CDDH UniKL by CITC UniKL

UniKL Value - Based HTVET Educational Model Educational Goals UniKL is committed to producing human capital who are innovation-driven, entrepreneurial, ethical, and professionally-skilled in science, technology and trades, contributing to Malaysia’s aspiration to become a high-income nation. to develop

Programme Educational Objectives To produce graduates who are: 1. Knowledgeable, competent, and innovative; 2. Effective leaders with teamwork skills, as well as verbal and non-verbal interpersonal communication skills; 3. Committed towards the importance of lifelong learning and continuous improvement; 4. Professional, ethical, and socially responsible; and 5. Capable of embarking on business and technopreneurial activities.

Teaching Factory Implementation of T&L through e - learning Emphasis on online assessment Experiential learning (hands - on approach) Active learning (PBL, POPBL & Cooperative Learning) Blended learning (Mobile learning, IPTV) Centre of Excellence

Innovative Teaching & Learning

Technical subjects embedded with entrepreneurial elements Programmes fulfill industry requirements One programme one professional certificate Smart partnership with industry

Coaching and peer mentoring programme Research arm in teaching & learning

Deeply spiritual

Lifelong learner Mastery in English language

Lecturers’ industrial attachment

Professional Development Programme

Industrialmanship Research & Innovation

Academic Professionalism

Quality Curriculum

Knowledgeable & highly - skilled

Altruistic leader Noble citizen Entrepreneurial

Development & Nurturing of UniKL Attributes (UniKL DNA)

SUPPORT Shared Values ● Commitment

● Integrity

● Teamwork

● Innovation ● Excellence

UniKL Course Design & Delivery Handbook

Abdul Muin Abd Rani

Nor Azman Othman

Abu Hassan Darusman (Assoc. Prof. Dr.)

Norazlin Ibrahim (Dr.)

Ahmad Fadzli Nasir

Norhairin Mohd Saad (Dr.)

Ahmad Yasir Md. Said (Assoc. Prof. Dr.)

Nur Hidayah Hassan

Ainul Husna Kamarudin

Nur Izzaty Pawancheek

Ash’ariah Badarudin

Nur Syairah Ani

ATM Emdadul Haque (Dr.)

Nurul Faezawaty Jamaludin

Azimah Abdul Wahab (Dr.)

Ong Siew Kooi (Dr.)

Azinah Mohd Zain

Rabiatul ‘Adawiah Mat Noor

Azlan Saifuddin Anwar

Rasyiqah Khairul Anuar

Azzafeerah Mahyuddin

Rohana Yusof

Badri Abu Bakar (Prof. Dr.)

Roslan @ Rozlan Yahaya

Cordelia Mason (Assoc. Prof. Dr.)

Ruzainah Ali @ Jaafar (Assoc. Prof. Dr.)

Fara Wahida Ahmad Hamidi

Sa’adiah Hussin

Hasnizah Mohamed Akil

Sallaudin Hassan

Husma Hussin

Santibuana Abd. Rahman

Ismila Hj. Che Ishak

Sayani Puteh

Juriah @ Bechek Hj. Bilot

Sazali Yaacob (Prof. Dr.)

Kamaruzzaman Ismail (Assoc. Prof. Dr.)

Shahrinaz Ismail (Dr.)

Khairul Firdaus Adrutdin

Shahrizad Mohd Sharifuddin

Mohamad Abdul Rahman (Assoc. Prof. Dr.)

Shaifuladi Shaharuddin

Mohamed Yusof Radzak

Shariah A. Wahid

Mohd Ezwani bin Kadir

Sopiah Rosly

Muhd Khudri Johari

Syed Rahim B. Syed Hamid (Assoc. Prof. Dr.)

Nor Afiza Mohd Noor

Wan Mansor Wan Muhamad (Prof. Dr.)

Nora Azima Noordin (Dr.)

Zaimi Zainal Mukhtar

Noor Azizah Abd. Wahab

Zulkarnian Ahmad

iii

UniKL Course Design & Delivery Handbook

vii

UniKL Course Design & Delivery Handbook

viii

UniKL Course Design & Delivery Handbook

LIST OF ABBREVIATIONS 1.

AcMD

Academic Management Division

CITC

Centre for Instructional Technology and Curriculum Development

COPIA

Code of Practice for Institutional Accreditation

COPPA

Code of Practice for Programme Accreditation

CQA

Centre for Quality Assurance

CQI

Continual Quality Improvement

FEP

Final Examination Paper

FYP

Final Year Project

HOS

Head of Section

10. HOTS

High Order Thinking Skills

11. INTRA

Industrial Training

12. L&T

Learning and Teaching

13. LOTS

Low Order Thinking Skills

14. LOKI

Learning Outcomes Kemahiran Insaniah

15. MCQ

Multiple Choice Questions

16. MOHE

Ministry of Higher Education

17. MQA

Malaysian Qualifications Agency

18. MQF

Malaysian Qualifications Framework

19. PDIE

Planning, Developing, Implementing and Evaluating

20. SOP

Standard Operating Procedures

21. TOS

Table of Specifications

22. VC

Vetting Committee

UniKL Course Design & Delivery Handbook

LIST OF TABLES Item Name

Page

Table 2.1

Mapping of Generic PLOs to PLO and MQF Domains for Bachelor of Engineering Technology

12-13

Table 2.2

Mapping of Generic PLOs to PLO and MQF Domains for Diploma of Engineering Technology

Table 2.3

Characteristic of Cognitive Learning Domain

Table 2.4

Characteristics of Affective Learning Domain

Table 2.5

Characteristics of Psychomotor Learning Domain

Table 2.6

Revised Bloom’s Taxonomy

Table 2.7

Distribution of CLO statements according to LOTS/HOTS at programme level

Table 3.1

Example of relationship between PEOs and PLOs

Table 3.2

Examples of transferable skills, and how they are developed as well as assessed

Table 3.3

Delivery Methods to MQA Academic Learning Domains

Table 3.4

Student Learning Time (SLT) estimation

Table 3.5

Three-semester academic session SLT and credits

Table 3.6

Time duration of examinations

Table 3.7

Must-have documents in Teaching Portfolio and Course Portfolio

Table 4.1

Mapping of MQF LO Domains to Programme Themes, Learning and Employability Skills.

Table 4.2

Aligning CLOs to assessment methods

Table 4.3

Weighting of coursework and final examinations by level of programmes

Table 4.4

Course Type 1 (with Lecture/Tutorial)

Table 4.5

Course Type 2 (with Lecture and Practical)

Table 4.6

Course Type 3 (with Coursework only)

Table 4.7

Difficulty level of examination paper based on programme level

Table 4.8

Guidelines for preparing examinations at the Diploma level

Table 4.9

Guidelines for preparing examinations at the Bachelor Level

Table 4.10

Alternative assessments for learning outcomes that involve complex tasks

Table 4.11

Examples of tasks and suggested grading instruments for assessing various LOs

Table 4.12

Do’s and don’ts when constructing MCQs

100

Table 4.13

Do’s and don’ts when constructing EMQs

102

Table 4.14

Do’s and don’ts when constructing True-and-False questions

104

Table 4.15

Do’s and don’ts when constructing MITQs

105

Table 4.16

Types of essay questions and their characteristics

107

Table 4.17

Common grading scheme

112

Table 4.18

Grade and status for Industrial Training

112

Table 4.19

Example of marking rubric for a project report

113

Table 4.20

Example of marking rubric for project development

114

32-34

63-64

UniKL Course Design & Delivery Handbook

LIST OF FIGURES Item Name

Page

Figure 1.1

Course Design and Delivery (CDD) cycle

Figure 2.1

Principles of Outcomes-Based Education (OBE)

Figure 2.2

The shift from Teacher-Centred Approach to Learner-Centred approach

Figure 2.3

Overview of OBE

Figure 2.4

UniKL Vision, Mission and Educational Goal

Figure 2.5

MQF Learning Domains

Figure 2.6

Three Learning Domain Taxonomies

Figure 3.1

Steps to develop a course syllabus

Figure 3.2

Entrepreneurial elements embedded in UniKL academic programmes

Figure 3.3

MOHE Learning Outcomes Kemahiran Insaniah (LOKI)

Figure 3.4

Constructive alignment of Learning Outcomes (LOs), Learning-Teaching Activities (LTAs) and assessments

Figure 3.5

Examples of delivery methods that focus on Student-Centred Learning (SCL)

Figure 3.6

Content from the weekly schedule in the Course Syllabus addresses CLO 1

Figure 3.7

Different lengths of academic semesters in UniKL

Figure 4.1

Main purposes of assessments

Figure 4.2

Relationship between Course Design, Delivery and Assessment

Figure 4.3

Elements and effects of assessment of students

Figure 4.4

Flow of an assessment plan and performance standard of LO attainment

Figure 4.5

Types of examinations in UniKL

Figure 4.6

Standards for examination papers

Figure 4.7

Considerations when designing and carrying out alternative assessments

Figure 4.8

Assessment management system

109

Figure 4.9

Assessment management flowchart

110

Vetting process of final assessment results

111

Figure 4.10 :

UniKL Course Design & Delivery Handbook

LIST OF SAMPLES Item Name

Page

Sample 3.1

‘Mapping of Course to PLOs’ in Course Syllabus

Sample 3.2

‘Course Learning Outcomes’ in Course Syllabus

Sample 3.3

‘Rationale of inclusion of the course in the programme’ in Course Syllabus

Sample 3.4

‘Mapping of Course to Programme Aims’ in Course Syllabus

Sample 3.5

Mapping of Courses to Programme Learning Outcomes

Sample 3.6

‘Assessment Methods and Types’ in Course Syllabus

Sample 3.7

Teaching Portfolio Checklist

Sample 3.8

Course Timetable (from E-CITIE)

Sample 3.9

Student Attendance Form

Sample 3.10 :

Course Learning Plan

43-48

Sample 3.11 :

Course Syllabus

49-53

Sample 3.12 :

a. Table of Specification (Coursework) b. Table of Specification (Coursework & Final Examination

54 55

Sample 3.13 :

Student CLO Attainment Report (OBR001)

Sample 3.14 :

Subject Performance and Moderation Form (PXR005)

Sample 4.1

Assessment Brief

Sample 4.2

Examination paper format

81-86

Sample 4.3

Rubric for Written Assignments

Sample 4.4

Rubric for Practical/Skills-related Assessments

Sample 4.5

Rubric for Report

Sample 4.6

Rubric for Coursework

Sample 4.7

Rubric for Presentation

Sample 5.1

CLO Report (OBR1)

119

Sample 5.2

CLO Average (OBR2)

120

Sample 5.3

CLO Headcount (OBR3)

120

LIST OF APPENDICES Item Name

Page

Appendix A

Generic Programme Learning Outcomes

Appendix B

Course Portfolio Checklist

130

Appendix C

Teaching Portfolio Checklist

131

Appendix D

Peer-Mentoring Evaluation Form

Appendix E

Table of Specification (Coursework)

134

Appendix F

Table of Specification (Coursework & Final Examination)

135

Appendix G

Vetting of Examination Papers Form & Checklist

Appendix H

Assessment Coversheet

xii

122-129

132-133

136-139 140

UniKL Course Design & Delivery Handbook

SECTION 1: INTRODUCTION

UniKL Course Design & Delivery Handbook

001

002

PLAN

DEVELOP Articulate programme philosophy

Convene Subject Matter Experts (SMEs)

Address key issues related to Outcome - Based Education Identifying trends in the field of study/profession

EVALUATE

004 EVALUATE Course review Determine success of the course Update the course

Develop courses/modules

PLAN

Assess course needs and issues

Identify and develop staff & resources

Course Design & Delivery IMPLEMENT

DEVELOP

Develop and identify learning - teaching activities, assessment tools and procedures

003 IMPLEMENT Deliver the course Assess the achievement of LOs

UniKL Course Design & Delivery Handbook

Focus on Outcomes

High Expectations

Designing Backward

Expanded opportunities

The development of learning outcomes, specifying the knowledge, skills and attitudes the students should have at the end of the course or programmes.

Students can achieve high standards if they are given appropriate opportunities

Specify the learning outcomes before designing the content, teaching and learning activites, and assessments to ensure the attainment of these learning outcomes

A paradigm shift from teachercentered to student-centered delivery approaches

2012

Teacher-Centered Approach Teachers are chiefly responsible to impart knowledge Students are mainly assessed using examinations and tests Content is taught in a rigid way and different subjects are seen as mutually exclusive Emphasis is on what has been taught (i.e. teachersâ&#x20AC;&#x2122; input) Results in passive students

Learner-Centered Approach Teachers act as facilitators; group / cooperative learning is highly encouraged Students are assessed using continuous assessments Content is given more room for flexibility; integrates relevant and real-life scenarios Emphasis is on what has been learnt (i.e. studentsâ&#x20AC;&#x2122; outcomes) Results in active learners

UniKL Course Design & Delivery Handbook

Professional Universe

Data Analysis

Programme Loop

Course Loop Continuous Improvement (Revision + ModiďŹ cation)

Assessment Tools

Course Learning Outcomes (CLOs)

Programme Learning Outcomes (PLOs)

Programme Educational Objectives (PEOs)

VISION & MISSION

STAKEHOLDERS

ALUMNI

CONSTITUENCIES

ADVISORY COMMITTEE

INDUSTRY & EMPLOYERS

UniKL Course Design & Delivery Handbook

VISION

To be the leading entrepreneurial technical university

EDUCATIONAL GOAL

MISSION

To produce enterprising global technopreneurs

To produce human capital who are innovation-driven, entrepreneurial, ethical, and professionally skilled in science, technology and trades, contributing to Malaysiaâ&#x20AC;&#x2122;s aspiration to become a high-income nation

UniKL Course Design & Delivery Handbook

KNOWLEDGE

01 SOCIAL SKILLS & RESPONSIBILITIES

02 03 05

INFORMATION MANAGEMENT & LIFELONG LEARNING SKILLS

PRACTICAL SKILLS

VALUES, ATTITUDES & PROFESSIONALISM

COMMUNICATION, LEADERSHIP, & TEAM SKILLS

PROBLEM-SOLVING & SCIENTIFIC SKILLS

MANAGERIAL & ENTREPRENEURIAL SKILLS

MQF Learning Domains

UniKL Course Design & Delivery Handbook

Table 2.1 illustrates the Generic PLOs for Bachelor of Engineering Technology (BET), as adapted from Sydney Accord (MQA, 2011). Table 2.1 Mapping of Generic PLOs to PLO and MQF Domains for BET PLO Domain for BET

8 MQF Domain

Generic UniKL PLOs for Bachelor of Engineering Technology

Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to defined Knowledge (Cognitive) and applied engineering procedures, processes, systems or methodologies.

Knowledge of Engineering Science

Problem Solving and Problem Analysis Scientific Skills (Cognitive)

Identify, formulate, research literature and solve broadly defined engineering problems reaching substantiated conclusions using analytical tools appropriate to their discipline or area of specialization.

Design/ Development of solutions

Problem Solving and Scientific Skills (Cognitive)

Investigation

Practical Skills (Psychomotor)

Conduct investigations of broadly defined problems; locate, search and select relevant data from codes, data bases and literature, design and conduct experiments to provide valid conclusion.

Modern Tool Usage

Practical Skills (Psychomotor)

Select and apply appropriate techniques, resources and modern engineering tools, including prediction and modelling, to broadly defined engineering activities, with an understanding of the limitations.

Individual and Teamwork

Communication Skills, Function effectively as an individual, and as a member or Leadership and Team leader in diverse technical teams. Skills (Affective)

Communication

Communicate effectively on broadly defined engineering Communication Skills, activities with the engineering community and with society Leadership and Team at large, by being able to comprehend and write effective skills (Affective) reports and design documentation, make effective presentations and give and receive clear instructions.

The Engineer and Society

Social skills and Responsibilities (Affective)

Demonstrate understanding of the societal, health, and safety, legal and cultural issues and the consequent responsibilities and norms of engineering technology practice.

Ethics

Values, Attitudes and Professionalism (Affective)

Understand and commit to professional ethics and responsibilities and norms of engineering technology practice.

Social skills and Environment and Responsibilities Sustainability (Affective)

Understand the impact of engineering solutions in a societal context and demonstrate knowledge of and the need for sustainable development

UniKL Course Design & Delivery Handbook

Project 11 Management and Finance

Managerial and Entrepreneurial (Affective)

Demonstrate an awareness and understanding of management, business practices, and technopreneurial competencies

Lifelong 12 Learning

Information Management and Lifelong Learning skills

Recognize the need for and have the ability to engage in independent and lifelong learning

Note: 1. Programme committee are required to adapt the PLOs to suit their programme specializations and requirements. 2. Minimum of 12 PLOs must be developed and cover all aspects of the MQF domains.

UniKL Course Design & Delivery Handbook

Table 2.2 illustrates the Generic PLOs for Diploma of Engineering Technology (DET), as adapted from Dublin Accord by Institution of Engineers of Ireland (MQA, 2011) Table 2.2 Mapping of Generic PLOs to PLO and MQF Domains for DET PLO Domain for DET

8 MQF Domain

Knowledge of Engineering Science

Problem Analysis

Problem Solving and Scientific Skills (Cognitive)

Analyse well-defined engineering problems in their discipline or area of specialization

Design/ Development of solutions

Problem Solving and Scientific Skills (Cognitive)

Formulate solutions to well-defined technical problems

Investigation

Practical Skills (Psychomotor)

Assist in the formulation of systems, components or processes to meet specified needs

Modern Tool Usage

Practical Skills (Psychomotor)

Conduct investigations of well-defined problems

Individual and Team work

Communication Skills, Apply appropriate techniques, resources, and engineering Leadership and Team tools to well-defined engineering Skills (Affective)

Communication

Communication Skills, Demonstrate an awareness of and consideration for Leadership and Team societal, health, safety, legal and cultural issues and their consequent skills (Affective)

The Engineer and Society

Social skills and Responsibilities (Affective)

Communicate effectively with the engineering community and society at large

Ethics

Values, Attitudes and Professionalism (Affective)

Function effectively in a diverse technical team

Environment and Sustainability

Social skills and Responsibilities (Affective)

Demonstrate an understanding of professional ethics, responsibilities and norms of engineering technology

Project Management and Finance

Managerial and Entrepreneurial (Affective)

Demonstrate an awareness of management, business practices and entrepreneurship

Lifelong Learning

Information Management and Lifelong Learning skills

12 13

Knowledge (Cognitive)

Generic UniKL PLOs for Diploma of Engineering Technology Apply knowledge of mathematics, science, engineering fundamentals and engineering specialization principles to well-defined.

Demonstrate an understanding of the impact of engineering practices, taking into account the need for sustainable; Recognize the need for professional development and to engage in independent and lifelong learning.

UniKL Course Design & Delivery Handbook

2.3.3 Understanding Course Learning Outcomes (CLOs) CLOs are detailed descriptions of what students must be able to do upon completion of a course. The followings are characteristics of CLOs, as adapted from Blanchard and Johnsons (1981): S

Student-focused CLOs should address what the student will know or be able to do at the end of the course.

Measurable CLOs must indicate how learning will be assessed.

Applicable CLOs should emphasise ways in which students are likely to use the knowledge/skills gained in a wide variety of contexts.

Realistic CLOs should be achievable and easily understood; all students who complete the course should be able to demonstrate the knowledge/skills addressed.

Time-bound CLOs should set a deadline by which the knowledge/skills should be acquired.

CLOs relate to the overall outcomes of the programme. They must cover three taxonomies of learning domains as described in Figure 2.6 below:

COGNITIVE DOMAIN

The knowledge and the development of intellectual skills

PSYCHOMOTOR DOMAIN

Physical movement, coordination and use of the motor skill areas

AFFECTIVE DOMAIN

The manner in which we deal with tasks emotionally, such as feelings, values and attitudes

Figure 2.6 Three learning domain taxonomies Based on Anderson (2001), Bloom (1956) and Simpson (1972)

UniKL Course Design & Delivery Handbook

Tables 2.3-2.6 illustrate more detailed information on the commonly used learning domains. Table 2.3 Characteristics of Cognitive Learning Domain, revised (Andersen, 2001) Level (from lowest to the highest)

Definition

Sample Verbs

Arrange, collect, define, describe, duplicate, enumerate, Defined as the ability to examine, find, identify, label, list, memorize, name, order, recall or remember facts outline, present, quote, recall, recognize, recollect, record, without necessarily recount, relate, repeat, reproduce, show, state, tabulate, understanding them. tell.

Remembering

Associate, change, clarify, classify, construct, contrast, convert, conclude, decode, defend, describe, differentiate, Defined as the ability to discriminate, discuss, distinguish, estimate, explain, Understanding understand and interpret express, extend, generalise, identify, illustrate, map, learned information. match, indicate, infer, interpret, locate, paraphrase, predict, recognise, report, restate, rewrite, review, select, solve, translate, representing.

