116 / / 117 Up to now, UM’s RC system has accumulated a certain amount of experience and is in a position to further develop a corresponding performance assessment mechanism that can meet the standards of world-class higher education assessment and scientifically demonstrate the achievements of our RC education. A credible assessment mechanism for RC 2.0 must, on the one hand, build on UM’s experience and Macao’s specific circumstances, while, on the other hand, it must take reference from practices of advanced higher education institutions in China and overseas. It embodies an endeavour to establish a sustainable and credible performance assessment mechan i sm, wh i ch wi l l enab le evidence-based continuous advancement of the RC system and serve as an instrument for programme evaluation and accountability. There are three key principles for gauging the educational outcomes in UM’s RC 2.0: fitness for purpose; outcome-based approach; and realisation of educational objectives as measurable outcomes. The evaluation of the education outcomes comprises, for example, the following measures, among others: 1. An annual report by RC’s teaching staff as a self-assessment exercise; 2. Data analysis and report on students’ e-portfolio; 3. A database of the compulsory second-year community team projects; 4. Annual survey on the effectiveness of academic tutorials in the RCs; 5. Student Feedback Questionnaire on the two credit-bearing RC courses; 6. Annual survey on mental health and learning attitudes of RC students; 7. Annual survey on the effectiveness of citizenship education in the RCs; 8. Annual survey on the educational impact of RC life on students; 9. Annual survey gathering feedback from fresh graduates on the impact of RC education; 10. Alumni tracking survey. Education Performance Assessment Chapter 10 Additionally, in accordance with the educational outcomes of UM’s RCs, by using data from the 10 measures above or other similar data, it should be possible to design the following two, or more, composite student quality indexes in order to understand the overall educational performance of the RCs. The first example is Student Citizenship Composite Index. This indicator will be designed to measure the outcomes of the RCs’ civic education and to test whether the education provided by the RCs has produced verifiable and credible results in developing moral qualities such as love for the home country, law-abidance, integrity, and service to the community, and so on. The second example is Student Competitiveness Composite Index. It will be designed to measure the outcomes of the RCs’ education regarding competitiveness and to test whether the education provided by the RCs has produced verifiable and credible results in enhancing students’ competitiveness including the integration of their major and general knowledge at university level, knowledge application and practice, cross-disciplinary collaboration, innovation and entrepreneurship, global perspective, cultural engagement, teamwork, among others. Some of the data for these two composite indexes consist of pre-test data, which will be collected in the first semester of each new intake. The other part of the data are post-test data, which are collected before graduation, in order to provide a valid assessment on the added-value of the student competencies during their four years of study and the extent to which RCs have contributed to that value. In terms of comprehensive system review, the university will implement a five-year cycle of evaluation of educational performance. This will include a biennial internal report on the self-evaluation report of each RC and the RC system as a whole; and an external audit report from a team of experts to be invited to the university once every five years to conduct an on-site quality assurance visit. 憭㝕⛿㶇䑑剹ꯗ2.0曭 UM Residential College Education 2.0 睙┩ꌄ | PART III
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