students work Assessment supports learning

and your feedback is a key contribution Use class time to discuss the overall

results Collect feedback from the class on the assessment (what was

difficultunexpected how could youthey have improved their preparation)

Grading Assessment

Read the exams without looking at the students names Choose examples of

answers to serve as exemplars or standards Grade question by question rather

than all the questions for a single student Avoid judging on extraneous factors

like handwriting Pace yourself - read only a reasonable number of exams at one

time If possible read some papers twice to determine your own reliability

Contents

1 INTRODUCTION 1

11 Vision of the School 1

12 Mission of the School 1

13 SCOPEs Learning Centres 2

14 Employment Status and Appointment 3

15 Electronic Identity (EID) account 3

16 Payment of Salary and Benefits 3

17 Facilities and Services 3

18 School Holidays 5

19 Typhoons and Rainstorm Warnings 5

110 Communication 6

111 Staff Development 6

2 QUALITY ASSURANCE 7

21 Implementation of Programmes 7

22 Maintaining and Improving Quality 8

23 Code of Behaviour 9

Appendix Tips on Teaching and Learning 11

1

1 INTRODUCTION
















11 Our Vision


education

12 Our Mission




2







CityU


Tel 3442 7423 Fax 3442 0399


AEB



Tel 3442 7426 3442 7427 Fax 3104 0514

TSTE



Tel 3442 2111 Fax 2866 9320

UC



3







assignment









employment













AIMS






4

ii Wi-Fi Network







Access to Staff LAN


Help Desk Support






Loan Quota 10 items

Loan Period 30 days






Equipment




Self Check Units



vi Car Parking



general holidays



5



hours


18 School Holidays


class



holidays



Winter Solstice

Christmas Eve

New Year Eve












students



6

110 Communication


























7

2 QUALITY ASSURANCE


















education context




categories












8










self-reflection









number of ways















9




















223 Self-reflection














231 Professionalism


10


on time
















235 Security













11























Programme Planning

General Strategies







Establish Goals



12






Review the Content










Create a Calendar









Course Materials









permitted

13







programme







outline

Teaching






require available






The First Class







enjoyable

14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






1

1 INTRODUCTION
















11 Our Vision


education

12 Our Mission




2







CityU


Tel 3442 7423 Fax 3442 0399


AEB



Tel 3442 7426 3442 7427 Fax 3104 0514

TSTE



Tel 3442 2111 Fax 2866 9320

UC



3







assignment









employment













AIMS






4

ii Wi-Fi Network







Access to Staff LAN


Help Desk Support






Loan Quota 10 items

Loan Period 30 days






Equipment




Self Check Units



vi Car Parking



general holidays



5



hours


18 School Holidays


class



holidays



Winter Solstice

Christmas Eve

New Year Eve












students



6

110 Communication


























7

2 QUALITY ASSURANCE


















education context




categories












8










self-reflection









number of ways















9




















223 Self-reflection














231 Professionalism


10


on time
















235 Security













11























Programme Planning

General Strategies







Establish Goals



12






Review the Content










Create a Calendar









Course Materials









permitted

13







programme







outline

Teaching






require available






The First Class







enjoyable

14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






2







CityU


Tel 3442 7423 Fax 3442 0399


AEB



Tel 3442 7426 3442 7427 Fax 3104 0514

TSTE



Tel 3442 2111 Fax 2866 9320

UC



3







assignment









employment













AIMS






4

ii Wi-Fi Network







Access to Staff LAN


Help Desk Support






Loan Quota 10 items

Loan Period 30 days






Equipment




Self Check Units



vi Car Parking



general holidays



5



hours


18 School Holidays


class



holidays



Winter Solstice

Christmas Eve

New Year Eve












students



6

110 Communication


























7

2 QUALITY ASSURANCE


















education context




categories












8










self-reflection









number of ways















9




















223 Self-reflection














231 Professionalism


10


on time
















235 Security













11























Programme Planning

General Strategies







Establish Goals



12






Review the Content










Create a Calendar









Course Materials









permitted

13







programme







outline

Teaching






require available






The First Class







enjoyable

14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






3







assignment









employment













AIMS






4

ii Wi-Fi Network







Access to Staff LAN


Help Desk Support






Loan Quota 10 items

Loan Period 30 days






Equipment




Self Check Units



vi Car Parking



general holidays



5



hours


18 School Holidays


class



holidays



Winter Solstice

Christmas Eve

New Year Eve












students



6

110 Communication


























7

2 QUALITY ASSURANCE


















education context




categories












8










self-reflection









number of ways















9




















223 Self-reflection














231 Professionalism


10


on time
















235 Security













11























Programme Planning

General Strategies







Establish Goals



12






Review the Content










Create a Calendar









Course Materials









permitted

13







programme







outline

Teaching






require available






The First Class







enjoyable

14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






4

ii Wi-Fi Network