Applying

Apply, assess, carry out, calculate, change, choose, complete, compute, construct, demonstrate, develop, Use methods, concepts, drawing out, discover, dramatize, execute, employ, principles and theories examine, experiment, estimate, find, illustrate, implement, interpret, measure, manipulate, modify, operate, organise, in new situation. practice, predict, prepare, produce, relate, schedule, select, show, sketch, solve, transfer, use.

Analysing

Analyse, appraise, arrange, break down, calculate, categorise, classify, compare, connect, contrast, criticise, Identify how parts debate, deriving, deduce, determine, differentiate, relate to one another or discriminate, distinguishing between, divide, examine, to a larger structure / experiment, focusing, identify, illustrate, infer, inspect, investigate, integrate, order, organize, outline, point out, purpose question, relate, select, structuring, separate, sub-divide, test.

Evaluating

Appraise, ascertain, argue, attribute, assess, attach, checking, detect, choose, compare, conclude, contrast, Judge the value of convince, criticise, diagnose, decide, defend, deconstruct, something based on discriminate, explain, evaluate, grade, interpret, judge, criteria, processes or justify, measure, predict, rate, recommend, relate, resolve, standards test, monitor, determine, question, discuss, include, rate, rank, valuing

Creating

Argue, arrange, assemble, categorise, collect, combine, compile, compose, construct, create, design, develop, devise, establish, explain, formulate, generalise, generate, Generate a coherent integrate, hypothesizing, invent, make, manage, modify, functional whole; organise, originate, plan, prepare, propose, rearrange, recognize new patterns reconstruct, relate, reorganise, revise, rewrite, set up, summarise, synthesize, devise, suggest, alter, build, enlarge

UniKL Course Design & Delivery Handbook

Table 2.4 Characteristics of Affective Learning Domain (Bloom, 1956) Level (from lowest to the highest) A1

Definition

Sample Verbs

Receiving

Asks, Attends, Receives, accepts, listens, This refers to a willingness to chooses, describes, follows, gives, holds, receive information identifies, locates, names, points to, selects, selectively attends to, uses, sits, replies

Responding

Answers, acclaims, aids, applauds, approve, This refers to the individual assists, complies, conforms, discusses, greets, actively participating in his or helps, labels, performs, practices, presents, her own learning reads, recites, selects, writes, volunteers, tells, report.

Valuing

Organization

Characterisation

This ranges from simple acceptance of a value to one of commitment

Assists, debates, demonstrates, denies, Completes, describes, differentiates, explains, follows, forms, increase proficiency in, initiates, invites, joins, justifies, proposes, protests, reads, relinquish, reports, selects, shares , studies, supports

This refers to the process that individuals go through as they bring together different values, resolve conflicts among them and start to internalise the values

Accommodates, adheres, alters, arranges, balances, combines, compares, completes, defends, explains, formulate, generalizes, identifies, integrates, modifies, orders, organize, prepares, relates, synthesis

At this level the individual has a value system in terms of their beliefs, ideas and attitudes that control their behaviour in a consistent and predictable manner

Acts, discriminates, displays, influences, interprets, listens, maintains objectivity modifies, performs, practices, proposes, qualifies, questions, respects, revises, serves, solves, uses, evidence, verifies.

UniKL Course Design & Delivery Handbook

Table 2.5 Characteristics of Psychomotor Learning Domain (Simpson, 1972) Level (from lowest to the highest)

Definition

Sample Verbs

Perception

Chooses, describes, detects, differentiates, The ability to use observed cues distinguishes, feels, hears, notices, recognize, to guide physical activity. touches, identifies, isolates, relates, selects, separates

Set (mind-set)

The readiness to take a particular Arrange, Begins, displays, explains, get set, course of action. This can involve moves, prepares, proceeds, reacts, responds, mental, physical and emotional shows, starts, volunteers, states disposition.

The trial-and-error attempts at acquiring a physical skill. With Guided Response practice, this leads to better performance.

Assembles, builds, calibrates, constructs, dismantles, displays, dissects, fastens, fixes, grinds, heats, manipulates, measures, mends, organizes, copies, follows, imitates, mixes, reacts, reproduce, response sketches, traces, tries

Mechanism

The intermediate stage in learning a physical skill. Learned responses become more habitual and movements can be performed with some confidence and level of proficiency.

Assembles, builds, calibrates, complete, constructs, dismantles, displays, dissects, fastens, fixes, grinds, heats, mix, manipulates, measures, mends, mixes, organizes, performs, shapes, sketches

Complex Overt Responses

Physical activities involving complex movement patterns are possible. Responses are automatic and proficiency is indicated by accurate and highly coordinated performance with a minimum of wasted effort.

NOTE: The key words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.

Adaptation

At this level, skills are well developed and the individual Adapts, adjusts, alters, changes, rearranges, can modify movements to deal reorganizes, revises, varies, integrates, solve with problem situations or to fit special requirements.

Origination

Arranges, builds, combines, composes, The skills are so highly developed constructs, creates, designs, originate, that creativity for special formulates, initiate, mix, modifies, redesign, situations is possible troubleshoot.

UniKL Course Design & Delivery Handbook

CLOs should cover various difficulty levels and ranges, so different sample verbs should be used for various CLO statements. This is noteworthy because sample verbs from HOTS (L3-L6) overlap some from LOTS (L1-L2) of Bloom’s taxonomy. The breakdown for level of difficulties for Cognitive domain as adapted from Krathwohl (2002) is shown in Table 2.6 below: Table 2.6 Revised Bloom’s Taxonomy Knowledge Dimensions

Interrelated knowledge between different forms of elementary knowledge existing within a similar structure which allows them to function together

- Classification - Principles - Generalisations - Theories - Models and structures

Procedural knowledge

Methodical knowledge on how to do something; utilizing skills, techniques and algorithms.

- Skills and algorithms that are specific to a subject - Techniques and methods - Criteria to determine suitable procedures or processes

Metacognitive knowledge

Intellectual - Strategy knowledge about the - Tasks that involve cognition, e.g. using thinking process context - Oneself (self-awareness)

Create: Putting elements together to form something complete/original, i.e. to: generate, plan, produce

Conceptual knowledge

Evaluate: Judging using a set of standards/criteria, i.e. to: check, critique

- Terminology - Specific details or elements

Analyse: Breaking information down to see how different parts relate to each otherand to the overall structure/purpose, i.e. to: differentiate, organise, attribute

Elementary knowledge in the discipline that students must know or solve a problem with

Understand: Determining meanings of instructional information, i.e. to: interpret, exemplify, classify,summarise, infer, compare, explain

Factual knowledge

HOTS

Apply: carrying out or using a procedure, i.e. to: execute, implement

LOTS

Example

Remember : Retrieving relevant information from long-term memory, i.e. to: recognise, recall

Definition

Cognitive Level

For more information on the cognitive learning domains, please refer to MQA’s (2013) Guidelines to Good Practice: Assessment of Students (p. 39-42).

UniKL Course Design & Delivery Handbook

Table 2.7 illustrates the general guideline for the distribution of CLO statements at Programme Level. Table 2.7 Distribution of CLO statements according to LOTS/HOTS at programme level

Level of Studies

Bloomâ&#x20AC;&#x2122;s Taxonomy LOTS (L1-L2)

HOTS (L3-L6)

Preparatory

70% - 80%

20% - 30%

Diploma

60% - 70%

30% - 40%

Bachelor

30% - 40%

60% - 70%

2.4 IDENTIFYING TRENDS IN THE FIELD OF STUDY/PROFESSION Benchmarking can be carried out by comparing the course content with other educational providers in terms of its relevance, latest technology, and assessments. It is a continuous and systematic process to identify, adapt, and implement best practices by other organisations. It is often used to discover innovative learning and teaching approaches, and the findings allow universities to shape and prioritise resources to best effect (McKinnon, Walker & Davis, 2000).

UniKL Course Design & Delivery Handbook

3.1 DEVELOPING THE COURSE SYLLABUS A sample of the course syllabus is provided in this handbook refer to sample 3.11. These are the steps to develop the course syllabus: 1. Identify PLOs 2. Set the CLOs 3. Rationalise inclusion of course within the programme 4. Map CLOs to PLOs and PEOs 5. Identify transferable skills 6. Identify mode of delivery & LTA 7. Identify types of assessments 8. Create SLT for content topics and outline for the course 9. Allocate the appropriate SLT for each topic and calculate the total SLT 10. Calculate the credit hours for the course

Figure 3.1 Steps to develop course syllabus The steps are illustrated using Bachelor degree course ‘Biology of Cells’ as an example as follows: Step 1: Identify PLOs In the course syllabus, this step relates to ‘Mapping of Course to Programme Learning Outcomes’, as illustrated in Sample 3.1. PLOs are statements that describe the skills, knowledge and behaviours that student acquire through the programme. In order to follow MQA’s Programme Standards and meet the requirements of accrediting professional bodies, PLOs that are relevant to the course need to be identified. Sample 3.1 ‘Mapping of Course to Programme Learning Outcomes’ in Course Syllabus 17

Mapping of Course to Programme Learning Outcomes CLO 1 2 3

PLO 01

  

UniKL Course Design & Delivery Handbook

Step 2: Set the CLOs CLOs must relate to the overall outcomes of the programme. As noted in the previous section, each course is mapped to three (3) or four (4) PLOs only. It is recommended that each course has between three (3) to five (5) CLO statements. When writing CLOs, begin with an action verb related to the learning domain levels as shown in pages 1520. Care must be taken to ensure that a variety of sample verbs is used for CLO statements, because some sample verbs from HOTS (L3-L6) overlap with those from LOTS (L1-L2). Phrases which are ambiguous and not measurable, such as ‘understand’, ‘learn’, ‘know’, ‘appreciate’, ‘be familiar with’, and ‘to grasp the meaning of’, should also be avoided. A CLO statement must begin with a Participant (P), which is linked with: Action Verb (A), Condition (C), Standard (S) and ends with stating the learning domain level (A1 - A7, P1 - P5, C1 - C5) it covers. Examples of CLO statements containing PACS are shown below:

Upon completion of the course, students (P) should be able to… Solve (A) mathematical problems using basic formula (C) learned in the course (S)… (C3) i.e. The CLO statement above covers the 3rd level of the Cognitive domain. Perform (A) fault detection for DC and AC circuits (C) using appropriate troubleshooting technique (S) … (P4) i.e. The CLO statement above covers the 4rd level of the Psychomotor domain. Produce (A) reports with their necessary components (C) by incorporating research skills (S) … (A5) i.e. The CLO statement above covers the 3rd level of the Cognitive domain. In the course syllabus, this step relates to field number 9 (“Course Learning Outcomes”). An example of how this step is presented in a course syllabus is illustrated in Sample 3.1. Sample 3.2 ‘Course Learning Outcomes’ in Course Syllabus

10 Course Learning Outcomes: 1. Describe the structure and functions of prokaryotes and eukaryotes cells and explain theoretical aspect of plant, animal, genetic and ecology including the importance of biodiversity element. (C3) 2. Perform biology laboratory procedures. (P3) 3. Collaborate with team members in planning and performing scientific investigation. (A2)

UniKL Course Design & Delivery Handbook

Step 3: Rationalise inclusion of course within programme The inclusion of course within the programme must be justified. In the course syllabus, this step relates to field number 5 (“Rationale for Inclusion of Course/Module in Programme”). An example of how this mapping is shown in a course syllabus is illustrated in Sample 3.3. Sample 3.3 ‘Rationale of Inclusion of Course/Module in Programme’ in Course Syllabus

Rationale of Inclusion of Course/Module in Programme: This is an introductory course aimed at providing students with fundamental concepts of biology of cells’ components which form the foundation for their study in later years. These concepts are essential as students will encounter them at higher-level courses. Step 4: Map CLOs → PLOs → PEOs

Delivery at course level must support the overall PLOs and PEOs of the programme. Heads of Sections (HOS), Programme Coordinators (PC), and Course Leaders (CL) are responsible to explain how the mapping of PEOs and PLOs are linked to the University’s Vision, Mission, Educational Goals, and Programme Aims. Mapping of Courses to PEOs. Each course must be linked to a minimum of ONE (1) to a maximum of THREE (3) PEOs. In the course syllabus, this step relates to field number 16 (“Mapping of Course to Programme Educational Objectives”). An example of how this mapping is shown in a course syllabus is illustrated in Table 3.4. Sample 3.4 Mapping of Course to Programme Aims in Course Syllabus 16

Mapping of Course to Programme Educational Objectives: Course

PEO1

PEO2

Biology of Cells



PEO3

PEO4

PEO5

Mapping of Courses to PLOs. Each PLO in a programme must be mapped to a minimum of three (3) courses. Additionally, entrepreneurial elements must be embedded in at least THREE (3) of the technical courses for Diploma programmes, and at least FIVE (5) for the Bachelor programmes. Entrepreneurial elements are divided into three levels, as illustrated in Figure 3.2. Refer to UniKL Policy on Embedding Entrepreneurial Elements in Technical Subjects (2014).

UniKL Course Design & Delivery Handbook

STUDENTS ARE EXPECTED TO DEMONSTRATE ABILITY TOâ&#x20AC;Ś

LEVEL 1 : AWARENESS

Identify traits & characteristics of successful entrepreneurs in specific industry Discuss issues related to the successes and problems involved in entrepreneurship Distinguish appropriate decisions about actions to be taken in various business circumstances Outline business decisions and suggestions for entrepreneurship success

LEVEL 2 : INTERMEDIATE

Identify the processes and issues involved which relate to the creation of new entrepreneurship specific to their areas of specialization, i.e business plan, legal issues ethical issues, economic impact and government policy Identify business opportunity Develop business plan and marketing strategies

LEVEL 3 : ADVANCED Develop business plan and marketing strategies Prepare and deliver oral presentations to an audience and respond to questions on their business plan and marketing strategies Examine methods of critiquing entrepreneurial ideas

UniKL Course Design & Delivery Handbook

UNIVERSITI KUALA LUMPUR MAPPING OF COURSES & PROGRAMME LEARNING OUTCOMES PROGRAMME LEVEL BACHELOR OF ENGINEERING TECHNOLOGY (HONS) PROGRAMME NAME INDUSTRIAL AUTOMATION & ROBOTICS PROGRAMME COORDINATOR PROF. HANA ZAQWAN

COURSE

COMPULSORY

COMMON CORE

COURSE DETAILS CODE

2 WEB 10302

FUNDAMENTAL ENGLISH

3 WEB 20202 4 MPU 3123 5 MPU 3233

PROFESSIONAL ENGLISH 1 TAMADUN ISLAM & TAMADUN ASIA (TITAS) (L) TECHNOPRENEURSHIP

2 3 3

6 MPU 3343

CULTURE & LIFESTYLE IN M'SIA

7 WEB 20302

PROFESSIONAL ENGLISH 2

8 FNB 11301

FRENCH 1

HUBUNGAN ETNIK (L)

11 WBB 10202

INNOVATION MANAGEMENT

12 FKB 10103

ENGINEERING TECHNOLOGY MATHEMATICS 1

13 FKB 20203

ENGINEERING TECHNOLOGY MATHEMATICS 2

14 FKB 20302

STATISTICAL DATA ANALYSIS FOR ENG.TECH

15 FAB 11203

AUTOMATION TECHNOLOGY

16 FEB 10103

CIRCUIT THEORY

17 FFB 17402

ENGINEERING DRAWING

18 FGB 10102

MACHINE TOOL TECHNOLOGY 1

19 FMB 11103

STATICS AND DYNAMICS

20 FGB 22102

COMPUTER ASSISTED DESIGN 1

21 FLB 12013

ANALOG ELECTRONICS

22 FLB 23043

DIGITAL SYSTEM

12 X

FRENCH 2

X X

9 FNB 11401

X X

X X X

X X

X X X

23 FMB 11203

PNEUMATICS AND HYDRAULICS

24 DEB 24083

ELECTRICAL MACHINES

25 FLB 35113

ELECTRONIC DESIGN 1

26 FSB 23003

PROGRAMMING FUNDAMENTAL

27 FAB 20204

PLC & INDUSTRIAL NETWORKING

28 FAB 21203

LINEAR SYSTEMS & SIGNALS 1

POWER ELECTRONICS & DRIVES

3 3

32 FAB 20704

MICROCONTROLLER OBJECT ORIENTED PROGRAMMING & DATA STRUCTURE ROBOTICS

33 FAB 30804 34 FIB 36403 35 FSB 33503

CONTROL SYSTEM PRODUCTION & OPERATION MANAGEMENT IMAGE PROCESSING

4 3 3

X X X

36 FIB 36103

PROJECT MANAGEMENT

37 FSB 33404

EMBEDDED SYSTEM TECHNOLOGY

38 FSB 33904

REAL-TIME SYSTEMS

X X

X X X

39 WPB 49804

FINAL YEAR PROJECT 1

40 FIB 46303

COMPUTER-AIDED PRODUCTION MANAGEMENT

41 WPB 49906

FINAL YEAR PROJECT 2

42 WIB 39908

INDUSTRIAL TRAINING

43 FSB 3XX04

ELECTIVE MIU

44 FAB 3XX04

ELECTIVE ARU

45 FIB 3XX04

ELECTIVE IMU

TOTAL

140

* Credit calculation: 1) COMPULSORY (i.e. UniKL compulsory courses+MQA courses) = 25% of the total credits. 2) COMMON CORE (i.e. for the programme) = 15-21 credits. 3) DISCIPLINE CORE (i.e. for the programme) = 80-84 credits, inc. FYP of 8-10 credits; 60% must be practical hours (F2F+FYP) 4) INDUSTRIAL TRAINING = 8-12 credits 5) ELECTIVE = 8-14 credits

X X

10 MPU 3113

31 FSB 23804

UniKL XYZ 2015 SEPTEMBER

PROGRAMME LEARNING OUTCOMES 1

CULTURE 2

30 FSB 23203

ELECTIVE

CREDITS *

1 MPU 3432

DISCIPLINE CORE 29 FLB 35203

INDUSTRIAL TRAINING

NAME

CAMPUS YEAR SEMESTER

X X

Notes: 1. All programmes must refer to MQA Programme Standards. 2. All programmes must have at least 8 PLOs, and they should address the 8 MQF Learning Domains. 3. Each course must address 3 or 4 PLOs. 4. Each element of PLO must be addressed at least twice by the core courses.

UniKL Course Design & Delivery Handbook

Mapping of PLOs to PEOs Each PLO must be linked to a minimum of ONE (1) to a maximum of THREE (3) PEOs. Table 3.1 shows a preliminary relationship between the different domain of PEOs and PLOs, and how the PLOs support the achievement of PEOs. The PLOs used below are based on the programme standards for Bachelor in Engineering Technology according to MQA (2011). Table 3.1 Example of relationship between PEOs and PLOs, based on MQA (2011) Programme Educational Objectives

Programme Learning Objectives 1

Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to defined and applied engineering procedures, processes, systems or methodologies.

Design solutions for broadly defined engineering technology problems and contribute to the designs of systems, components or processes to meet specified needs with appropriate consideration for public health and safety, cultural, societal and environmental considerations. Conduct investigations of broadly defined problems; locate, search and select relevant data from codes, data bases and literature, design and conduct experiments to provide valid conclusion.

Select and apply appropriate techniques, resources and modern engineering tools, including prediction and modeling, to broadly defined engineering activities, with an understanding of the limitations.

Function effectively as individuals, and as members or leaders in diverse technical teams.

X X

Communicate effectively on broadly defined engineering activities with the engineering community and with society at large, by being able to comprehend and write effective reports and design documentation, make effective presentations and give and receive clear instructions. Demonstrate understanding of the societal, health, and safety, legal and cultural issues and the consequent responsibilities and norms of engineering technology practice.

8 9

Understand and commit to professional ethics and responsibilities and norms of engineering technology practice.

Understand the impact of engineering solutions in a societal context 10 and demonstrate knowledge of and the need for sustainable development.

UniKL Course Design & Delivery Handbook

Demonstrate an awareness and understanding of management, business practices, and technopreneurial competencies.

Recognize the need for and have the ability to engage in independent and lifelong learning

X X

Step 5: Identify Transferable Skills Transferable skills, also known as ‘Kemahiran Insaniyah’, are general skills that are useful to help students to become more adaptable individuals after they graduate. Transferable skills are listed in MOHE Learning Outcomes Kemahiran Insaniah (LOKI) as illustrated in Figure 3.3:

Must have (MH) Additional Skills acquired that will define graduates as highly competent

Kemahiran Insaniah Mesti (KIM) Kemahiran Insaniah Tambahan (KIT)

Skills that must be acquired by all graduates to be considered competent

Good to Have (GTH)

Figure 3.3 MOHE Learning Outcomes Kemahiran Insaniah (LOKI) A minimum of two (2) transferable skills must be stated in the course syllabus and aligned to CLOs. A few examples of such skills are shown in Table 3.2. Table 3.2 Examples of development and assessment of transferable skills Transferable Skills

Development of the skills

Skills assessments

Practical skills

Performing tasks in a lab/workshop sessions

Practical tests

Values, attitudes and professionalism

Collaborative learning in class, work in team during technical report writing and industrial visit.

