This chapter draws upon experiences of implementing evaluation systems within two universities in Hong Kong, which were designed to promote student-centered learning (SCL). The evaluation instrument was in two parts: the first contained scales relating to a teaching and learning environment consistent with SCL; the other part sought feedback on the development of a set of graduate attributes. The questionnaire design was validated through a structural equation model which showed that a well-designed teaching and learning environment promoted the development of both cognitive and social attributes. In the two universities, the instruments were administered to all first and final year undergraduate students on an annual basis. Presentation of results from the survey is discussed, as the instruments produce a great deal of data which needs to be presented in an informative way, which is readily understood, if notice is to be taken of it. Counseling at the department, faculty or program level is important and the chapter discusses ways in which this can be implemented in an effective way. The initiative proved successful as a mechanism for quality enhancement and organizational change in promoting SCL at the institutional level.

Item Type:	Research Book Chapter
Keywords:	student centred learning, evaluation, teaching quality enhancement
Research Division:	Education
Research Group:	Education policy, sociology and philosophy
Research Field:	History and philosophy of education
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Pedagogy
UTAS Author:	Kember, D (Professor David Kember)
ID Code:	142179
Year Published:	2020
Deposited By:	Education
Deposited On:	2020-12-20
Last Modified:	2020-12-22
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