Access to Staff LAN


Help Desk Support






Loan Quota 10 items

Loan Period 30 days






Equipment




Self Check Units



vi Car Parking



general holidays



5



hours


18 School Holidays


class



holidays



Winter Solstice

Christmas Eve

New Year Eve












students



6

110 Communication


























7

2 QUALITY ASSURANCE


















education context




categories












8










self-reflection









number of ways















9




















223 Self-reflection














231 Professionalism


10


on time
















235 Security













11























Programme Planning

General Strategies







Establish Goals



12






Review the Content










Create a Calendar









Course Materials









permitted

13







programme







outline

Teaching






require available






The First Class







enjoyable

14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






5



hours


18 School Holidays


class



holidays



Winter Solstice

Christmas Eve

New Year Eve












students



6

110 Communication


























7

2 QUALITY ASSURANCE


















education context




categories












8










self-reflection









number of ways















9




















223 Self-reflection














231 Professionalism


10


on time
















235 Security













11























Programme Planning

General Strategies







Establish Goals



12






Review the Content










Create a Calendar









Course Materials









permitted

13







programme







outline

Teaching






require available






The First Class







enjoyable

14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






6

110 Communication


























7

2 QUALITY ASSURANCE


















education context




categories












8










self-reflection









number of ways















9




















223 Self-reflection














231 Professionalism


10


on time
















235 Security













11























Programme Planning

General Strategies







Establish Goals



12






Review the Content










Create a Calendar









Course Materials









permitted

13







programme







outline

Teaching






require available






The First Class







enjoyable

14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






7

2 QUALITY ASSURANCE


















education context




categories












8










self-reflection









number of ways















9




















223 Self-reflection














231 Professionalism


10


on time
















235 Security













11























Programme Planning

General Strategies







Establish Goals



12






Review the Content










Create a Calendar









Course Materials









permitted

13







programme







outline

Teaching






require available






The First Class







enjoyable

14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






8










self-reflection









number of ways















9




















223 Self-reflection














231 Professionalism


10


on time
















235 Security













11























Programme Planning

General Strategies







Establish Goals



12






Review the Content










Create a Calendar









Course Materials









permitted

13







programme







outline

Teaching






require available






The First Class







enjoyable

14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






9




















223 Self-reflection














231 Professionalism


10


on time
















235 Security













11























Programme Planning

General Strategies







Establish Goals



12






Review the Content










Create a Calendar









Course Materials









permitted

13







programme







outline

Teaching






require available






The First Class







enjoyable

14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






10


on time
















235 Security













11























Programme Planning

General Strategies







Establish Goals



12






Review the Content










Create a Calendar









Course Materials









permitted

13







programme







outline

Teaching






require available






The First Class







enjoyable

14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






11























Programme Planning

General Strategies







Establish Goals



12






Review the Content










Create a Calendar









Course Materials









permitted

13







programme







outline

Teaching






require available






The First Class







enjoyable

14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






12






Review the Content










Create a Calendar









Course Materials









permitted

13







programme







outline

Teaching






require available






The First Class







enjoyable

14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






13







programme







outline

Teaching






require available






The First Class







enjoyable

14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






14






















Set Expectations








coursemodule

Punctuality



15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






15





up within two weeks












(a) Beginnings













rush the ending)




16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






16









answer next time



























17




Assessment

























Types of Assessment







18



















Grading Assessment






17




Assessment

























Types of Assessment







18



















Grading Assessment






18



















Grading Assessment






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