Industrial visit report, presentation rubric and teacher’s evaluation – observation & checklist

Written and verbal communication Communication, Industrial visit report, presentation and skills via written assignments and oral leadership and team teacher’s evaluation – observation & presentations which include question and skills checklist answer session. Lifelong learning skills

Developed the four essential skills: writing, reading, listening and speaking

Written test & technical report rubrics

UniKL Course Design & Delivery Handbook

Step 6: Identify mode of delivery and LTA Course delivery must be aligned with the intended CLOs, LTAs and assessments, as reflected in the Figure 3.4, which has been adapted from Biggs (2003).

PLOs Learning Domains Soft Skills

Student -Centered Learning Cooperative Learning Other L&T activities

CLOs

Cognitive Domain Affective Domain Psychomotor Domain

Coursework

Learning Teaching

Assessments

Final Examination

Other forms of assessment

UniKL Course Design & Delivery Handbook

Collaborative learning (CL)

Case studies (CS)

Cooperative learning techniques

Problem-based learning (PBL)

Project-oriented problem-based learning (POPBL)

Technology-based delivery e.g. E-Learning, MOOCs, teleconferences, mobile systems, and game-based methods.

Experiential learning methods e.g. fieldwork, project-based learning and on-site learning or visits.

Work-based learning (WBL) methods such as industrial training (INTRA), practicum, work attachments

UniKL Course Design & Delivery Handbook

Table 3.3 Delivery Methods to MQA Academic Learning Domains, based on MQA (2011) MQF Learning Outcome Domain 1. Knowledge

Demonstrated by … (Examples) • •

2. Practical Skills (Psychomotor Domain)

• • • • •

3. Social skills and responsibilities (Affective Domain)

• • • • •

4. Values, attitudes and professionalism (Affective Domain)

• • • •

5. Communication, Teamwork and Leadership Skills

• • • • • • • •

Examples of delivery methods

Remembering and understanding of concepts, principles, major ideas Mastery of subject matter

Lectures, tutorials, discussions, debates, forums, presentations, field trips, industrial attachment, seminars/ consultations, demonstrative teaching – mini lab approaches, competency based approaches

Perceiving and responding appropriately with instructions Applying learnt skills Carrying out professional tasks Adapt and modify skills in different situations Construct, improvise on, develop something new

Lab experiments, simulations, demonstrations, fieldwork, practicum, projects, trouble-shooting of problems, students to design experiments

Responding to other people’s needs Showing an interest in and concern of others Being comfortable in accepting ideas and people Organising responsibilities and tasks Influencing other people

Groupwork, industrial attachment, community projects, cooperative learning, problem-based learning, collaborative learning

Understanding the impact of economy, environment and socioculture in professional practice Analysing and making decisions in solving problems related to ethics Acting according to the professional code of practice Displaying ethical conduct as students and future professionals

• •

Communicating in orally and in writing effectively Critiquing presentations and articles Presenting information appropriately for the intended audience Building good working relationships by interacting and collaborating with others effectively Understanding and assuming roles as a team member or leader Understanding and respecting attitudes, behaviours and beliefs Coordinating group efforts Leading the team

•

• •

Case study of ethical dilemma Problem based learning, cooperative learning Inform and ensure students adhere to ethical conduct as students (copyright issues, plagiarism etc)

Group discussion, presentation, group reports, article or journal discussions etc. Groupwork with roles and tasks delegated for each person Use structured cooperative learning example jigsaw techniques; Problem based learning; working in teams to solve case studies

UniKL Course Design & Delivery Handbook

6. Problem Solving & Scientific Skills

•

• • • 7. Information Management & Lifelong Learning Skills

• • • • •

Identifying and analysing problems • in complex and vague situations by evaluating and providing justifications Developing and improving criticalthinking skills, such as explaining, • analysing and evaluating discussions Ability to generate ideas and seek alternative solutions Producing new ideas and technologies based on existing skills

Solve problems, tasks which involve students providing solutions and justifications of choices, students generate problems based on discussion in class. Jigsaw cooperative learning techniques, problem based learning, diagnostic exercises, simulations

•

Identification of students’ learning styles to determine provide guidance to students on how to study more effectively Ask students to find relevant information using variety of sources Ask students to synthesize relevant information Conduct mini research project which require students to look for information and organize the information obtained

Information Management & Lifelong Learning Skills Ability to accept new ideas and to take responsibility for learning Ability to seek and manage relevant information from variety of sources Organize information in new ways Display ability for self-regulation in learning

• • •

UniKL Course Design & Delivery Handbook

8. Management • and Entrepreneurial • Skills •

•

Instil in students the value of punctuality, organisation skills

Entrepreneurial Skills: Level 1: Basics & Awareness • Ability to identify traits and characteristics of successful entrepreneurs in specific industry • Discuss issues related to the successes and problems involved in entrepreneurship • Distinguish appropriate decisions of actions to be taken in various business circumstances • Outline business decisions and suggestions for entrepreneurship success

•

Discussion on traits and behaviours of successful entrepreneurs in their respective technology areas Written assignment on successful entrepreneurs Instil values of entrepreneurships in everyday situation example timeliness, honesty, integrity, responsible behaviour, ethical work habits, lead other people, team work, help seeking, problem solving skills, risks, personal goals etc

Level 2: Intermediate (Applications) • Identify the processes and issues involved which relate to the creation of new entrepreneurship specific to their areas of specialization, i.e. business plan, legal issues ethical dilemma, economic impact and government policy • Identifying business opportunity • Developing business plan and marketing strategies

Analyse opportunities in specific business market, industry and region and specific business trends (demographically, socially or technically) via Brainstorming Case Studies Problem-based learning Write business plan

Level 3: Advanced (Development of Business Plan) • Identifying business opportunity • Developing business plan and marketing strategies • Prepares and delivers an oral presentation to an audience and responds to questions on their business plan and marketing strategies • Examines methods of critiquing an entrepreneurship ideas

Develop /create business plans and marketing strategies Critique business plans

•

Management Skills Ability to plan and implement effectively Knowing what to do and how to do at the right time and place Having good time management

• •

UniKL Course Design & Delivery Handbook

Step 7: Identify types of assessments There are many ways to assess student attainment of CLOs. Using triangulation (refer to ‘Constructive Alignment’) will improve the effectiveness of assessments because it ensures the alignment of assessments to LOs and L&T delivery. The types and methods of assessments chosen must be aligned with the stated CLOs. This depends on the course type, as shown in ‘Assessments proportion by course type’. An example of how this is written in a course syllabus is illustrated in Sample 3.6: Sample 3.6 ‘Assessment Types & Methods’ in Course Syllabus 14

Assessment Types & Methods: Assessment Type

Assessment Method

Assessment Weighting

Coursework

Written Test (T) Lab Reports (LR) Practical Test (PT)

20% 20% 20%

Final Examination

Written

40%

Alternative Assessments

TOTAL :

100%

For further information on assessments, please refer to Part 4.2: Assessments. Step 8: Create SLT for content topics and outline for the course Develop course content based on CLO statements. An example of how the CLO is related to the content topics is illustrated in Figure 3.6:

Align topics to CLO

Figure 3.6 Content from the weekly schedule in the Course Syllabus addresses CLO 1 35

UniKL Course Design & Delivery Handbook

Step 9: Allocate the appropriate SLT for each topic and calculate the total SLT In determining Student Learning Time (SLT), one should establish the amount of time available per week for LTA. The calculation of SLT per week varies according to student bands (i.e. students’ learning ability) which is between 40-55 hours per week. The recommended SLT per week is 48 hours and this is used for purposes of timetabling (MQA, 2010). SLT components consist of face-to-face (F2F) and non-face-to-face (N-F2F) time. The academic load estimation for F2F and N-F2F, which is based on MQA (2011), is shown in Table 3.4: Table 3.4 Student Learning Time (SLT) estimation Item

Duration (hours) or requirements

Proposed Student Independent Learning Time

Lecture

1 hour

1 - 2 hours

Tutorial

1 hour

1 - 2 hours

Tutorial (involving case studies)

1 hour

3 hours

Laboratory (including report writing)

3 hours

2 - 3 hours

Undergraduate Final Year Project / Dissertation

1-2 meetings per week

240 – 400 hours 6 – 10 Credits

Studio work

2 hours

Presentation

1 hour

3 - 4 hours

Coursework/assignment For assessment tasks that do not require writing over 2000 words (e.g. those that require calculation), lecturers must estimate time required for students to complete the work.

2000 words

10 – 20 hours

Creative writing (or a project that lasts a whole semester)

100 -150 pages

8 – 10 hours per day

Examination This is an estimation depending on the difficulty of the examination. Students generally need 3 hours of preparation time for each examination.

3 hours

10 – 20 hours

Problem-based learning

2 hours

2 – 3 hours of independent learning + 2 hours of group discussion

Small group discussion

1-2 hours

1 hour of preparation

E-learning

Consider as self-learning time

Hands-on (clinical work, demonstration etc.)

Actual hours, no selflearning time

Note: Involvement of Subject Matter Experts (SMEs) in determining SLT distribution and credit hours for each course is recommended to ensure a more realistic proportion of practical, face-to-face and independent learning. 36

UniKL Course Design & Delivery Handbook

Step 10: Calculate the credit for the course. Course Credit is the agreed upon value to measure student workload in terms of learning time required to complete course units, resulting in learning outcomes (UNESCO, 2004). It is calculated based on the total SLT of a course divided by notional SLT (40 hours = 1 credit). The length of academic semester of UniKL programmes vary, as illustrated in Figure 3.7.

7-week semester

14-week semester 14 weeks of L&T

7 weeks of L&T

1 week for revision week

A few days for final examination

1 week for mid-semester break 2 weeks for final examination

Figure 3.7 Different lengths of academic semesters in UniKL For the standard three-semester system (14 weeks + 14 weeks + 7 weeks), the recommended credits is a maximum of 20 credits per 14-week semester and a maximum of 9 credits per 7-week semester. The SLT and credits for this system is as illustrated in Table 3.5. Table 3.5 Three-semester academic session SLT and credits Items

Value

Recommended SLT per week

Recommended total SLT per week for 14-week semester (recommended SLT per week x 14 weeks)

Maximum total SLT per week for 7-week semester (recommended SLT per week x 7 weeks)

Recommended credits for 14-week semester (recommended total SLT per semester divided by 40 notional hours)

17 â&#x20AC;&#x201C; 20 Credits

Maximum credits per 7-week semester (recommended total SLT per semester divided by 40 notional hours)

9 Credits

40 hours 720 â&#x20AC;&#x201C; 990 hours 360 hours

Therefore, Credits range per year is between 35 and 49 credits. =

17 Credits + 17 Credits + 1 Credits to 20 Credits + 20 Credits + 9 Credits

= 35 Credits to 49 Credits 37

UniKL Course Design & Delivery Handbook

Duration of examination period in relation to course credit The duration of an examination depends on: a) number of credit; b) the level of difficulty of the paper and professional judgment As a rule of thumb, students’ ability to answer examination questions will be 3 times slower than SMEs. Therefore, if SMEs are able to answer the examination questions in 1 hour, then the duration of the examination for the students will be 3 hours. Table 3.6 illustrates the time duration of examinations in relation to their credit hour, as stated in MQA (2013). Table 3.6 Time duration of examinations Course credit hour (s)

Duration of examination in hour(s)

1 or 2

2 or 3

3 or 4

3.2 PREPARING THE TEACHING AND COURSE PORTFOLIO Portfolios for course and teaching contains documents on LTA throughout the academic semester to show “selected information [on] and solid evidence of their effectiveness” (Seldin, 1997, p.2). The main difference between a Teaching Portfolio and a Course Portfolio is that the Teaching Portfolio is maintained and kept by each lecturers as a personal record of their LTA, while Course Portfolios are maintained by each course lecturer but kept by the Course Leaders. The items in Table 3.7 are documents that must be included in each Teaching Portfolio and in each Course Portfolio respectively, in the stated order:

UniKL Course Design & Delivery Handbook

Table 3.7 Must-have documents in Teaching Portfolio and Course Portfolio In Teaching Portfolio 1 Course Timetable 2 Student Attendance (from E-CITIE) with supporting evidence of students’ absence 3 Course Learning Plan * 4 Course Syllabus 5 Teaching Material

In Course Portfolio 1 2

6 7

Table of Specifications for Assessments Assignments/Lab Reports • Questions & marking schemes/ rubrics • 3 samples for assignment • 9 samples for each lab report Quizzes • Questions & Marking Schemes • 9 samples of student answer scripts Tests • Questions & Marking Scheme • 9 samples of student answer scripts Final Exam • Set of Questions & Answer Scheme • 9 samples of student answer script Subject Performance and Moderation Form (PXR 005, PXR 005A – if any amendments) Student CLO Attainment Report (OBR001)

The content of course portfolio must be verified by the HOS as well as the QA Unit by using the ‘Course Portfolio Checklist’, which is provided in Appendix B. The Teaching Portfolio Checklist is provided in Appendix C. Samples of some of contents of the Course Portfolio and Teaching Portfolio can be seen in Samples 3.7-3.14 in the following pages. The templates for the checklists and its content are provided in the appendix B and C.

UniKL Course Design & Delivery Handbook

UNIVERSITI KUALA LUMPUR COURSE PORTFOLIO CHECKLIST

CAMPUS/INSTITUTE

COURSE CODE

COURSE NAME

COURSE LEADER

ADDITIONAL

UniKL SEMESTER/YEAR

LECTURER(S)

A course portfolio is kept by the Course Leader of each course as evidence of the course lecturers’ learning and teaching activities (LTA). It must contain the following items: NO. 1

COURSE PORTFOLIO MUST-HAVE ITEMS Table of Specifications for Assessments (Examination Unit: Form EU-01)

Assignments/Lab Reports *  Questions & marking schemes/rubrics  3 samples for assignment or 9 samples for each lab report **

Quizzes *  Questions & Marking Schemes  9 samples of student answer script **

Tests *  Questions & Marking Scheme  9 samples of student answer script **

Final Examination  Set of Questions & Answer Scheme  9 samples of student answer script **

Subject Performance and Moderation Form (PXR 005, PXR 005A – if any amendments)

Student CLO Attainment Report (OBR001)

NOTES:

( )

* - Refer to Implementation Document ** - 3 Good scripts, 3 Average scripts, and 3 Poor scripts.

VERIFICATION BY HOS:

RECEIPT BY QA UNIT:

NAME:

SIGNATURE & STAMP:

SIGNATURE & STAMP :

DATE:

REMARKS

UniKL Course Design & Delivery Handbook

Date:

Verified by Course Lecturer

STUDENT NO

Sign: Name & Stamp:

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

SEP

W9 W10 W11 W12 W13 W14

JUN

INTAKE YEAR: Others:

Notes: 1) Course lecturer must ask students to sign their initials in this form as proof of attendance. 2) Course lecturer must update student attendance in E-CITIE once a week. 3) Course lecturer must make one copy of completed attendance form for Teaching Portfolio. 4) Course lecturer must submit original completed attendance form to QA section within 6 weeks after Week 14 of study weeks.

COURSE LEADER: W2

JAN

COURSE NAME:

SEMESTER: (tick / state below):

COURSE CODE:

WEEK (W) DATE STUDENT NAME

UniKL XYZ

STUDENT ATTENDANCE FORM

UNIVERSITI KUALA LUMPUR

LEGEND X - ABSENT L - LEAVE ML - MEDICAL LEAVE

REMARK

UniKL Course Design & Delivery Handbook

APPENDIX J UNIVERSITI KUALA LUMPUR

SAMPLE

COURSE:

CLB 11103

UniKL XYZ

COURSE LEARNING PLAN

To be shared with students.

SECTION A: COURSE DETAILS 1 2 3

Course Name Course Code Academic Staff Name(s)

Biology of Cells CLB 11103 Shaina Yaacob and Aidan Naina

Rationale for inclusion of Course in the Programme

This is an introductory course aimed at providing students with fundamental concepts of biology of cells’ components which form the foundation for their study in later years. These concepts are essential as students will encounter them at higher-level courses.

Semester & Year Offered

Semester 2 Year 1

Student Learning Time (SLT)

7 8 9

Credit Value Prerequisite Learning Outcomes

Face to Face (F2F) Lecture

Tutorial

Practical

Other

TOTAL

Independent learning

TOTAL

120

3 Nil Upon completion of this course students should be able to: 1. Describe the structure and functions of prokaryotes and eukaryotes cells and explain theoretical aspect of plant, animal, genetic and ecology including the importance of biodiversity element. (C3) 2. Perform biology laboratory procedures. (P3) 3. Collaborate with team members in planning and performing scientific investigation. (A2)

Transferable skills

Skills Practical laboratory works

Strategies

Development of the skills Familiarise with equipment and experimental procedures in biotechnology

Skills assessment Practical test and lab reports

Rubric to evaluate Participation and Students are required to work in team teamwork skill Teamwork during lab sessions and assignments and peer evaluation Teaching & learning Assessment Learning and teaching will be done Student’s knowledge will be assessed via lectures, discussion, and through written tests, practical test, lab laboratory experiments. report, and final examination. Students will also be required to do Student’s teamwork skills will be their own self-study either through assessed using peer evaluation of their guided questions or assignments. team members. Student’s practical skills will be assessed during the laboratory tests.

COURSE LEARNING PLAN Section A | Page 1 of 2

UniKL Course Design & Delivery Handbook

APPENDIX J UNIVERSITI KUALA LUMPUR 12

Synopsis

Mode of Delivery Assessment Methods

Mapping of Course to Programme Educational Objectives (PEOs) Mapping of Course to Programme Learning Outcomes (PLOs)

References

Additional information (if any)

SAMPLE

COURSE:

CLB 11103

This is a study of the fundamental principles of living organisms, which include physical and chemical properties of life, cellular organisation and function, transfer of energy through metabolic systems, cellular reproduction, classification of living things, and examination of five of the six kingdoms. Lecture, Presentation and Discussion. Assignments Quizzes Mid Term Examination Final examination TOTAL PEO 1 PEO 2

50% 10% 10% 30% 100% PEO 4

PEO 3

PEO 5

CLOs 1 2 3

PLOs 0 1 

0 2

0 3

0 4

0 5

0 6

0 7

0 8

0 9

1 0

1 1

1 2



Main 1. Presson, J.C. (2011). Biology Dimension of Life. Boston: Mc Graw Hill. [QH308.2 P745 2011]



Additional 1. Scott, F. (2015). Biological Science. (2nd Ed). Upper Saddle River, N.J.: Pearson Prentice Hall. [QH 308.2.F74 2015] 2. Martin, S. (2012). Biology Inquiries. Standard based Labs, assessments and Discussion Lessons. San Francisco: John Wiley. [QH 315.S55 2012] 3. Sandra, A. and Brian, A. (2008). Biology. Understanding Life. Hoboken, NJ: John Wiley & Sons. [QH 302.2.A45 2008] 4. George, H. and George J. H. (2014). Biology. (2 nd Ed). Schaum’s Outlines. 5. Stephen, R., Jeremy S., Elizabeth A., Hugh, A. and Claudia, G. (2007). Cell Biology. (2 nd Ed). Hoboken, NJ.: Wiley -Liss. [QH 581.2 C45 2007]

COURSE LEARNING PLAN Section A | Page 2 of 2

UniKL Course Design & Delivery Handbook

UNIVERSITI KUALA LUMPUR

SAMPLE

COURSE:

AXB 22402

UniKL XYZ

COURSE LEARNING PLAN

To be shared with students.

