SOSC

Student Self Accessing Practice Test Sites

Project Overview
Project Title	Student Self Accessing Practice Test Sites
Project Leader	Prof Barry Sautman
School / Dept	SHSS / SOSC
Project Duration	Oct 2008 - Jan 2010
Project Description	The objectives of this project are: To facilitate student learning on a progressive basis, a self-accessing practice test site will be built to provide students with interactive study resources, including practice questions, sample essays, and discussion board. To improve student ability to apply declarative knowledge. In other words, we will present students with an opportunity to function with the knowledge they have or which they acquire related to China and the world. To help students learn how to successfully write high-quality essays through reading 'model' essays. The test site will enable instructors to track down student learning behavior and effectiveness by referring to the data of user counts and exam grades. It also seeks to facilitate instructors to improve their assessment techniques and address common learning questions by responding to the ongoing feedback from the site users.
Project Outcome	A Student Self Accessing Practice Test Site (SSAPTS) was built in 15 courses (4 courses in Spring 2009, 3 courses in Summer 2009 and 8 courses in Fall 2009) through LMES. The test site provided students with interactive study resources, including case-analysis type multiple-choice practice questions, annotated sample essays, writing handbooks, workshop videos and discussion board.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Final Report
Adaptation	Full Project

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On the Usefulness of Personality Profile in Effective Group Functioning

Project Overview
Project Title	On the Usefulness of Personality Profile in Effective Group Functioning
Project Leader	Prof Michelle Yik
School / Dept	SHSS / SOSC
Project Duration	Aug 2006 - Dec 2007
Project Description	Group work is an integral component of many university courses that constitutes important action learning experience for students. One nagging issue is how the groups should be formed so that they are functional to accomplishing group projects. Should students be allowed to form groups by themselves? Alternatively, would there be any guidelines based on which instructors could use to form functioning groups? The project compared the effectiveness of two methods of grouping students in accomplishing group projects. They were grouping on voluntary basis and grouping based on similarity of personality profiles.
Project Outcome	Paper: “Working Together: How Useful is Personality in Contributing to Group Performance?” Paper presented at the Third Teaching & Learning Symposium, Hong Kong University of Science and Technology (December 2007). “On the Emotional Core of Students’ Academic Achievement: The Role of Negative Affectivity.” Paper presented at the Korean Association of Psychological and Social Issues, Korea, “Asia’s Educational Miracle: Psychological, Social and Cultural Perspectives” (October 2006) Publication: Yik, M. Relating Personality to Group Performance: The Mediating Effect of Task Focus.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Progress Report: First \| Second \| Final Report
Adaptation	Full Project

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