SECTION B: LEARNING SCHEDULE

5/5/15 - 12/5/15

WEEK 1

When

Delivery Method

Topic 1.0 BASIC AEROPLANE NOMENCLATURE 1.1 FUSELAGE 1.2 WING 1.3 EMPENNAGE

(Exact dates are optional)

Course briefing Lecture Independent study

 

Test 1 Final examination

 



Lecture Cooperative learning Reflection

Test 1 Final examination

 

Lecture Discussion



Final examination

  

Outcome(s): CLO 1, 2 2.0 PHYSICS OF THE ATMOSPHERE (M8.1)

WEEK 2

Relevant Assessments

 

2.1 ATMOSPHERE A. Atmospheric Composition B. Atmospheric Layer 2.2 ATMOSPHERIC TEMPERATURE A. Effect of Altitude on Temperature 2.3 ATMOSPHERIC PRESSURE A. Effect of Altitude on Pressure B. Gauge Pressure C. Absolute Pressure 2.4 ATMOSPHERIC AIR DENSITY A. Effect of Pressure on Density B. Effect of Temperature on Density C. Effect of Altitude on Density 2.5 HUMIDITY A. Absolute Humidity B. Relative Humidity C. Dew Point D. Effect of Humidity (Moisture) on Density 2.6 ISA & ICAO STANDARD ATMOSPHERE (M8.1) 2.7 APPLICATION TO AERODYNAMICS (M8.1) A. Effect of altitude on flight Outcome(s): CLO 1, 2

WEEK 3

3.0 INTRODUCTIONS TO AEROPLANE FLIGHT CONTROL 3.1 AXIS OF FLIGHT A. Longitudinal Axis B. Lateral Axis C. Vertical Axis 3.2 AEROPLANE PRIMARY FLIGHT CONTROL INPUT DEVICES A. Control Wheel B. Control Column C. Rudder Pedal .3 AEROPLANE PRIMARY FLIGHT CONTROL SURFACES A. Aileron - Roll B. Elevator - Pitch C. Rudder – Yaw .4 AEROPLANE CONTROL Outcome(s): CLO 2, 3

COURSE LEARNING PLAN Section B | Page 1 of 4

UniKL Course Design & Delivery Handbook

UNIVERSITI KUALA LUMPUR

SAMPLE

COURSE:

WEEK 4

4.0 AEROFOIL TERMINOLOGIES

 

4.1 LEADING EDGE 4.2 TRAILING EDGE 4.3 CAMBER (M8.2) 4.4 CHORD (M8.2) 4.5 MEAN AERODYNAMIC CHORD (M8.2) 4.6 FINENESS RATIO (M8.2) 4.7 WING SHAPE (M8.2) 4.8 ASPECT RATIO (M8.2) 4.9 RELATIVE AIRFLOW (M8.2) 4.10 ANGLE OF ATTACK (M8.2) 4.11 ANGLE OF INCIDENCE 4.12 WASH IN & WASH OUT (M8.2) 4.13 TYPES OF AEROFOIL

Lecture Discussion

   

AXB 22402

Mini project Test 1 Final examination Practical 1-3

Outcome(s): CLO 1, 3

WEEK 5

5.0 AERODYNAMICS

  

5.1 AIRFLOW AROUND A BODY (M8.2) A. Boundary Layer (M8.2) B. Free Stream Airflow (M8.2) C. Laminar & Turbulent Flow (M8.2) D. Stagnation Point (M8.2) E. Up-Wash & Down-Wash (M8.2) F. Wing Tip Vortices (M8.2)

Lecture Discussion Cooperative learning

  

Lecture Discussion

  



Mini project Test 2 Final examination Practical 4

Outcome(s): CLO 1, 3

WEEK 6

6.0 GENERATION OF LIFT & DRAG (M8.2) 6.1 LIFT THEORY A. Bernoulli’s theorem B. Newton’s law 6.2 CENTRE OF PRESSURE (M8.2) 6.3 LIFT FORMULA & LIFT COEFFICIENT (M8.2) 6.4 STALL (M8.2) 6.5 AEROFOIL CONTAMINATION INCLUDING ICE, SNOW & FROST (M8.2) 6.6 PROFILE/PARASITE DRAG (M8.2) A. Form Drag B. Interference Drag C. Skin Friction Drag 6.7 INDUCED DRAG (M8.2) 6.8 DRAG FORMULA & DRAG COEFFICIENT (M8.2)

 



Mini project Test 2 Final examination Practical 5

Outcome(s): CLO 2, 3

COURSE LEARNING PLAN Section B | Page 2 of 4

UniKL Course Design & Delivery Handbook

UNIVERSITI KUALA LUMPUR

SAMPLE

COURSE:

WEEK 10 – …

10.0 HIGH SPEED FLIGHT (M11.1.2) 10.1 SPEED OF SOUND (M11.1.2) 10.2 MACH NUMBER (M11.1.2) 10.3 SONIC FLIGHT A. Subsonic Flight (M11.1.2) B. Transonic Flight (M11.1.2) C. Supersonic Flight (M11.1.2) D. Hypersonic Flight 10.4 SHOCKWAVE (M11.1.2) A. Oblique Shockwaves B. Normal Shockwaves C. Expansion Waves 10.5 CRITICAL MACH NUMBER (M11.1.2) 10.6 COMPRESSIBILITY BUFFET (M11.1.2) 10.7 INCREASING CRITICAL MACH NUMBER 10.8 EFFECTS OF SWEEPBACK ON CRITICAL MACH NUMBER (M11.1.2) 10.9 AERODYNAMIC HEATING (M11.1.2) 10.10 AREA RULE (M11.1.2) 10.11 FACTORS AFFECTING AIRFLOW IN ENGINE INTAKES OF HIGH SPEED AIRCRAFT (M11.1.2)

 

Discussion Cooperative learning



AXB 22402

Final examination

Outcome(s): CLO 2, 3 Quiz Mid term examination Assignment Revision for final examination TOTAL Student Learning Time (hours)

Final examination 80

COURSE LEARNING PLAN Section B | Page 4 of 4

UniKL Course Design & Delivery Handbook

APPENDIX J UNIVERSITI KUALA LUMPUR

SAMPLE

COURSE:

CLB 11103

UniKL XYZ

COURSE LEARNING PLAN

SECTION C: COURSE LEARNING PLAN APPROVAL Course Name

Biology of Cells

Course Code

CLB 11103

Subject Matter Expert & Expert Work Group

Signature

Date

Shaina Yaacob

Shaina

XX/XX/XX

Aidan Naina

Izwan

XX/XX/XX

Approved by

ADAM DR ADAM JAMALUDIN HEAD OF SECTION OF BIOENGINEERING TECHNOLOGY UniKL XYZ Head of Section (Signature, Date & Stamp)

COURSE LEARNING PLAN PART C: Page 1 of 1

UniKL Course Design & Delivery Handbook

SAMPLE

UNIVERSITI KUALA LUMPUR MALAYSIAN INSTITUTE OF XYZ SECTION OF: BIOENGINEERING TECHNOLOGY

Prepared by:

001 28/06/2015 1 of 5

COURSE SYLLABUS

Reviewed by:

Shaina Name: Position:

Rev. No.: Date: Page No:

LeeAnne Name: Position:

Shaina Yaacob Lecturer/Subject-Matter Expert

Dr Lee Anne Rymes Programme Coordinator

Approved by:

ADAM Name: Position:

PROGRAMME

Adam Jamaludin Head of Section

BACHELOR OF CHEMICAL ENGINEERING TECHNOLOGY (HONS.) IN BIOPROCESS

COURSE CODE

CLB 11103

COURSE NAME

BIOLOGY OF CELLS

Eï¬&#x20AC;ective Date: June Semester 2015

UniKL Course Design & Delivery Handbook

SAMPLE

UNIVERSITI KUALA LUMPUR

Rev. No.: Date: Page No:

MALAYSIAN INSTITUTE OF XYZ SECTION OF: BIOENGINEERING TECHNOLOGY

1 2 3

6 7

8 9 10

COURSE SYLLABUS

Course Name: Biology of Cells Course Code: CLB 11103 Course Category (  ) :



001 28/06/2015 2 of 5

National Requirement University Requirement Common Core Discipline Core Elective Others

Compulsory Course

Core Course

Academic Staff Name(s): Shaina Yaacob and Aidan Naina. Rationale of Inclusion of Course/Module in the Programme: This is an introductory course aimed at providing students with fundamental concepts of biology of cells’ components which form the foundation for their study in later years. These concepts are essential as students will encounter them at higher-level courses. Year and Semester Offered: Year 1 Semester 2 Total Student Face-to-Face (F2F) Learning Time L T P (SLT) (hours) 22 33

Non-Face-to-Face (Non-F2F)

Total of F2F + Non-F2F

120

Credit Value: 3 Credits Prerequisite(s), if applicable: Course Learning Outcomes: 1. Describe the structure and functions of prokaryotes and eukaryotes cells and explain theoretical aspect of plant, animal, genetic and ecology including the importance of biodiversity element. (C3) 2. Perform biology laboratory procedures. (P3) 3. Collaborate with team members in planning and performing scientific investigation. (A2)

Eﬀective Date: June Semester 2015

UniKL Course Design & Delivery Handbook

SAMPLE

UNIVERSITI KUALA LUMPUR

Rev. No.: Date: Page No:

MALAYSIAN INSTITUTE OF XYZ SECTION OF: BIOENGINEERING TECHNOLOGY

001 28/06/2015 3 of 5

COURSE SYLLABUS

Transferrable Skills: Skill

Skill Development

Skill Assessment

1. Practical laboratory works

Familiarise with equipment and experimental procedures in biotechnology

Practical test and lab reports

2. Participation and Teamwork

Students are required to work in team during lab sessions and assignments

Rubric for evaluating teamwork skill and peer evaluation

Learning-Teaching and Assessment Strategy: Learning and teaching will be done via lectures and laboratory experiments. Students will also be required to do their own self-study either through guided questions or assignments.

Course Synopsis: This is a study of the fundamental principles of living organisms, which include physical and chemical properties of life, cellular organisation and function, transfer of energy through metabolic systems, cellular reproduction, classification of living things, and examination of five of the six kingdoms.

Mode of Delivery: Lecture, discussion, group discussion, practical

Assessment Types & Methods: Assessment Type

Assessment Method

Assessment Weighting

Written Test (T) Lab Reports (LR) Practical Test (PT)

20% 20% 20%

Final Examination

Written

40%

Alternative Assessments

Coursework

100%

TOTAL :

Mapping of Course to Programme Educational Objectives ( ) : Course Name PEO1 PEO2 Biology of Cells   Mapping of Course to Programme Learning Outcomes (  ) : CLO 1 2

PEO3

PEO4

PEO5

PLO

 



Eﬀective Date: June Semester 2015

UniKL Course Design & Delivery Handbook

SAMPLE

UNIVERSITI KUALA LUMPUR

Rev. No.: Date: Page No:

MALAYSIAN INSTITUTE OF XYZ SECTION OF: BIOENGINEERING TECHNOLOGY

COURSE SYLLABUS

Content Outline of Course and SLT per topic: Topic

Non F2F 2

SLT

Experiment 2: Solution/buffer

Experiment 3: Introduction to microscope (Cell and cell organelles)

Experiment 4: Carbohydrate test

Experiment 5: DNA extraction, DNA quantification and gel electrophoresis

Experiment 6: Polymerase Chain Reaction (PCR)

Experiment 7: Ecology Observation

Introduction 1.1 Water & fitness of the environment 1.2 The structure and function of macromolecules. 1.3 Introduction to metabolism 2. The Cell 2.1 Cell theory 2.2 Prokaryotic cell structure 2.3 Eukaryotic cell structure 2.4 Membranes structure and function 2.5 Cell communication 2.6 The cell cycle 2.7 The microscope 3 Genetics 3.1 Meiosis and sexual life cycling 3.2 Mendel & the gene idea 3.3 The chromosomal basis of inheritance 3.4 From gene to protein 3.5 Microbial model: the genetic of viruses and bacteria 3.6 The organization & control of eukaryotic genomes 3.7 DNA technology & genomic 4. Ecology 4.1 An introduction to biodiversity, ecology and biosphere 4.2 Behavioral biology 4.3 Population ecology 4.4 Ecosystem 4.5 Conservation Biology Experiment 1: An introduction to biology laboratory

EďŹ&#x20AC;ective Date: June Semester 2015

001 28/06/2015 4 of 5

L 2

F2F P

UniKL Course Design & Delivery Handbook

SAMPLE

UNIVERSITI KUALA LUMPUR

Rev. No.: Date: Page No:

MALAYSIAN INSTITUTE OF XYZ SECTION OF: BIOENGINEERING TECHNOLOGY

COURSE SYLLABUS

Written test (1h) Preparation for Mini Project and presentation Exam (3h) Total Student Learning Time: 19

1 1 3

3 3 10

4 4 13

120

References: Presson, J.C. (2011). Biology Dimension of Life. Boston: Mc Graw Hill. [QH308.2 P745 2011] Main Reference Additional References

001 28/06/2015 5 of 5

Scott, F. (2015). Biological Science. (2 nd Ed). New Jersey.: Pearson Prentice Hall. [QH 308.2.F74 2015]

Martin, S. (2012). Biology Inquiries. Standard based Labs, assessments and Discussion Lessons. San Francisco: John Wiley. [QH 315.S55 2012]

Sandra, A. & Brian, A. (2008). Biology. Understanding Life. New York: John Wiley & Sons. [QH 302.2.A45 2008]

George H.(2014). Biology. (2nd Ed). Canada: Schaum’s Outlines.

Stephen, R., Jeremy S., Elizabeth A., Hugh A. & Claudia G. (2007). Cell Biology. (2nd Ed). United Kingdom.: Wiley-Liss

Other Information:

Eﬀective Date: June Semester 2015

CW+FE (%) :

% FINAL EXAM

FINAL EXAM MARKS:

2 2 1 1

2 2 2 3 1 1

CLO(s)

100 40

100

3,4 5,6 7,8 9,10

1, 2 3, 4 2 3 4 5 6 7

Topics

4 4 2 2

4 4 4 11 2 2

PLO(s) Addressed

5 5 5 5

20 20

7 32

20 0 80 100

37 15 5 15 5 15 5 15 5

0 0

4 12

Topics in Course: 1. Topic title 1 2. Topic title 2 3. Topic title 3 4. Topic title 4 5. Topic title 5 6. Topic title 6 7. Topic title 7 8. Topic title 8 9. Topic title 9 10. Topic title 10

NAME : POSITION: DATE :

ELSA LANG LECTURER 24 MAY 2015

Elsa

Prepared by,

Cognitive Domain C1 : Remembering C2: Understanding C3: Applying C4: Analysing C5: Evaluating C6: Creating

14 14

NAME : POSITION: DATE :

OVERALL MARKS (%) :

Psychomotor Domain P1: Perception P2: Set P3: Guided Response P4: Mechanism P5: Complex Overt Response P6: Adaptation P7: Origination

DR AMIR BIN YUSUF HEAD OF SECTION 24 MAY 2015

Approved by,

Affective Domain A1: Receiving A2: Responding A3: Valuing A4: Organizing A5: Characterization

Cognitive Domain Affective Domain Psychomotor Domain LOTS HOTS C1 C2 C3 C4 C5 C6 A1 A2 A3 A4 A5 P1 P2 P3 P4 P5 P6 P7 2 6 2 2 3 1 4 10 5 5 2 8 4 6

TOTAL HOURS

8 8 10 10

Instructions: - Update the red text only - Ensure that values in the coloured boxes under 'Weighting %' column match those under 'TOTAL' column

Degree: 40% LOTS + 60% HOTS Diploma: 60% LOTS + 40% HOTS

Notes

100

25 25 25 25 0 0 0

10 5 5 20 10 10 0 0

TOTAL

Time allocation in course outline (L+T) (hour)

TOS - FINAL EXAMINATION & COURSEWORK

ADDITIONAL LECTURERS (IF ANY) SALLY ALIAS, KHALIL GHIBRAN

<--- Ensure that the COLOURED BOXES in the same rows are of the same value --->

% of Topics Covered:

25 25 25 25

10 5 5 20 10 10

Weighting (%)

DEGREE SEPTEMBER 2015 UNIX PROGRAMMING IFD 20704 DR. RIZQI MANSOR

Course Learning Outcomes CLO1: Simulate the operation of various telecommunication technologies using appropriate tools. CLO2: Explain how the environment affects the transmission of signals in telecommunication networks. CLO3: Outlining the solutions for issues related to different requirements of telecommunication industries.

Final Exam

Section A: Q1 Section A: Q2 Section B: Q1 Section B: Q2

% COURSEWORK

Test Quiz 1 Quiz 2 Project Assignment 1 Coursework Assignment 2

Assessments

PROGRAMME LEVEL SEMESTER & YEAR COURSE NAME COURSE CODE COURSE LEADER

UNIVERSITI KUALA LUMPUR

TABLE OF SPECIFICATIONS (COURSEWORK & FINAL EXAMINATION) Level of Questions and Mark Distribution

UniKL Course Design & Delivery Handbook

100

10 15 20 10 5 40

Weighting (%) 4 4 4 11 2 2

PLO(s) Addressed

0 0

Cognitive Domain * LOTS HOTS C1 C2 C3 C4 C5 C6

NAME : POSITION : DATE :

ELSA LANG LECTURER 24 MAY 201X

Elsa

Prepared by,

Cognitive Domain C1 : Remembering C2: Understanding C3: Applying C4: Analysing C5: Evaluating C6: Creating

Affective Domain A1: Receiving A2: Responding A3: Valuing A4: Organizing A5: Characterization

NAME : POSITION : DATE :

Instructions: - Update the red text - Ensure that values in the coloured boxes under 'Weighting (%)' column match those under 'TOTAL' column

DR AMIR BIN YUSUF HEAD OF SECTION 24 MAY 201X

0 0 0 0 0 0 0 0 0

Degree: 40% LOTS + 60% HOTS Diploma: 60% LOTS + 40% HOTS

* Notes:

0 ASSESSMENT MARKS (%) :

Psychomotor Domain P2

Psychomotor Domain P1: Perception P2: Set P3: Guided Response P4: Mechanism P5: Complex Overt Response P6: Adaptation P7: Origination

Approved by,

Affective Domain

TOTAL

TOS - COURSEWORK

ADDITIONAL LECTURERS (IF ANY) ELSA LANG, KHALIL GHIBRAN

Level of Questions and Mark Distribution

<--- Ensure that the COLOURED BOXES in the same rows are of the same value --->

1, 2 3, 4 2 3 4 5

Topics

Topics in Course: 1. Topic title 1 2. Topic title 2 3. Topic title 3 4. Topic title 4 5. Topic title 5 6. Topic title 6 7. Topic title 7 8. Topic title 8 9. Topic title 9 10. Topic title 10

2 2 2 3 1 1

CLO(s)

DEGREE SEPTEMBER 201X UNIX PROGRAMMING IFD 20704 DR. SHARIAH ALIF

TOTAL ABOVE (%) :

Quiz Test Assignment Labwork Presentation Final Project

Coursework

PROGRAMME LEVEL SEMESTER & YEAR COURSE NAME COURSE CODE COURSE LEADER

UNIVERSITI KUALA LUMPUR

TABLE OF SPECIFICATIONS (COURSEWORK)

UniKL Course Design & Delivery Handbook

SECTION 4: COURSE IMPLEMENTATION 4.1 MANAGING THE COURSE The following aspects need to be considered when managing a course. The following information has been adapted from MQA’s (2011) Guide to Good Practice: Curriculum Design and Delivery. 4.1.1 Course Management and Leadership All academic staff are guided by the university’s core values: commitment, integrity, teamwork, innovativeness and excellence (CITIE). They are expected to be honest, conscientious, reasonable, and act in good faith at all times. They are also responsible for upholding the interests of the university as well as the welfare of colleagues and students. Each programme has been assigned Heads of Sections (HOS), Programme Coordinators (PCs), Course Leaders, and respective SMEs. The scope of responsibilities include planning, implementing, evaluating and continually improving the course in ensuring the L&T needs are met. They are provided with adequate resources and the autonomy to carry out their functions to ensure the successful implementation of course activities. Academic staff responsibilities are contained in CTL Guidelines Code of Conduct for Academic Staff (2008), which represents a benchmark of expectations about academic staff conduct, defines boundaries within which a rewarding and mutually supportive learning environment can be created. Programmes are supported by Academic Services Section (AcS) at their respective institutes. AcS is in charge of: ● the commencement and ending of semesters ● publication of class timetables ● dates for adding and dropping courses ● setting final examination schedules for: - setting of questions - marking examination papers - moderation of examination marks - student appeals for results - release of results

UniKL Course Design & Delivery Handbook

Table 4.1 Mapping of MQF LO Domains to Programme Themes, Learning and Employability Skills. 8 MQF LOs

LEARNING SKILLS

EMPLOYABILITY SKILLS

RELATED MODES OF DELIVERY CONDUCTED BY UNIKL

Knowledge

Critical thinking; analysis; mastery of subject matter

Problem-solving; subject-defined; analytical; project management

1. Blended Learning 2. Active learning (Problem-Based Learning, Cooperative Learning, POPBL)

Practical skills

Psychomotor skills; technical skills

Techniques; research; handling machinery

1. Experiential learning - hands-on approach; 2. Programmes fulfil industry requirements 3. One programme, one professional certificate 4. smart partnership with industry 5. industrialmanship

Social skills and responsibilities

Social consciousness; cultural awareness

Teamwork

1. UniKL CARE 2. University Social Responsibility (USR) 3. Industrial Attachment (INTRA)

Values, ethics and professionalism

Ethical skills;

Integrity; professionalism; ethical;

1. UniKL Developing Nurturing Attributes (DNA) 2. 5S activities 3. UniKL Code of Conduct

Communication, leadership and team skills

Communication;

Teamwork; managerial; supervisory; leadership; public-speaking; presentation

1. 2. 3. 4. 5.

Problem-solving skills

Creativity; innovation; analytical; critical-thinking

Project management;

1. Problem-Based Learning (PBL) 2. Project-Oriented PBL 3. Final Year Project (FYP)

Information management and lifelong learning skills

Knowledgemanagement;

Problemsolving; project management;

1. Final Year Project (FYP) 2. Co-curricular activities

Mastery of English language Inter-university debates Speakersâ&#x20AC;&#x2122; Corner Global Village Sports Carnival

UniKL Course Design & Delivery Handbook

Managerial and entrepreneurial skills

Business; managerial; supervisory; leadership;

Teamwork; managerial; supervisory; leadership; public-speaking; presentation

1. Techno Fest 2. Policy on Embedded Entrepreneurial Element in technical courses 3. Entrepreneurial Internship Programme (EIP) 4. ENACTUS 5. Students’ Entrepreneurial Association (SEA)

4.1.4 Establishing a Mentoring System Mentoring for new academic staff in particular involves senior staff guiding the new staff with knowledge and skills in teaching delivery. The peer-mentoring form is included in Appendix D. 4.1.5. Control Documents Course syllabi are considered control documents because their distribution is restricted. Academic staff may only use the approved course syllabus that is kept by the Quality Assurance (QA) section at campus level. Academic staff may only use templates for documents related to course syllabi that have been distributed by CITC. 4.2 ASSESSING THE STUDENTS 4.2.1 Introduction to Assessments Assessments provide an opportunity for students to display their understanding of knowledge, talents, competencies and/or skills as a means to evaluate their learning. Assessing students’ learning can be done using appropriate tools as referred to in Area 3 (‘Assessment of Students’) in the Code of Practice for Programme Accreditation (COPPA) (MQA, 2008). This needs to be considered in relation to the Description of Qualification Levels, as outlined in the MQF. a. Aims and principles The main purposes of assessments can be seen in Figure 4.1. These are based on Guidelines to Good Practices: Assessment of Students (MQA, 2013, p.7).

UniKL Course Design & Delivery Handbook

TO PROMOTE LEARNING

providing feedback to students on their achievements and learning difficulties

TO MEASURE PERFORMANCE

awarding marks as an indicator of how well a particular student has attained the stated learning outcomes

TO CHECK FOR LEVEL OF PREPARATION

determining whether a particular student is sufficiently well-prepared in a subject area before proceeding to the next level of instruction

TO PROVIDE FEEDBACK TO ACADEMIC STAFF

evaluating areas in which students are experiencing difficulties as a means to identify and diagnose ineffective teaching

TO PROVIDE FEEDBACK TO THE SECTION / INSTITUTE

evaluating the effectiveness of the course, curriculum and the programme for CQI actions

PLOs Learning Domains Soft Skills

Student -Centered Learning Cooperative Learning Other L&T activities

CLOs

Cognitive Domain Affective Domain Psychomotor Domain

Coursework

Learning Teaching

Assessments

Final Examination

Other forms of assessment

UniKL Course Design & Delivery Handbook

Course assessments and their methods must therefore be clearly aligned to the CLOs. Refer to Bloom (1956). For example, refer to Table 4.1. Table 4.2 Aligning of CLOs to assessment methods Course Learning Outcomes Upon completion of the course, students should be able to…

Assessment Methods

1) describe the principles of …

Question & Answer in class; Tests; Quizzes

2) perform an experiment in …

Laboratory exercises; Projects

3) evaluate …

Case study; Problem-Based Learning; Examinations

4) design …

Projects; Final examinations

5) show leadership skills ...

Observation; Checklist

Ensuring this constructive alignment will encourage students to take learning approaches that will result in them achieving both CLOs and ultimately, their PLOs. Principle 2: Using different assessment methods. Cognitive, psychomotor, and affective skills can be assessed using different methods throughout the course to ensure the fairness, validity and reliability of assessments. For example, practice skills and competencies can be assessed through designing, conducting interviews, writing, longitudinal data collection and analysis, as well as producing prototypes and three-dimensional products. Principle 3: Including appropriate higher and more complex thinking skills. Coursework such as case studies, projects, laboratory work and problem-based learning provide an ongoing assessment of students’ abilities that cannot be assessed through examination or written tests. Coursework should also assess higher level and more complex thinking skills, but these must be carefully planned as students may vary greatly in the time needed to acquire such skills. Principle 4: Allowing more time to collect assessment information. Students should be informed of their assessment plan prior to conducting each assessment. The distribution of assessments in a course must follow a designated academic period in order to be a more reliable indicator of students’ performance. Principle 5: Providing guidance during project-based assessments. Consultation should be provided by lecturers to students until the completion of students’ projects. In the instance of progressive writing or reporting, students should be given opportunities to improve on their subsequent work through feedback from lecturers. Based on the principles stated above, good assessments should have the following characteristics to ensure that the entire process is efficient and effective (MQA, 2013): • • • • •

Aligned to the intended learning outcomes Valid, reliable, fair and consistent Using a variety of methods Made known to students prior to the conduct of each assessment. Where applicable, assessments should follow the manual for, or be based on, the standard respective professional bodies or certificates, e.g. Engineering Accreditation Council for Engineering programmes, Malaysian Institute of Accountants for Accounting programmes, EASA, and MBBS.

UniKL Course Design & Delivery Handbook

UNIVERSITI KUALA LUMPUR

SAMPLE

ASSESSMENT BRIEF COURSE DETAILS

CAMPUS COURSE NAME COURSE CODE COURSE LEADER LECTURER YEAR/SEMESTER

UniKL XYZ UNIX PROGRAMMING IFD 20703 DR. REZA ASLAN DR. IRFA EMMETT 2015/2

TITLE/NAME WEIGHT DATE/DEADLINE COURSE OUTCOME(S)

Lab 2 5% 2/3/2015 CLO 1: Acquire knowledge of the concept and functionality of the basic primitives and their usage in programming environment Perform the following tasks: 1. Create functions from a fully working program: Each function must specifically address the specific task/calculation derived from the main program. 1. A report which consists of the working code which contain the functions and output 2. Demo of the working program.

INSTRUCTIONS

DELIVERABLES

ASSESSMENT DETAILS

UniKL Course Design & Delivery Handbook

CLOs

Alignment of assessment with LOs

Graduate attributes

ASSESSMENT OF STUDENTS Methods of assessment to achieve LOs

PLOs

Management of assessment system

Set Course Learning Outcomes (CLOs)

Design assessment tasks based on CLOs

Develop performance standards for each assessment criteria

Construct overall achievement standards assessment grading

Create assessment criteria (aligned with CLOs) for the task

UniKL Course Design & Delivery Handbook

For example, if the LO for a student is ‘to be able to calculate the amount of energy produced in a chemical plant’ … then an appropriate assessment task must contain the following question (i.e. the assessment criteria): ‘Calculate in detail the mass and energy balance in the chemical process of…’ c. Weighting Weighting refers to the quantitative assigned value or significance of a learning outcome in a course. It indicates the significance and impact of the learning outcome in determining the final grade MQA, 2013, p.xiii). Weighting may vary according to the nature and requirements of the programmes. As approved by the UniKL Senate on 12th December 2007 and last revised in 2008, the weighting of components and types of assessments for different courses are illustrated in Table 4.4. Table 4.3 Weighting of coursework and final examinations by level of programmes Assessments (%) Types of programmes

Coursework

Final Project/ Examination

a) Engineering Technology, IT-related, and Management

b) Medicine

c) Engineering and Pharmacy

d) Others

Diploma

Preparatory/Foundation

Viva Voce

PhD by Research

100

Master by Research

100

Master by coursework

Bachelor:

Varies depending on the programme

UniKL Course Design & Delivery Handbook

d. Assessment Proportion by Course Tables below (4.4, 4.5, 4.6) show the suggested weighting proportions at course level: Table 4.4 Course Type 1 (with Lecture/Tutorial) Written tests (30%)

Assignments (15%)

- minimum 2

- maximum 2 ● Could be work of individFinal Examination Note: ual/group (40%) Without assignments, ● Evaluation criteria explicwritten tests (at least 3) is itly stated worth 45% ● Presentation encouraged

Quizzes (15%) - minimum 3 Note: Without quizzes, written tests (at least 3) is worth 45%

Table 4.5 Course Type 2 (with Lecture and Practical) Coursework (60%) Theory (20%) Written final examination (40%)

● Tests ● Quizzes ● Assignments

Practical (40%) ● ● ● ● ● ●

Lab Reports Practical Tests Log Book Portfolio Mini Projects Exercises (Technical Drawing)

Table 4.6 Course Type 3 (with Coursework only) Option 3A ● Practical tests (30%) – minimum 2 ● Technical Reports (30%) – minimum 2 ● Project with presentation (30%+10%)

Option 3B ● Practical examination (40%) ● Practical tests (20%) – minimum 2 ● Mini Projects (20%) – minimum 2 ● Technical report (20%)

Note: 1. Avoid assessment weighting for attendance. 2. Justify any participation marks in the unit of course syllabus by describing the kind of participation evidence which will be the basis for marking (e.g. in a rubric).

UniKL Course Design & Delivery Handbook

Written examination • Requires candidates to attempt tasks without recourse and with restricted conditions and within a time limit. • While tests are conducted by course lecturers, final examinations are coordinated by the Examination Unit.

Practical examination

Open -book examination

Online examination

• Similar to written examinations, except practical tasks are part of the assessment. • Typically contains a set of instructions and tasks which are observed by trained professionals • Details of and preparation for this examination must be disseminated by the respective subject lecturer prior to the conduct of the examination. • Preparation and approval procedures similar to written examinations. • Conduct of examination procedures follows those employed in assessing coursework.

• Only appropriate for assessing HOTS. • Allows use of a maximum of five (5) approved course material during the examination. Candidates must be informed - in writing which materials are allowed and prohibited during the examination period. • Prepared, scheduled, and conducted jointly by lecturers, PCs, and HOS, with approval from the Dean of respective institutes. • Use and implications on facilities (e.g. desk space required) or invigilators must be made clear to the Examination Unit of the Academic Services Department.

• Technology used as a medium of assessment delivery. • Normally consists of multiple choice or short -answer questions. • Refer to Online Assessment Policy.

UniKL Course Design & Delivery Handbook

iv. Expected Student Competencies in Coursework Coursework allows the assessment of higher level LOs which cannot be assessed in final examinations such as observations, recognition, concept development, drawing, and modelling. Transferable skills must also be assessed as part of the coursework by using appropriate grading instruments, e.g. rubrics. Upon completion of coursework, students are expected to have achieved all or part of the following competencies (MQA, 2011): ● observing and describing using the five senses ● having information and material handling ● using reference analogues of situations ● using problem-solving techniques ● investigating, experiments and need development ● report writing and report presentation ● acknowledgement of references and advice b) Final Examination A final examination is an assessment that is scheduled at the end of the semester. It should cover at least 80% of the syllabus content and most LOs. Several aspects that need to be taken into consideration for final examinations are: ● the examination paper and marking scheme preparation and vetting, ● the examination details dissemination, ● the examination session and invigilation, and ● the answer script marking and analysis of performance. ● the measurement of LO attainment. i. Preparing Final Examination Paper (FEP) Course lecturers are responsible for the preparation of the FEP. The examination questions and marking schemes should be clear and conform to the standard examination format should adhere to the Vetting of Examination Papers policy. Refer to Section 4.4.2 for the standard format of examination papers. The FEP final draft must be submitted to the Vetting Committee (VC) and HOS. It will then be reviewed in accordance to Vetting of Examination Papers (2014). The level of difficulty for FEP must be within the range as indicated in Table 4.7. Table 4.7 Level of difficulty of examination paper based on programme level Level of Studies

Bloom’s Taxonomy LOTS (L1-L2)

HOTS (L3-L6)

Preparatory/Foundation

70% - 80%

20% - 30%

Diploma

60% - 70%

30% - 40%

Bachelor

30% - 40%

60% - 70% 75

UniKL Course Design & Delivery Handbook

iv. Structure of Examination Papers The followings are samples of examination paper structures for Engineering and Business-related Programmes. Examination paper structures generally have one or two sections, as illustrated in tables 4.8 and 4.9 below: Table 4.8 Guidelines for preparing examinations at the Diploma level Option

Examination paper has two sections: Section A ● Mark weighting: 25% ● Assesses basic principles and knowledge, and set according to LOTS in Bloom’s Taxonomy ● Consist of 25 questions (MCQ* or EMQ) ● Students are required to answer ALL questions * MCQ = 1 mark per question

● Mark weighting: 60% ● Assesses basic principles and knowledge, and set according to LOTS in Bloom’s Taxonomy ● Consist of minimum three (3) subjective questions, and students are required to answer all questions. ● AII questions are of the same difficulty level and their marks equally distributed.

Section B ● Mark weighting: 75% ● Assesses LOTS and HOTS in terms of creativity and problem solving skills. ● Assesses higher LOTS and HOTS in terms of creativity and problem solving skills ● Consist of minimum four (4) subjective questions, and students are required to answer three (3) questions ● AII questions are of the same difficulty level and their marks equally distributed. ● Mark weighting: 40% ● Assesses LOTS and HOTS in terms of creativity and problem solving skills ● Consist of minimum three (3) subjective questions, and students have to answer at least two (2) questions. ● AII questions are of the same difficulty level and their marks equally distributed.

UniKL Course Design & Delivery Handbook

Table 4.9 Guidelines for preparing examinations at the Bachelor Level Examination paper consists of two sections: Option

Section A

● Mark weighting: 100% (i.e. one section only) ● Assesses basic principles and knowledge, and set according to LOTS in Bloom’s Taxonomy. ● Consist of 25 questions (MCQ or EMQ) ● Students are required to answer ALL questions.

● Mark weighting: 40% ● Assesses basic principles and knowledge, and set according to LOTS in Bloom’s Taxonomy. ● Consists of: ○ Minimum of two (2) questions, and students are required to answer all questions, or ○ MCQ and/or subjective questions if deemed necessary ● AII questions are of the same difficulty level and their marks equally distributed.

Section B

● Mark weighting: 60% ● Assesses LOTS and HOTS in terms of creativity and problem solving skills ● Consist of minimum four (4) subjective questions, and students are required to answer three (3) questions ● All questions are of the same difficulty level and their marks equally distributed.

v. Duration of examination period in relation to course credit The duration of an examination depends on: a) number of credits of the course; b) the level of difficulty of the examination paper and lecturers’ professional judgment. As a rule-of-thumb, it is estimated that students’ ability to answer examination questions will be 3 times slower than SMEs. Thus, if the SMEs are able to answer the examination questions in 1 hour, then the duration of the examination for the students will be 3 hours. Table 3.7 illustrates the time duration of examinations in relation to their credit hour.

UniKL Course Design & Delivery Handbook

CONFIDENTIAL

SAMPLE COVER OF EXAM. PAPER

UNIVERSITI KUALA LUMPUR MALAYSIAN INSTITUTE OF ABC XYZ

 Name of UniKL Institute

FINAL EXAMINATION

JANUARY 2015 SEMESTER COURSE CODE

: INB 42343

COURSE NAME

: HIGH SPEED NETWORK (BROADBAND)

PROGRAMME NAME

: BACHELOR OF INFORMATION TECHNOLOGY

DATE

: 21 APRIL 2015

TIME

: 09.00 AM – 11.00 AM

DURATION

: 2 HOURS

(FOR MPU: PROGRAMME LEVEL)

 NOTE: Must be hourly, e.g. 1 hour, 3 hours

INSTRUCTIONS TO CANDIDATES NOTE: Instructions below to be edited to suit the needs of the intended course/examination. 1. Please CAREFULLY read the instructions given in the question paper. 2. This question paper has information printed on both sides of the paper. 3. This question paper consists of TWO (2) sections; Section A and Section B. 4. Answer ALL questions in Section A. For Section B, answer THREE (3) questions WITH AT LEAST ONE (1) question from question 4 or question 5. 5. Please write your answers on the OMR answer script and answer booklet provided. 6. Answer all questions in English / Bahasa Melayu language ONLY. 7. Trigonometry table has been appended for your reference.

THERE ARE 5 PAGES OF QUESTIONS, INCLUDING THIS PAGE.

UniKL Course Design & Delivery Handbook

SAMPLE OF MCQ EXAM. PAPER

JANUARY 2015

CONFIDENTIAL

Document spacing Whole document: 1.5 lines

SECTION A (Total: 50 marks) Spacing: Once INSTRUCTION: Answer ALL questions. Please use the objective answer sheet provided.

Section/instruction header Font: Arial Size: 11 Style: Bold

Spacing: Once 1. To ensure success in implementing quality initiatives, the most important factor is, Tab: ½” A. An empowered work force Answer option 1 Tab: ½” If answers are B. A training program that explains and promotes the quality initiative straightforward/ C. Top management support long statements, list downwards D. A reward-and-recognition program Spacing: Once 2.

The TQM is reached in an organization when, I. The organization is certified to ISO9001:2000 Answer option 2 Tab: ½” If there is more II. Statistical process control (SPC) is implemented and understood by the than one answer majority of the employee to select from, list answer III. Employees have been trained in team dynamic. options as: IV. The organization has applied for Malcolm Baldrige National Quality Award. A C. B. D. A. I and IV only C. I, II, III and IV Tab: ½” B. II and III only D. None of the above

When was the Prime Minister Quality Award, Malaysia first introduced?Answer option 3 If answer options A. 9 September 1990 C. 9 September 1999are short, list B. 9 November 1990 D. 9 November 1999them as: A C. B. D.

Which of the statements below is correct? I.

ISO9000:2000 – Describe the fundamental and vocabulary of a QMS and specifies the terminology for a QMS.

II.

ISO9001:2000 – A guideline for performance improvement for both the effectiveness and efficiency of QMS.

III.

ISO9004:200 – Specifies requirements for a QMS where an organization needs to demonstrate its ability to provide products/services that meet customer requirements and aims to enhance customer satisfaction.

IV.

ISO19011:2000 – Provides guidance on auditing quality and environmental management system.

I and IV only

I and III only

II and III only

I, II, III and IV

COURSECODE

COURSE NAME

Page 1 of 4

UniKL Course Design & Delivery Handbook

SAMPLE OF SUBJECTIVEQUESTIONS EXAM. PAPER

JANUARY 2015 SECTION B (Total: 60 marks)

Spacing: Once

INSTRUCTION: Answer ALL questions. Please use the answer booklet provided. Spacing: Twice Question 1

CONFIDENTIAL

Document spacing Whole document: 1.5 lines Section/instruction header Font: Arial Size: 11 point Style: Bold

Spacing: Once

(a) List and briefly explain any four of the dimension of product quality. Tab: ½” Spacing: Once (b) i. Tab: ½” ii.

(4 marks)

Develop a scatter diagram using total number of shipments and number of defective shipments. Does there appear to be any relationship? Spacing: Once

Questions

Marks Alignment: Right

(4 marks)

Develop a scatter diagram using the variable “turnover” (number of new hires plus number of terminations) and the number of defective shipments. Does

Font: Arial

the diagram depict a relationship between the two variables? (4 marks)

Size: 11

iii.

some comments.

Style: Regular Alignment: Justify

Develop a Pareto chart for the type of defects that have occurred and give (5 marks)

iv.

Draw a fish-bone diagram based on the “four Ms” chart showing the possible causes of the defective shipments. Give at least three possible causes for each “M”. (12 marks)

Give your recommendation on how to overcome the customers’ complaint. (5 marks)

If the next question will not fit on the same page, have it on another page.

COURSECODE

COURSE NAME

Page 2 of 4

UniKL Course Design & Delivery Handbook

JANUARY 2015

CONFIDENTIAL

SECTION C (Total: 40 marks) Spacing: Once INSTRUCTION: Answer only ONE question ONLY. Please use the answer booklet provided. Spacing: Twice Question 5 Spacing: Once XYZ (Malaysia) Sdn. Bhd. is a small-and-medium sized enterprise (SME) specialized in manufacturing automotive components to local and overseas customers. However, based on the current yearâ&#x20AC;&#x2122;s financial statement, the company must increase its profit towards achieving a competitive advantage. The top management of the company has determined some options to increase contribution. One of the options is to carry out quality improvement in terms of product and process. Spacing: Once The Quality Assurance (QA) Manager of the company has directed the QA Engineer to show the statistical data on the customer complaints for current physical year and as well as to identify the most important problems to be solved in order to improve quality of product and process and ultimately to increase company profits. Imagine that you are the QC Technician of this company. As member of the Quality Improvement Team (QIT) of the company, your task is to participate in the problem-solving activities in order to improve the quality of product/ process and to eliminate customer complaints. The data on the customer complaints in the physical year 2005 are shown in Table 1.

Table 1: Customer Complaint

Below are the steps of problem-solving activities through the systematic approach of PDCA Cycle being used by the QIT. With reference to the abovementioned case, answer all the following questions.

COURSECODE

COURSE NAME

Page 3 of 4

UniKL Course Design & Delivery Handbook

JANUARY 2015 (a)

CONFIDENTIAL

Construct a Pareto diagram using data given in Table 1. Spacing: Once

ii.

(5 marks)

Create a scatter diagram from the data given in Table 3 to determine the relationship between the ‘Hardness of Tempered Body Panel’ with ‘Heating Temperature’. What is the type of relationship exist between the two variables? (4 marks)

iii.

Create a Cause-and-effect diagram for the problem of Body Panel. Refer to the case study and as well as to use your creativity to identify at least three possible sub-causes for each cause categories of ‘4M’ concept as described in Step 2 of the case study. (12 marks)

iv.

Construct a histogram to illustrate more the problem exists in the case study by using data in Table 4. 12.80 – 13.19 as the first class. (9 marks) Spacing: Twice after each (sub-)question if they are on the same page.

(b)

Below is the quality profile of AT&T Transmission Systems Business Unit (TSBU) provided by Malcolm Baldrige National Award, Profiles of Winners, National Institute of Standards and Technology, Department of Commerce. With reference to the case, give five quality practices and five quality success stories found in this company. TSBU was one of six strategic business units within AT&T Network Systems Group when it won a Malcolm Baldrige National Award in 1992. TSBU is now part of Lucent Technologies, Inc. Network System. TBSU was the largest of AT&T’s manufacturing groups and leading worldwide supplier of network telecommunications equipment for public and private telephone networks. Formally created in 1989, TBSU designs, manufactures, sells, and supports equipment and systems used to deliver telephone calls, data, and video, serving markets around the world. (10 marks) Spacing: (Minimum) Thrice before ‘End of Exam. Paper’ END OF EXAMINATION PAPER

COURSECODE

COURSE NAME

Last page (end) Arial, 11, Bold, UPPERCASE

Page 4 of 4

UniKL Course Design & Delivery Handbook

SAMPLE COVER OF CONFIDENTIAL MARKIN G SCHEME

UNIVERSITI KUALA LUMPUR MALAYSIAN INSTITUTE OF ABC DEF GHI XYZ ï&#x192;&#x; Name of

UniKL Institute

FINAL EXAMINATION

JANUARY 2015 SEMESTER

MARKING SCHEME COURSE CODE COURSE NAME ( Set _ ) This booklet contains 5 printed pages including this page.

EU Ref. No

CONFIDENTIAL s

UniKL Course Design & Delivery Handbook

Sample 4.2(d). Examination paper format, marking scheme cover vii. Marking process The stages normally followed by this university are: ● ● ● ●

First marking by course lecturer Second marking of samples done by another examiner Agreement of marks by the module team. Moderation by the internal Institute Examination Board.

The second marking and moderation stages are meant to ensure reliability and consistency of students’ results between one examiner and another. It involves a review of pattern of marks for elements of assessment and modules in relation to external standards, or in relation to other assessments. As the pattern of marks may be to be anomalous, moderation could involve the re-marking of an entire set of assessment. More commonly, if moderation draws attention to problems with the setting of assessment or with teaching and learning, it could result in the development of an action plan for the course lecturer and module team to implement in the next round of examination. c) Other Forms of Assessments (Alternative Assessments) Alternative assessments refer to summative and/or formative assessments that assess LOs other than those assessed in coursework. They are useful to assess more appropriately students’ attainment of LOs than the more conventional (written) methods of assessment. This is because they can: ● assess values/skills that cannot be directly assessed with conventional tests; ● assess student performance in a more flexible setting compared to conventional tests; ● be easily aligned with established LOs. They are generally used to assess students’ proficiency in performing complex tasks, as shown in Table 4.10. Table 4.10 Alternative assessments for learning outcomes that involve complex tasks Learning Outcome

Evidence of Learning Outcome

Skills

Speaking, writing, listening, laboratory experiments etc

Work habits

Effective planning; good use of time, equipment and resources; demonstration of certain traits e.g. showing initiative, creativity, persistence, dependability

Social attitudes

Showing concern for welfare of others; respecting the law, respecting the property of others; sensitivity to social issues; showing concern for social institutions; having the desire to work towards social improvement

Scientific attitude/ mindedness

Open-mindedness; willingness to suspend judgment; sensitivity to social issues; having an inquiring mind; having the desire to work towards social improvement; sensitivity to cause-effect relations;

Interest

Expressed feelings toward various educational, mechanical, aesthetic, scientific, social, recreational and vocational activities

Appreciation

Expressing satisfaction and enjoyment concerning nature, music, art, literature, physical skill and outstanding social contribution 87

UniKL Course Design & Delivery Handbook

Adjustments

Positive relationship to peers; good handling of praise and criticism; having respect for authority; emotional stability; social adaptability

i) Formats of Alternative Assessments In designing and carrying out alternative assessments, lecturers are strongly advised to consider a few aspects as illustrated in Figure 4.7. adapt activities

• to suit their respective courses’ nature, contents, targeted learners, teaching/learning environments etc.

devise new activities

• through extensive research (e.g. case and pilot studies) and discussions with colleagues in the same department, unit, faculty etc.

acquire approval and validation

• from relevant UniKL CITC personnel to conduct activities should they be out-of-norm or questionable in terms of testing and evaluation principles.

Figure 4.7 Considerations when designing and carrying out alternative assessments ii. Examples of Alternative Assessments The followings are some activities that could be used as an alternative form of assessment: ● Adaptation of reading assessments: ○ Students are required to incorporate reading assessments into more complex activities which test other skills too ○ Examples e.g. assessing contextual clues in a spoken conversation instead of reading an e-mail conversation (tests on at least reading and listening skills) ● Application of computer software: ○ Students are required to use computer software (online or installed) to accomplish their task in order to complete their assignments ○ Example of software that have been used for this are Statistical Packages for the Social Sciences (SPSS) for calculation of statistics, and using Turnitin software to check for plagiarism. ● Audio-lingual assessments: ○ Students are required to devise an activity for oral-aural assessments to test various linguistic aspects such as pronunciation, tone, stress, voice projection ○ Examples of such tasks include story-telling, public speaking and singing. ● Computer Assisted Language Learning (CALL) software: ○ Students are required to learn and practice using the software, perform tests/assignments, and later do a self-assessment using the same dedicated software ● Interactive/creative-writing assessments: ○ Students are required to apply their linguistic knowledge and literary skills. ○ Examples of such tasks include through application or rewriting of English literature components such as poems or short stories, special wordings such as for wedding invitation and obituaries and writing speeches for Prime Minister or the Royal King. ● Interactive grammar assessments: ○ Test grammar comprehension and application by using movie clips ○ e.g. Identify all grammatical errors from the whole conversation in the 5-minute movie clip 88

UniKL Course Design & Delivery Handbook

Table 4.11 Examples of tasks and suggested grading instruments for assessing various LOs LOKIs to be assessed

Example(s) of measuring LOs

Examples of assessment methods

Assessment tools

Creativity

- Ability to generate new creation/ design e.g. unique, original, outstanding

- Studio work - Creative project /product (art and design, architecture, engineering) - Performance (music, theatre)

- Rubric

Leadership

- Ability to lead a group of students to undertake a project.

- Group project e.g. organising an event, conducting mini research - Presentation - Debate - PBL/POPBL

- Rubric

Critical thinking and problemsolving Skills

- Ability to diagnose, analyse, implement and suggest solutions.

- Tests / Exams - Lab experimentation - Projects - Presentation - PBL/POPBL

- Answer scheme - Rubric

Values, ethics and professionalism

- Ability to show a personâ&#x20AC;&#x2122;s/teamâ&#x20AC;&#x2122;s principles or standards of behaviour.

- Presentation - Poster - Reflection paper - Observation Structured Practical Examination (OSPE) - Observation Structured Clinical Examination (OSCE)

- Rubric - Checklist

Entrepreneurial Skills and Management Skills

- Ability to develop a feasible business plan. - Ability to apply knowledge, skills and critical understanding of the theories, concepts, issues and challenges in conducting a business project.

- Proposal of business plan - Conducting business project

- Rubric - Checklist

Cognitive

- Ability to describe the structure and functions of prokaryotes and eukaryotes cells

- Final examination

- Marking scheme

Psychomotor

- Ability to perform biology laboratory procedures

- Laboratory report - Laboratory presentation

-Rubric

UniKL Course Design & Delivery Handbook

a. Rubric A rubric is a criteria-based scoring tool to evaluate student performance by listing the varying levels or qualities of performance criteria. It is typically handed out to students at the start of an assessment so that students are aware of the criteria in which their submitted or performed work will be judged. Besides being a good guide for assigning a score for assessments, it can also be a teaching tool as it helps to develop studentsâ&#x20AC;&#x2122; skills and understanding when judging and improving their own work (Andrade, 2008). As noted in Table 4.3, rubrics are quite versatile grading tools. They are useful because they reduce time spent on marking, as the need for lengthy comments is minimised when evaluating studentsâ&#x20AC;&#x2122; work. Rubrics also ensure consistency in marking, especially if there is more than one marker in a course. There are various ways to evaluate the quality of a studentâ&#x20AC;&#x2122;s work. The terms below are recommended: Excellent

Consistently performed above expectations, carried more than his/her fair share of the load in the group.

Very good

Consistently did what he/she was expected to do, very well-prepared and cooperative.

Satisfactory

Did what he/she was expected to do, reasonably prepared and cooperative.

Unsatisfactory

Consistently absent, unprepared, or unable to complete class assignments.

Ungraded

No participation.

A few examples of rubrics are shown in Samples 4.3, 4.4, 4.5, 4.6, and 4.7. For more examples, please refer to http://rubistar.4teachers.org.

UniKL Course Design & Delivery Handbook

96 (2)

(1)

NO visual aids used.

NO discussion and analysis done.

Report structure - Table of Content - Introduction, - Problem Statement, - Literature Study, - Student Declaration, - Referencing and Citation, - Correct Formatting, - No plagiarism,

Creativity Effort - Diagram, - Arrangement of tables , - Figures and charts, - Formula derivation,

Discussing and analyzing the topic given. - Translate the raw data into a meaningful knowledge and information.

Judgement through checking and critique.

STRUCTURE AFFECTIVE

CREATIVITY COGNITIVE

ANALYSIS OF DATA/TOPIC COGNITIVE

CONCLUSION COGNITIVE

NO critique done.

Absence of structure

Express knowledge in subject matter.

Note : SME - Subject Matter Expert

(3)

Acceptable (4)

Exceptional

Acceptable Organized Structure.

Acceptable critique done.

Minimum critique done.

Total: Average

Discussion was done in a very logical manner.

Minimum discussion and analysis done.

Minimum use of visual Acceptable and Logical aids. visual aids used.

Poor organized structure.

Detail critique done with clear elaboration.

Detail discussion was presented clearly.

Very clear & creative integration of visual aids .

Organized Structure.

Assessor 1

Assessor 2

RUBRIC-COURSEWORK

PRESENTATION DATE

GROUP NUMBER

Demonstration of full Insufficient Acceptable information knowledge of the NO grasp of information presented. information presented. and explanation. subject with supporting explanation.

Marginal

Unsatisfactory

KNOWLEDGE COGNITIVE

Criteria

Dimension

STUDENT ID

STUDENT NAME

COURSE NAME

COURSE CODE

PROJECT TITLE

UNIVERSITI KUALA LUMPUR RUBRIC FOR COURSEWORK

SAMPLE

SME

UniKL Course Design & Delivery Handbook

PROJECT TITLE

NO visual aids used.

NO discussion and analysis done.

Creativity Effort - Diagram, - Arrangement of tables , - Figures and charts, - Formula derivation,

Discussing and analyzing the topic given. - Translate the raw data into a meaningful knowledge and information.

Judgement through checking and critique.

STRUCTURE AFFECTIVE

CREATIVITY COGNITIVE

ANALYSIS OF DATA/TOPIC COGNITIVE

CONCLUSION COGNITIVE

Note : SME - Subject Matter Expert

Absence of structure

Report structure - Table of Content - Introduction, - Problem Statement, - Literature Study, - Student Declaration, - Referencing and Citation, - Correct Formatting, - No plagiarism,

NO critique done.

Insufficient information presented.

NO grasp of information presented.

Express knowledge in subject matter.

KNOWLEDGE COGNITIVE

(4)

Exceptional Assessor 1

Demonstration of full knowledge of the subject with supporting explanation.

Total: Average

13.7

Detail critique done with clear elaboration. Acceptable critique done.

Minimum critique done.

Very clear & creative integration of visual aids .

Discussion was done Detail discussion was in a very logical presented clearly. manner.

Acceptable and Logical visual aids used.

Excellent Delivery

Acceptable Organized Structure. Organized Structure.

Acceptable information and explanation.

Good Delivery

Minimum discussion and analysis done.

Minimum use of visual aids.

Poor organized structure

Poor Delivery

Very Poor Delivery

Intonation, Eye Contact, Fluency, Body Language, No Slides Dependency, Professionalism

DELIVERY / EFFORT AFFECTIVE

(3)

Acceptable

PRESENTATION DATE

GROUP NUMBER

Assessor 2

RUBRIC-PRESENTATION

Smart attire with GM1 = 3 GM2 = Smart attire but not Attire suitable for the good grooming looks suitable for the 4 GM3 = 4 AV = suitable for the presentation. presentation. 3.7 GM/3 presentation.

Poor attire.

(2)

(1)

Executive Attire; - NO Jeans, NO Sport Shoes, NO Sandals. - Hair - Neat and properly trimmed. - No casual attire.

Marginal

Unsatisfactory

ATTIRE

Criteria

Dimension

STUDENT ID

STUDENT NAME

COURSE CODE & NAME

UNIVERSITI KUALA LUMPUR RUBRIC FOR PRESENTATION

SAMPLE

SME

UniKL Course Design & Delivery Handbook

i) Multiple Choice Questions (MCQ) MCQs are generally used to assess LOTS, i.e. Remembering, Understanding and Applying. If the questions are well-constructed, they can also be used to assess HOTS, i.e. Analysing and Evaluating. Table 4.12 illustrates what should be considered when constructing MCQs. Table 4.12 Do’s and don’ts when constructing MCQs Do’s

Don’t’s

a) Focus on important concepts which address specified learning objectives.

a) Avoid using “None of the above’’ and ‘’All of the above’’ options.

b) Question should be independent from one another.

b) Avoid using negatively-phrased items e.g. with except or not in the Item stem.

c) The correct answer with the presence of at least one distracter. The stem should be clearly stated and the options are concise.

c) Avoid using absolute terms, e.g. always, never and all, in the options.

d) Make sure the question can be answered without looking at the options.

d) Avoid using vague or ambiguous terms or items, e.g. usually or frequently. e) Avoid using misleading or complicated information which distracts from the actual issue.

The followings are examples of this question type according to several levels of Bloom’s taxonomy. Level 1: Remembering Example: A factual statement is transformed into a question, such as: Which of the following persons is the author of “Das Kapital’’? a) Mannheim b) Marx c) Weber d) Engels Level 2: Understanding Example: A factual statement is restated, transformed into a different form (e.g. numbers into words), and interpreted, explained, or summarised, such as: Why did John B Watson reject the structuralist study of mental events? a. He believed that structuralism relied too heavily on scientist methods b. He rejected the concept (psychologists should study observable behavior c. He believed that scientists should focus on what is objectively observable d. He actually embraced both structuralism and functionalism 100

UniKL Course Design & Delivery Handbook

Level 3: Applying ● Prepare a short case study or example. ● Write a stem that asks the student to demonstrate the use of the procedural knowledge or solve a problem. Example:

Which one of the following values approximates best to the volume of a sphere with radius 5m? a. 2000m3 b. 1000m3 c. 500m3 d. 125m3

Level 4: Analysing Present the student with a diagram and ask for analysis. Example:

Look at the following table and indicate which countries’ statistics are being reported in rows A, B and C.

GNP per capita 1991 ( $ Country X)

Growth rate of GNP per capita p.a. 1980-1991

Population Structures of total employment 1980-85 rate of growth (%) 1980 - 1991 Agriculture Industry Services

500

2.5%

1.5%

1570

5.8%

1.6%

25110

1.7%

0.3%

Choose your answer from the following list of possible answers: a. A is South Korea; B is Kenya; C is Canada. b. A is M Lanka; B is Germany; C is Thailand. c. A is so Lanka; B is Thailand; C is Sweden. d. A is Namibia; B is Portugal; C is Botswana. In order to evaluate MCQs, item analysis is used to find out the effectiveness of each item being tested. It signifies: 1. The difficulty of the item. 2. The discriminating power of the item. 3. The effectiveness of each alternative. 4. The quality of the item in terms of its relevance to learning outcomes of a particular course.

101

UniKL Course Design & Delivery Handbook

ii. Extended Matching Questions (EMQ) EMQs are multiple-choice items organised into sets that use one list of options for all items in the set. EMQ set include four components which are the theme, an option list, a lead-in statement and at least two item stems. The constructed questions can be used to assess Higher Order Thinking Skills (HOTS) (Analysing & Evaluating). Table 4.13 Do’s and don’ts when constructing EMQs Do’s

Don’ts

a) Use a minimum of 8 answer options will ensure a) that the probability of giving the correct answer reasonably low. b) b) Construct two or more case scenarios or vignettes c) c) Select the theme for a set of Item Stems.

Avoid using “None of the above’’ and ‘’All of the above’’ options.

d) Focus on important concepts which address d) specific learning objectives.

Avoid using vague or ambiguous items or terms, e.g. usually or frequently.

e) Use questions that are independent from one e) another.

Avoid using misleading or complicated information which distracts from the actual issue.

Identify the correct answer and distracter.

g) The question in the item stem should be clear and concise. Make sure the question can be answered without looking at the options.

Avoid using negatively-phrased items e.g. with except or not in the stem. Avoid using absolute terms, e.g. always, never and all in the options.

Avoid repeating part of the item stem in an option.

Level 1: Understanding Theme: Personality Disorders Options: A. C. E. G. I.

Antisocial Personality Avoidant Personality Borderline Personality Dependent personals Schizoid Personality

B. D. F. H. J.

Narcissistic Personality Obsessive compulsive personality Paranoid Personality Schizotypal Personality Histrionic Personality

Lead:

For each of the following scenario or statement select the best option that is most suitable. The option can be used once, more than once or not at all.

Item Stem:

Mdm A. boasted to others claiming to be a loving wife but her husband treated her with little affection. She never felt appreciated in her workplace and changed jobs frequently over the years. When faced with problems, she was devastated but did not admit her mistakes, only to blame others. She has frequent outburst towards her children. She was always beautifully dressed and attractive in her appearance

102

UniKL Course Design & Delivery Handbook

Level: Applying Theme: Protein Production Options: A. C. E. G. I.

phosphate carrier dicorboxylote carrier tricarboxylate carrier oxogluturate / malate carrier Carnation / acylcarnitine translocase

B. D. F. H. J.

adenine nucleotide translocator citrulline carrier ornithine carrier glutamate carrier glutamate / aspart

Lead:

For each of the processes listed below, select the mitochondrial inner membrane carrier system which is most likely to be involved. Each option may be used once, more than once, or not all.

Stem:

Apopstosis: a component in the permeability transition pores.

Level: Analysing To examine the information given in the stem. Options: A. elevated heart rate B. lowered heart rate C. increased heat production D. decreased heat production Lead:

Choose between the given symptoms that explains hyperthyroidism.

Stem:

In 2009, I was taken off the medication to see if I would become hyperthyroid and require iodine. I visited two consultant and voice therapist and l was put on 75mcg of thyroxine per day.

103

UniKL Course Design & Delivery Handbook

iii. True-False Item The most common use of this type of items is to measure ability to identify the correctness of statements of fact. They are more appropriate for lower order thinking skills. Guide in Constructing True and False Question Table 4.14 Do’s and don’ts when constructing true-and-false questions

Do’s a) Focus on one idea: A question should present only one idea, which can be judged as true or false b) Test on a major point: The truth of a question should not be based on a minor point in the question in order to confuse students.

Don’ts a) Avoid any instances that allow multiple interpretations. b) Avoid making blanket statements. c) Avoid questions based on rote memorisation.

c) Use contravened questions: Debatable questions which refer to an opinion or theory should be connected to a source. d) Use positive sentences: True-false questions should be stated in a positive way. e) Be non-discriminatory: It is discriminating to differentiate between high and low ability students. Examples of True-False Items a) Pumps are a common hardware item to foil causing accidents in chemical plants. True / False b) The sonic velocity of an ideal gas doubles if the absolute temperature doubles. True / False c) Chlorine would be expected to cause severe injury if ingested due to its action as a reducing agent. True / False

104

UniKL Course Design & Delivery Handbook

iv. Matching Item-Type Questions (MITQ) For this type of questions, candidates choose a statement that best complements the presented statement given. This format is particularly useful when the objective to be measured involves association skills or the ability to recognise, categorise and organise information. Unlike multiple-choice questions which provide all the answer options as possible answers, MITQs allow for many items in a short space and makes guessing difficult. As a result, validity and reliability of the assessment are improved, which helps all students be assessed fairly and accurately. Table 4.15 Do’s and don’ts when constructing MITQs Do’s a) Write clear ‘Directions’. i. Specify the relationship between the premises and the responses. ii. Describe how and/or where students should record the answers they select (it is recommended that the students record their answers on an answer sheet). iii. Indicate whether or not each response may be used once, more than once, or not at all. b) Use an unequal number of premises &responses. c) Use a heading at the top of each list.

Don’ts a) Do not split a matching question between pages. b) Do not have more than one correct response for a single stem, unless students have been informed in advance. c) Do not change the grammar across stems and responses. e.g., between plural and singular forms of words.

d) Categorise items in the logical order. e) Provide all the necessary information in the same page. f)

Have a maximum of seven principles and ten responses per matching exercise.

g) Ensure that directions state a relationship and that it is correct across the entire question There are two types of MITQs: •

Matching-equal columns, which consists of equal numbers of questions and answers and items listed in the response column can be used more than once, or not at all.

•

Matching-unequal columns, where the number of answers is higher compared to the questions. This type of questions will be more challenging for students to answer.

Example of Matching-Equal Columns (MEC) In the blank before each electrical term in the left-hand column, write the letter corresponding to the unit of measurement which is most closely associated with that term. Each unit of measurement may be used more than once and some units may not be used at all.

105

UniKL Course Design & Delivery Handbook

1. 2. 3. 4. 5. 6. 7. 8.

_____ Electromotive force _____ Electrical power, apparent _____ Electrical power, true _____ Resistance _____ Capacitance _____ Inductance _____ Current _____ Impedance

A. B. C. D. E. F. G. H.

Watt Volt Ampere Coulomb Ohm VAR Farad Henry

Example of Matching-Unequal Columns (MUC) In the blank before each phrase in the left-hand column, write the letter(s) corresponding to the type(s) of drag which is/are most closely associated with that phrase. Each type of drag may be used more than once, and some types may not be used at all. 1. _____ Occurs when varied currents over an airplane meet and interact.

A. Form drag B. Induced drag

2. _____ Results from the turbulent wop caused by the separation of airflow from the surface of a structure. 3. _____ Caused by the roughness of the airplane’s surfaces. 4. _____ Generated by the airflow circulation around the airfoil as it creates lift.

C. Skin friction drag D. Static drag E. Interference drag F. Rolling drag G. Sliding drag

b. Essays Essay questions allow the assessment of students’ ability to understand the course material and express what they know in their own words. Some of the advantages of essay questions are as follows: ● They are effective in measuring HOTS, i.e. testing students’ ability to select content, organise and integrate in a logical manner. ● They are less time-consuming to construct. ● They have a good effect on students’ learning, because students are not required to memorise facts but rather present their knowledge on a broad understanding of complex ideas, relationships etc. ● They are more realistic in testing students’ knowledge, as they require students to communicate their thoughts in a coherent manner. i) Different categories and types of essays There are different categories of essays available, and they are used for different purposes. The followings are some common categories of essay and what they are used for: Narrative : to describe or provide information on an issue or topic. Persuasive : to convince readers to agree with an opinion. Expository : to provide information containing instructions. 106

UniKL Course Design & Delivery Handbook

Table 4.16 illustrates the different types of questions based on the above essay categories. Table 4.16 Different types of essay questions and their characteristics CATEGORY

TYPE

DESCRIPTION

EXAMPLE OF QUESTIONS/ INSTRUCTION VERBS

EXPOSITORY

Technical report or Engineering Report or manual Instruction

Give direction or instruction ● How to build…….? about how to complete a ● Explain the process of ……… task, or how something is ● Describe the procedure for …….. done; or writing a series of events or processes in some sort of order.

NARRATIVE

Essay

Focuses on a condition or ● What do you think are the causes situation and asks why? of …..? (cause) and/or what is the ● What are the implications of result? (effect). ……..? ● How ……. (condition or situation) can influence ….. (effect)?

NARRATIVE

Essay

Explains what a term ● Explain the term ……. means both concretely ● Elaborate the concept of …… (dictionary/book definition ● Define …….. based from the writer’s point of view).

NARRATIVE/ PERSUASIVE

Comparison/ Contrast Essay

Shows the differences and/ ● Explain the differences between …… and …… or similarities between two persons, places, things, ● Compare the result of Experiment ideas, concepts, etc. A and Experiment B.

PERSUASIVE

Argumentative or Pro/Con Essay

Provide opinion on a subject ● The use of methadone to cure drug addicts in government hospital has based on reasoning and been an issue for years. Comment. understanding in either: • Presenting objections ● Human is a major contributor to most aircraft accidents. Provide and refute them; or’ your comment. • Presenting points supporting your position

PERSUASIVE/ NARRATIVE

Deductive Essay

Given a certain set of fact, ● Given the result in Table 1 above, what conclusion can you made? circumstances or clues, the 6 common writer draws a reasonable ● Given categories of medication i.e. assumption leading to a conclusion. analgesics, anti-arrhythmic, anti-convulsants, anti-diabetic agents, anti-hypertensives, and bronchodilators, if a person were having trouble breathing due to dust and pollen, what category of medication would be prescribed?

107

UniKL Course Design & Delivery Handbook

108

UniKL Course Design & Delivery Handbook

Developing System Assessment

Assessment Management System Security System/ Mechanisms

Communication to Students

109

UniKL Course Design & Delivery Handbook

Final Examination

Learning Outcomes

Continuous Assessments

System to ensure security, standards, quality and moderation of examination papers

System to ensure a common criteria for grading/marking, and to moderate students’ grades to ensure consistency

System to ensure academic quality, validity and weight of tasks

Ensure the security of examination when it is carried out

Schedule assessment tasks throughout the academic semester in a timely manner

System to ensure academic integrity of students’ work

Ensure proper storing of completed examination papers

System to collect students’ work, assessment results, and feedback to students Notify students of their final grades System to ensure confidentiality and integrity of student records and grades A procedure for student appeal

System to periodically review assessment, course, and programme, which may include input from external stakeholders, e.g. students’ evaluation of teaching staff.

110

UniKL Course Design & Delivery Handbook

Pre-IEB

IEB

UEB

Senate

• Moderation of raw marks, borderline passes, and borderline grades.

• Validation of pre-IEB moderation.

• Approval of Final Assessment Results. • Moderation of Course Performance.

• Endorsement of students' assessment results.

111

UniKL Course Design & Delivery Handbook

c. Communication to Students i) Feedback on Academic Performance The academic performance of a student throughout an academic semester must be communicated to them within a reasonable time, so that the student can respond to the feedback. This is necessary to gauge if the LOs of the course are attainable. In certain situations, a different approach needs to be utilised to support students to understand the course and to attain the LOs. UniKL requires academicians to release coursework throughout the semester particularly after the midsemester examination board session of the academic semester or year. Communication of assessment results must be done through UniKLâ&#x20AC;&#x2122;s E-CITIE and E-learning system. Disclosure of assessment results on non-UniKL social media (e.g. Facebook and Twitter) is prohibited. The remaining results of the assessments are released before or within the first week of the final examination. ii) Grading Scheme Final grades for courses are generally based on the grading schemes shown in Tables 4.17 and 4.18. Refer to the latest University Rules and Regulations (URR) for more information on this. Table 4.17 Common grading scheme Mark

Grade

Point Value

Status

80-100

4.00

Pass

75-79

A-

3.67

70-74

B+

3.33

65-69

3.00

60-64

B-

2.67

55-59

C+

2.33

50-54

2.00

45-49

C-

1.67

40-44

1.00

0-39

0.00

Fail

Table 4.18 Grade and status for Industrial Training Mark

Grade

Description

Status

80-100

Merit

Pass

50-79

Satisfactory

Pass

0-49

Fail

For courses that are 100% graded on coursework, rubrics are used to show the common criteria to be assessed which act as guidelines for marking. Grading criteria must therefore be carefully determined to ensure that LOs are effectively assessed. 112

UniKL Course Design & Delivery Handbook

Grading criteria are essentially the descriptions of performance standards for each grade. They should have the following characteristics in order to be meaningful (i.e. assessing CLOs) (MQA, 2013, p.14-15): ● Be consistent: Criteria and descriptors of performance standards that are generic to ensure consistency in determining students’ grades. ● Be accurate: This refers to the validity and reliability of determining grades to reflect students’ actual achievement of LOs in relation to performance standards through the performance of multiple assessment tasks. ● Support learning: As indicators of performance, grades should be used to motivate students to improve themselves. For example, in a project report, students’ lifelong learning skills can be assessed by tracking their ability to: ● ● ● ●

Gather and use information through their use of references and citations; Organise information and present them cohesively; Synthesise information and present ideas based on the information they have gathered; Self-regulate i.e. consciously correcting themselves while performing the tasks.

Following on this example, the marking scheme for this project report could be seen in Table 4.18. Table 4.19 Example of marking rubric for a project report No.

Item

Weighting

Introduction and background of study

20%

Body: description, analysis et

40%

Discussion

20%

Conclusion & evaluation of results

10%

Reference

10% Total

100%

Meanwhile, for assessments that involve project development, the marking scheme will be based on the Table 4.19: Table 4.20 Example of marking rubric for project development No.

Item

Weighting

Design

20%

Craftsmanship

40%

Originality

20% Total

100%*

* Projects that are not based on an original idea can only earn a maximum of 60%

113

UniKL Course Design & Delivery Handbook

114

UniKL Course Design & Delivery Handbook

115

UniKL Course Design & Delivery Handbook

116

UniKL Course Design & Delivery Handbook

117

UniKL Course Design & Delivery Handbook

118

UniKL Course Design & Delivery Handbook

SECTION 5: COURSE EVALUATION

119

UniKL Course Design & Delivery Handbook

120

UniKL Course Design & Delivery Handbook

121

UniKL Course Design & Delivery Handbook

APPENDICES

APPENDIX A

Generic Programme Learning Outcomes The Generic PLOs for Bachelor of Engineering, based on Engineering Accreditation Council manual (EAC, 2007). BACHELOR OF ENGINEERING Upon completion of the programme, graduates should be able to demonstrate the: 1. 2. 3. 4. 5. 6. 7.

Ability to acquire and apply knowledge of science and engineering fundamentals; Acquired in-depth technical competence in a specific engineering discipline; Ability to undertake problem identification, formulation and solution; Ability to utilise systems approach to design and evaluate operational performance; Understanding of the principles of design for sustainable development; Understanding of professional and ethical responsibilities and commitment to them; Ability to communicate effectively, not only with engineers but also with the community at large; 8. Ability to function effectively as an individual and in a group with the capacity to be a leader or manager; 9. Understanding of the social, cultural, global and environmental responsibilities of a professional engineer; and 10. Recognising the need to undertake life-long learning, and possessing/acquiring the capacity to do so. The followings are Generic PLOs for Bachelor programmes in computing disciplines, based on Programme Standards: Computing (MQA, 2014). BACHELOR IN COMPUTING At the end of the Programme, graduates should be able to: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Apply skills and principles of lifelong in academic and career development Communicate effectively with peers, clients, superiors and society at large Demonstrate teamwork, leadership, interpersonal and social skills Utilize relevant techniques and demonstrate analytical and critical thinking skills in problem solving Demonstrate professionalism and social and ethical considerations in accordance with ethical and legal principles; and Apply broad business and real world perspectives daily and demonstrate entrepreneurial skills Apply skills and principles of lifelong in academic and career development Communicate effectively with peers, clients, superiors and society at large Demonstrate teamwork, leadership, interpersonal and social skills Utilize relevant techniques and demonstrate analytical and critical thinking skills in problem solving Demonstrate professionalism and social and ethical considerations in accordance with ethical and legal principles, and Apply broad business and real world perspectives daily and demonstrate entrepreneurial skills

The followings are Additional PLOs for UniKL Computing Disciplines, which are based on Programme Standards: Computing (MQA, 2014). 122

UniKL Course Design & Delivery Handbook

Computer Science 1. Demonstrate knowledge and understanding of essential facts, concepts, principles, and theories relating to information systems 2. Apply theoretical principles of Computer Science in relevant areas 3. Demonstrate theoretical computing knowledge in analysing, modelling, designing, developing and evaluating computing solutions Information System 1. Demonstrate knowledge and understanding of essential facts, concepts, principles and theories relating to information systems 2. Apply theoretical principles of information systems in relevant areas 3. Demonstrate understanding of business requirement and be able to plan, design and manage business information systems with the relevant technology and knowledge to enhance organisational performance Information Technology

1. Demonstrate knowledge and understanding of essential facts, concepts, principles and theories

relating to information technology 2. Apply theoretical principles information Technology in relevant areas 3. Design, implement and manage information technology solutions and resources and recognise the impact of technology on individuals, organization and society; and 4. Integrate various technology solutions Software Engineering

1. Demonstrate knowledge and understanding of essential facts, concepts, principles and theories relating to information technology

2. Apply theoretical principles information Technology in relevant areas 3. Apply appropriate methodologies, models and techniques that provide a basis for analysis, design, development, tests and implementation, evaluation, maintenance and documentation of a large scale software system.

The followings are Generic PLOs for Medical and Health Sciences, which are based on Programme Standards: Medical and Health Sciences (MQA, 2013b).

123

UniKL Course Design & Delivery Handbook

DIPLOMA IN LAB-BASED DIAGNOSTIC SCIENCES At the end of the programme, graduates should be able to: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

demonstrate fundamental knowledge in medical sciences; perform medical laboratory procedures, validate and refer findings competently; assist in advanced medical laboratory procedures; perform quality control procedures competently; identify technical errors, perform basic troubleshooting and related problem-solving procedures; assist in the management of the laboratory; practise according to bio-safety and chemical safety requirements and regulations; demonstrate sensitivities and responsibilities towards the community, culture, religion and environment; adhere to the legal, ethical principles and the professional code of conduct in medical laboratory sciences; communicate effectively in verbal and written forms with patients, their family / caregiver, peers, healthcare professionals and the stakeholders at large; demonstrate leadership, interpersonal and social skills; collaborate with other healthcare professionals; formulate solutions based on critical and lateral thinking; participate in research related to medical laboratory sciences and health sciences; and demonstrate ICT, entrepreneurial and lifelong learning skills in their practice.

DIPLOMA IN ENVIRONMENTAL HEALTH At the end of the programme, graduates should be able to: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

124

apply the technical and scientific knowledge of environmental health principles; evaluate, prevent and support control of environmental health problems; manage the operational unit in environmental health field; contribute to solving contemporary environmental health issues to prevent recurrence; demonstrate sensitivities and responsibilities towards the community, culture, religion and environment; adhere to the legal, ethical principles and the professional code of conduct in environmental health; communicate effectively in verbal and written forms with peers, healthcare professionals, stakeholders and the community at large; demonstrate leadership, interpersonal and social skills; collaborate with other healthcare professionals; demonstrate problem solving and clinical reasoning skills; participate in research related to environmental health; and demonstrate ICT, entrepreneurial and lifelong learning skills in their practice.

UniKL Course Design & Delivery Handbook

BACHELOR IN LAB-BASED DIAGNOSTIC SCIENCES At the end of the programme, graduates should be able to: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.

apply fundamental and advanced knowledge in medical and health sciences; perform and supervise medical laboratory procedures competently and validate findings; present information and findings coherently; plan, manage and execute quality management system and Good Laboratory Practices (GLP); evaluate and implement new medical laboratory methodologies and instrumentations; demonstrate the ability to seek, adapt and provide solutions to address challenges in medical laboratory practices; coordinate daily activities of medical laboratory practice; adhere to biological, chemical and radiation safety requirements and regulations; demonstrate sensitivities and responsibilities towards the community, culture, religion and environment; adhere to the legal, ethical principles and the professional code of conduct in medical laboratory; communicate effectively in verbal and written forms with patients, their family / caregiver, peers, healthcare professionals and the stakeholders at large; demonstrate leadership, interpersonal and social skills; collaborate with other healthcare professionals; utilise relevant techniques and identify problems and solutions based on critical and lateral thinking; conduct research related to medical laboratory under supervision; utilise ICT and information management system to enhance their medical laboratory practice; apply skills and principles of lifelong learning in academic and career development; and apply broad business and real world perspectives in workplace and everyday activities and demonstrate entrepreneurial skills. BACHELOR IN ENVIRONMENTAL HEALTH

At the end of the programme, graduates should be able to: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

apply knowledge and skills to assess and monitor environment and human health; present and utilise information and findings coherently; demonstrate sensitivities and responsibilities towards the community, culture, religion and environment; adhere to the legal, ethical principles and the professional code of conduct in environmental health; communicate effectively in verbal and written forms with peers, healthcare professionals, stakeholders and the community at large; demonstrate leadership, interpersonal and social skills; collaborate with other healthcare professionals; identify and analyse critically environmental health problems to provide solutions based on evidence; conduct research related to environmental health under supervision; utilise ICT and information management system to enhance their environmental health practice; apply skills and principles of lifelong learning in academic and career development; and apply broad business and real world perspectives in workplace and everyday activities and demonstrate entrepreneurial skills.

125

UniKL Course Design & Delivery Handbook

BACHELOR IN HEALTHCARE MANAGEMENT At the end of the programme, graduates should be able to: 1. demonstrate knowledge and skills in relevant basic medical, health and social science knowledge to health care system & services delivery; 2. demonstrate knowledge and skills in health care management, finance and entrepreneurship; 3. identify and analyse critically health care problems to provide solutions based on evidence; 4. demonstrate knowledge and skills in health facilities and resource management; 5. demonstrate quality assurance and improvement skills; 6. coordinate daily activities of health care and management services; 7. demonstrate sensitivities and responsibilities towards the community, culture, religion and environment; 8. adhere to the legal, ethical principles and the professional code of conduct in health care; 9. communicate effectively in verbal and written forms with patients, their family / caregiver, peers, healthcare professionals, stakeholders and the community at large; 10. demonstrate leadership, interpersonal and social skills; 11. collaborate with other healthcare professionals; 12. conduct research related to health care management under supervision; 13. present information and findings coherently; 14. utilise ICT and information management system to enhance their health care management practices; 15. apply skills and principles of lifelong learning in academic and career development; and 16. apply broad business and real world perspectives in workplace and everyday activities and demonstrate entrepreneurial skills. BACHELOR OF PHARMACY At the end of the programme, graduates should be able to: 1. demonstrate professional competency in providing comprehensive pharmacy related services, supplying medicine with pharmaceutical knowledge as well as performing pharmaceutical calculation correctly and precisely. 2. apply current skills and tools in delivering professional pharmaceutical care and appropriate approaches in the field of research and drug discovery. 3. demonstrate an awareness and understanding of social issues and formulate effective strategies towards resolving related problems. 4. demonstrate an understanding and commitment to uphold the professional ethics in delivering pharmacy services to the community. 5. demonstrate leadership skills, able to work in a team and communicate effectively with patients, communities and other healthcare personnel. 6. apply evidence-based practices and current approaches towards enhancing pharmacy services, research and development and technopreneurial ventures. 7. display deep motivation and ability to engage in independent and lifelong learning. 8. demonstrate awareness and understanding of management, business practices and technopreneurial competencies.

126

UniKL Course Design & Delivery Handbook

The followings are the Generic PLOs for Business Studies, which are based on Programme Standards: Business Studies (MQA, 2014b): BACHELOR OF BUSINESS ADMINISTRATION (HONS) IN INTERNATIONAL BUSINESS At the end of the programme, graduates should be able to: 1. Apply the knowledge, principles and fundamentals of International business. 2. Identify, analyse and solve problems using appropriate international business methods or tools, approaches, techniques, models and frameworks as well as suitable creative problem solving techniques. 3. Identify, describe and assess entrepreneurial opportunities to develop suitable business models and plans for business venture. 4. Conduct research on and investigations of problems and issues on various aspects of international business management. 5. Utilise suitable ICT tools as enablers for international business activities. 6. Function effectively and responsibly as an individual, and as a member or leader of the business community at the local, national and international levels. 7. Communicate effectively orally and in writing ideas and knowledge relating to the application and theories of international business management. 8. Demonstrate understanding of the societal, ethical, political, environmental, legal, technological and cultural issues pertaining to international business management to achieve sustainability in practice. 9. Demonstrate the need for and importance of independent and lifelong learning.

BACHELOR OF BUSINESS ADMINISTRATION (HONS) IN MANAGEMENT AND ENTREPRENEURSHIP At the end of the programme, graduates should be able to: 1. Apply knowledge of principles and fundamentals of management and entrepreneurship. 2. Identify, analyse and solve problems using appropriate management methods, approaches, techniques, models and frameworks as well as suitable creative problem-solving techniques. 3. Identify, describe and assess entrepreneurial opportunities to develop suitable business models and plans. 4. Conduct research and investigate problems and issues relating to the fields of management and entrepreneurship. 5. Utilise suitable ICT tools as enablers for management and entrepreneurial activities. 6. Function effectively and responsibly as an individual, and as a member or leader of the business community at the local, national and international levels. 7. Communicate effectively, orally and in writing, ideas and knowledge relating to the application and theories of management and entrepreneurship. 8. Demonstrate understanding of the societal, ethical, political, environmental, legal, technological and cultural issues pertaining to management and entrepreneurship to achieve sustainability in practice. 9. Demonstrate the need for and importance of independent and lifelong learning 10. Apply current skills and tools in delivering professional pharmaceutical care and appropriate approaches in the field of research and drug discovery.

127

UniKL Course Design & Delivery Handbook

BACHELOR OF BUSINESS IN MARKETING (HONS) At the end of the programme, graduates should be able to: 1. Apply marketing and retail management knowledge, and entrepreneurship skills in business related activities. 2. Demonstrate understanding of knowledge on marketing, retail management, marketing management, business practices and technology entrepreneurial competencies. 3. Demonstrate the ability to clearly explain the significance of marketing and retailing management in economic development 4. Relate to the importance of ethical awareness and quality standards in functioning effectively as an individual, as a member or leader in diverse team, and as an entrepreneur. 5. Demonstrate understanding and practice of marketing and retailing management in challenging and competitive environment or working context. 6. Develop concepts for evaluating marketing and retailing management strategies, and be able to articulate the processes from lifestyle ventures to high-potential enterprises. 7. Communicate effectively with others the implications of management decisions and other entrepreneurial activities that may affect anyone in any particular context. 8. Demonstrate the understanding of the key aspects of managing and orchestrating marketing and retailing management activities, in particular to impeding crises and to achieve sustainable competitive advantage. 9. Understand the concepts of organizational culture and climate, and how entrepreneurial leaders foster favourable cultures.

BACHELOR OF BUSINESS ADMINISTRATION (ENTREPRENEURSHIP) At the end of the programme, graduates should be able to: 1. Implement and apply problem solving techniques in solving organization management related issues. 2. Develop professional ethics and moral responsibility in their practices. 3. Analyse and implement strategic management techniques at the organization operational level in Business Administration in the field of Entrepreneurship. 4. Communicate effectively in the area of business administration in the field of entrepreneurship. 5. Implement knowledge in organizational situation for lifelong learning. 6. Demonstrate leadership competencies in managing business ventures.

128

UniKL Course Design & Delivery Handbook

The followings are the Generic PLOs for Accounting, which are based on Programme Standards: Accounting (MQA, 2013c): BACHELOR IN ACCOUNTING (HONS) At the end of the programme, graduates should be able to: 1. Identify, classify, record, summarise and report socio-economic environment which affect organisations. 2. Prepare financial statements in accordance with approved accounting standards for organisations and simple structured groups 3. Provide financial and non-financial information to help management make business and organisational decisions including setting up businesses. 4. Interpret and evaluate financial and non-financial information for decision-making. 5. Use and evaluate information system and technologies to achieve organisational objectives. 6. Prepare tax returns and advise on tax matters for individuals and simple business entities. 7. Perform audits for non-complex entities using appropriate technologies. 8. Think critically in the application of knowledge and suggest possible solutions to accounting issues. 9. Integrate other business and management applications accordance to the basic accounting competencies. 10. Work collaboratively in a management team. 11. Communicate effectively, both orally and in writing, with different stakeholders. 12. Demonstrate behaviour consistent with professional ethics and social responsibility. 13. Demonstrate a commitment to life-long learning and professional development. 14. Demonstrate leadership and entrepreneurial skills.demonstrate knowledge and skills in health care management, finance and entrepreneurship; The followings are the Generic PLOs for Business Administration in Islamic Finance, which are based on Programme Standards: Muamalat and Islamic Finance (MQA, 2013d):

BACHELOR IN BUSINESS ADMINISTRATION (HONS) IN ISLAMIC FINANCE At the end of the programme, graduates should be able to: 1. 2. 3. 4. 5. 6. 7.

Apply knowledge of Shariah rules and principles in Islamic business, finance and law. Apply the knowledge of Islamic economics and finance in related industries. Understand Shariah based banking operations and products Understand Islamic capital market and the management of risk in Islamic financial system. Apply the principles of Islamic accounting practices and Shariah audit in Islamic financial institutions. Understand and implement Islamic ethics and Shariah corporate governance in business transactions. Communicate effectively orally and in writing ideas and knowledge relating to the application and theories of Islamic Finance and Shariah based banking operations and products. 8. Demonstrate understanding of the societal, ethical, political, environmental, legal, technological and cultural issues pertaining to principles of Islamic economics and finance to achieve sustainability in practice.

PLOs for other programmes can be referred to on the MQA website under programme standards (http://www. mqa.gov.my/QAD/en/types3.cfm).

129

UniKL Course Design & Delivery Handbook

UNIVERSITI KUALA LUMPUR COURSE PORTFOLIO CHECKLIST

CAMPUS/INSTITUTE

COURSE CODE

COURSE NAME

COURSE LEADER

ADDITIONAL

UniKL SEMESTER/YEAR

LECTURER(S)

A course portfolio is kept by the Course Leader of each course as evidence of the course lecturers’ learning and teaching activities (LTA). It must contain the following items: NO. 1

COURSE PORTFOLIO MUST-HAVE ITEMS Table of Specifications for Assessments (Examination Unit: Form EU-01)

Assignments/Lab Reports *  Questions & marking schemes/rubrics  3 samples for assignment or 9 samples for each lab report **

Quizzes *  Questions & Marking Schemes  9 samples of student answer script **

Tests *  Questions & Marking Scheme  9 samples of student answer script **

Final Examination  Set of Questions & Answer Scheme  9 samples of student answer script **

Subject Performance and Moderation Form (PXR 005, PXR 005A – if any amendments)

Student CLO Attainment Report (OBR001)

NOTES:

130

( )

* - Refer to Implementation Document ** - 3 Good scripts, 3 Average scripts, and 3 Poor scripts.

VERIFICATION BY HOS:

RECEIPT BY QA UNIT:

NAME:

SIGNATURE & STAMP:

SIGNATURE & STAMP :

DATE:

REMARKS

UniKL Course Design & Delivery Handbook

ENDIX F

UNIVERSITI KUALA LUMPUR TEACHING PORTFOLIO CHECKLIST

CAMPUS/INSTITUTE

UniKL XYZ

YEAR

2015

FULL NAME

AP DR. KENDRICK LLAMAR

SECTION

COURSE(S) TAUGHT

SEMESTER

SEPTEMBER

POLYMER REACTION ENGINEERING

A teaching portfolio must be kept and maintained by each lecturer as evidence of their learning and teaching activities (LTA). It must contain the following five (5) items: NO.

TEACHING PORTFOLIO MUST-HAVE ITEMS

Course Timetable(s)

Student Attendance Form(s) from E-CITIE (with supporting evidence from absentees)

Course Learning Plan(s)

Course Syllabus(es)

Teaching Materials

(ï&#x192;¼)

VERIFICATION BY HOS:

RECEIPT BY QA UNIT:

NAME:

SIGNATURE & STAMP:

SIGNATURE & STAMP :

DATE:

REMARKS

131

UniKL Course Design & Delivery Handbook

UNIVERSITI KUALA LUMPUR Peer-mentoring Evaluation Form

UniKL Institute Lecturer Observed Date of Observation Time of Observation Course Code & Name

: : : : :

Until:

From:

Section A: Content Observations 1. Lecturer gives lesson ojective(s) verbally and/or in written form. Comments:

2. Lecturer relates current course content to previous and future course content. Comments: 3. Lecturer entertains other peopleâ&#x20AC;&#x2122;s views when appropriate. Comments:

* Tick where appropriate

Remarks * Not demonstrated Needs Improvement Satisfactory Outstanding Not demonstrated Needs Improvement Satisfactory Outstanding Not demonstrated Needs Improvement Satisfactory Outstanding

Section B: Class Interaction Observations 1. Lecturer uses suitable teaching pace, appropriate to studentsâ&#x20AC;&#x2122; needs. Comments:

2. Lecturer gives informative feedback. Comments:

2. Lecturer has good rapport with students. Comments:

Remarks * Not demonstrated Needs Improvement Satisfactory Outstanding Not demonstrated Needs Improvement Satisfactory Outstanding Not demonstrated Needs Improvement Satisfactory Outstanding

Section C: Teaching Materials Observations 1. Lecturer uses e-Learning, videos, and other audiovisual materials. Comments:

2. Lecturer provides appropriate and useful handouts. Comments:

132

Remarks * Not demonstrated Needs Improvement Satisfactory Outstanding Not demonstrated Needs Improvement Satisfactory Outstanding

UniKL Lecturer Peer-Mentoring Evaluation Form | Page 1 of 2

UniKL Course Design & Delivery Handbook

Section D: Teaching Delivery Observations 1. Lecturer only uses English/designated language in class. Comments:

Remarks * Not demonstrated Needs Improvement Satisfactory Outstanding Not demonstrated Needs Improvement Satisfactory Outstanding Not demonstrated Needs Improvement Satisfactory Outstanding

2. Lecturer shows enthusiasm and confidence. Comments:

3. Lecturer applies a variety of teaching methods or strategies. Comments:

Section E: Other Information 1. Overall Comments:

2. Peer Name(s): i)

Name(s)

Signature(s)

ii) iii)

3. Observed Lecturerâ&#x20AC;&#x2122;s Acknowledgement: Comments:

Signature:

Date:

UniKL Lecturer Peer-Mentoring Evaluation Form | Page 2 of 2

133

134

CW+FE (%) :

% FINAL EXAM

FINAL EXAM MARKS:

2 2 1 1

2 2 2 3 1 1

CLO(s)

100 40

100

3,4 5,6 7,8 9,10

1, 2 3, 4 2 3 4 5 6 7

Topics

4 4 2 2

4 4 4 11 2 2

PLO(s) Addressed

5 5 5 5

20 20

100

37 15 5 15 5 15 5 15 5

0 0

4 12

Topics in Course: 1. Topic title 1 2. Topic title 2 3. Topic title 3 4. Topic title 4 5. Topic title 5 6. Topic title 6 7. Topic title 7 8. Topic title 8 9. Topic title 9 10. Topic title 10

NAME : POSITION : DATE :

ELSA LANG LECTURER 24 MAY 2015

Elsa

Prepared by,

Cognitive Domain C1 : Remembering C2: Understanding C3: Applying C4: Analysing C5: Evaluating C6: Creating

0 14

NAME : POSITION: DATE :

OVERALL MARKS (%) :

Psychomotor Domain P1: Perception P2: Set P3: Guided Response P4: Mechanism P5: Complex Overt Response P6: Adaptation P7: Origination

DR AMIR BIN YUSUF HEAD OF SECTION 24 MAY 2015

Approved by,

Affective Domain A1: Receiving A2: Responding A3: Valuing A4: Organizing A5: Characterization

Cognitive Domain Affective Domain Psychomotor Domain LOTS HOTS C1 C2 C3 C4 C5 C6 A1 A2 A3 A4 A5 P1 P2 P3 P4 P5 P6 P7 2 6 2 2 3 1 4 10 5 5 2 8 4 6

TOTAL HOURS

8 8 10 10

Instructions: - Update the red text only - Ensure that values in the coloured boxes under 'Weighting %' column match those under 'TOTAL' column

Degree: 40% LOTS + 60% HOTS Diploma: 60% LOTS + 40% HOTS

Notes

100

25 25 25 25 0 0 0

10 5 5 20 10 10 0 0

TOTAL

Time allocation in course outline (L+T) (hour)

TOS - FINAL EXAMINATION & COURSEWORK

ADDITIONAL LECTURERS (IF ANY) SALLY ALIAS, KHALIL GHIBRAN

<--- Ensure that the COLOURED BOXES in the same rows are of the same value --->

% of Topics Covered:

25 25 25 25

10 5 5 20 10 10

Weighting (%)

DEGREE SEPTEMBER 2015 UNIX PROGRAMMING IFD 20704 DR. RIZQI MANSOR

Final Exam

Section A: Q1 Section A: Q2 Section B: Q1 Section B: Q2

% COURSEWORK

Test Quiz 1 Quiz 2 Project Assignment 1 Coursework Assignment 2

Assessments

PROGRAMME LEVEL SEMESTER & YEAR COURSE NAME COURSE CODE COURSE LEADER

UNIVERSITI KUALA LUMPUR

TABLE OF SPECIFICATIONS (COURSEWORK & FINAL EXAMINATION) Level of Questions and Mark Distribution

UniKL Course Design & Delivery Handbook

100

10 15 20 10 5 40

Weighting (%) 4 4 4 11 2 2

PLO(s) Addressed

0 0

Cognitive Domain * LOTS HOTS C1 C2 C3 C4 C5 C6

NAME : POSITION : DATE :

ELSA LANG LECTURER 24 MAY 201X

Elsa

Prepared by,

Cognitive Domain C1 : Remembering C2: Understanding C3: Applying C4: Analysing C5: Evaluating C6: Creating

Affective Domain A1: Receiving A2: Responding A3: Valuing A4: Organizing A5: Characterization

NAME : POSITION : DATE :

Instructions: - Update the red text - Ensure that values in the coloured boxes under 'Weighting (%)' column match those under 'TOTAL' column

DR AMIR BIN YUSUF HEAD OF SECTION 24 MAY 201X

0 0 0 0 0 0 0 0 0

Degree: 40% LOTS + 60% HOTS Diploma: 60% LOTS + 40% HOTS

* Notes:

0 ASSESSMENT MARKS (%) :

Psychomotor Domain P1: Perception P2: Set P3: Guided Response P4: Mechanism P5: Complex Overt Response P6: Adaptation P7: Origination

Psychomotor Domain

Approved by,

Affective Domain

TOTAL

TOS - COURSEWORK

ADDITIONAL LECTURERS (IF ANY) ELSA LANG, KHALIL GHIBRAN

Level of Questions and Mark Distribution

<--- Ensure that the COLOURED BOXES in the same rows are of the same value --->

1, 2 3, 4 2 3 4 5

Topics

Topics in Course: 1. Topic title 1 2. Topic title 2 3. Topic title 3 4. Topic title 4 5. Topic title 5 6. Topic title 6 7. Topic title 7 8. Topic title 8 9. Topic title 9 10. Topic title 10

2 2 2 3 1 1

CLO(s)

DEGREE SEPTEMBER 201X UNIX PROGRAMMING IFD 20704 DR. SHARIAH ALIF

TOTAL ABOVE (%) :

Quiz Test Assignment Labwork Presentation Final Project

Coursework

PROGRAMME LEVEL SEMESTER & YEAR COURSE NAME COURSE CODE COURSE LEADER

UNIVERSITI KUALA LUMPUR

TABLE OF SPECIFICATIONS (COURSEWORK)

UniKL Course Design & Delivery Handbook

135

UniKL Course Design & Delivery Handbook

APPENDIX A

CONFIDENTIAL

UNIVERSITI KUALA LUMPUR EXAMINATION VETTING FORM COVER PAGE PART A: TO BE FILLED BY CHAIRPERSON  YEAR

  SEMESTER / SESSION

JANUARY

JUNE

SEPTEMBER

 PROGRAMME

BACHELOR

DIPLOMA

OTHER:

 SECTION

 COURSE LEADER

 COURSE LECTURERS

 COURSE CODE

 COURSE NAME

 EXAM DURATION

 REQUIRED MATERIALS 



OTHER:

_______

HOUR(s) QUESTION PAPER ONLY

ANSWER BOOKLET

OMR FORM

GRAPH PAPER

LOOSE PAPER

PRINTED FORMULAE

OTHERS :

 OTHER COMMENT(s)

PART B: TO BE FILLED BY ACADEMIC SERVICES UNIT PLEASE TICK ( ✓ ) THE FOLLOWING BOXES IF THE DOCUMENTS HAVE BEEN ATTACHED. 

QUESTION PAPER (QP)

SET A

SET B



MARKING SCHEME (MS)

SET A

SET B



TABLE OF SPECIFICATIONS (TOS)



SOFTCOPY (CD OPTIONAL)



COMPLETED EXAMINATION VETTING FORM (EVF)

UniKL/CITC/EV-Form

136

RECEIVED BY:

QP SET A

QP SET B

MS SET A

MS SET B DATE:

1/4

UniKL Course Design & Delivery Handbook

APPENDIX B

CONFIDENTIAL

UNIVERSITI KUALA LUMPUR EXAMINATION VETTING FORM EXAMINATION QUESTIONS PART C: TYPES OF EXAMINATION QUESTIONS Number of Question(s) in Examination Paper Set A

Set B

Short Answer / Completion True / False Matching Exercises Multiple Choice Interpretative Exercise Essay Others

PART D: COMPLETION CHECKLIST TO BE FILLED BY CHAIRPERSON PLEASE TICK ( â&#x153;&#x201C; ) THE FOLLOWING BOXES IF THE DOCUMENTS HAVE BEEN ATTACHED. QUESTION PAPER (QP)

SET A

SET B

MARKING SCHEME (MS)

SET A

SET B

TABLE OF SPECIFICATIONS

SOFTCOPY (CD OPTIONAL)

QP SET A

QP SET B

MS SET A

MS SET B

PART E: ENDORSEMENT TO BE FILLED BY CHAIRPERSON DATE

NAME

SIGNATURE & STAMP

UniKL/CITC/EV-Form

2/4

137

UniKL Course Design & Delivery Handbook

APPENDIX C

CONFIDENTIAL

UNIVERSITI KUALA LUMPUR EXAMINATION VETTING FORM VETTING CHECKLIST FORM PART F: CHECKLIST FOR EXAMINATION VETTING No

Items

Satisfactory (S) / Unsatisfactory (U)

Comments

Amended & Verified

A) Items of the Test/Examination Questions

Appropriate item format for the learning outcome being measured The knowledge, understanding or thinking skill called forth by the item match the specific learning outcome and subject-matter content being measured Items points clear

Items free from verbiage

Items appropriate in terms of difficulty

6. 7.

Items have marking scheme(s) that would be agreed upon by experts Items free from technical errors and irrelevant clues

Items free from racial, ethnic and sexual bias

1. 2.

B) Arrangement of Items in the Test/Examination Questions Types of items used (Give fewer sets of directions and retain the same mental set) The learning outcomes measured 2. (Sequence of increasing complexity) The difficulties of the items appropriate 3. (Increasing difficulty) The subject-matter measured 4. (Arranged according to the subject-matter) C) Marking Scheme(s) 1.

Appropriate mark(s) given to each item (According to difficulties, etc.)

D) Format of the Cover Page, Test/Examination Questions 1.

On the Cover Page of question paper: i.

Correct name(s) of programme(s) stated

ii. Correct course code and course name stated iii. Correct and appropriate duration of exam stated iv. Correct number of questions stated v. Number of questions to be answered stated vi. Where to answer each question stated (eg: OMR Form, Question Booklet, Answer Booklet, any other provided answer sheet) vii. Correct number of printed pages (including cover page) stated

UniKL/CITC/EV-Form

138

3/4

UniKL Course Design & Delivery Handbook

2. 3.

Items neatly and properly spaced and arranged; not crammed in one page Use of ARIAL font SIZE 11

Page numbers clearly indicated as Page X of Y at the bottom right of every page All items (including formulae/tables) printed on BOTH SIDES ONLY All items properly numbered and in sequence

Mark(s) indicated at the end of every item

All appendices (formulae/tables) ATTACHED/STAPLED/CLIPPED TO QUESTION PAPER scheme(s) Marking NOT STAPLED TO QUESTION PAPER For MULTIPLE CHOICE QUESTION(S):

4. 5.

9. 10

ii. Choices listed (A,B,C,D) written column using CAPITAL i. Options in a vertical beneathLETTERS. the stem iii. Parts of the items not split into two different pages For INTERPRETATIVE QUESTION(S): Introduction material(s) placed on a facing page or spread sheet with all items referring to it on a single page PART G: ENDORSEMENT BY CHAIRPERSON

READY FOR PRINTING

NAME

SIGNATURE & STAMP

YES

DATE

PART H: ENDORSEMENT BY OTHER VCM MEMBERS READY FOR PRINTING

YES

DATE :

1) NAME

2) NAME

3) NAME

SIGN. & STAMP

PART I: APPROVED BY HEAD OF SECTION READY FOR PRINTING

NAME

SIGNATURE & STAMP SIGNATURE & STAMP

: :

UniKL/CITC/EV-Form

YES

DATE

4/4

139

UniKL Course Design & Delivery Handbook

ASSESSMENT COVERSHEET Attach this coversheet as the cover for your submission. All sections must be completed.

Section A: Submission Details

Programme

Course Code & Name

Course Lecturer(s)

Submission Title

Deadline

: Day

Penalties

Month

Year

Time

 5% will be deducted per day to a maximum of four (4) working days, after which the submission will not be accepted.  Plagiarised work is an Academic Offence in University Rules & Regulations and will be penalised accordingly.

Section B: Academic Integrity Tick (√) each box below if you agree: I have read and understood the UniKL’s policy on Plagiarism in University Rules & Regulations. This submission is my own, unless indicated with proper referencing. This submission has not been previously submitted or published. This submission follows the requirements stated in the course.

Section C: Submission Receipt (must be filled in manually) Office Receipt of Submission Date & Time of Submission (stamp)

Student Name(s)

Student ID(s)

Student Receipt of Submission This is your submission receipt, the only accepted evidence that you have submitted your work. After this is stamped by the appointed staff & filled in, cut along the dotted lines above & retain this for your record.

Date & Time of Submission (stamp)

140

Course Code

Submission Title

Student ID(s) & Signature(s)

UniKL Course Design & Delivery Handbook

141

UniKL Course Design & Delivery Handbook

142

UniKL Course Design & Delivery Handbook

143

UniKL Course Design & Delivery Handbook

144

UniKL Course Design & Delivery Handbook

145