The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes:
Reflect in the correct use of the terminology, concepts, principles and theories in written and/or oral communication.
Propose solutions to well-structured and practical problems based on theory-driven arguments.
Communicate clearly using scholarly discourse and discipline-specific conventions efficiently.
Display competence with the basic and elementary modes of inquiry.
Reflect in well-defined and coherent representation of identified problems.
Represent in the selection and application of appropriate methods, techniques, tools and procedures relevant to the discipline.
Propose possible solutions based on theory-driven arguments and using the relevant modes of inquiry consistently.
Demonstrate scholarly and critical reasoning skills.
Analyse contemporary contexts and locate work in those contexts.
Reflect in explicit recognition of the diversity, complexity and multidimensionality of a context and how that affects the particular work being undertaken.
Demonstrate through the provision of relevant information pertaining to the strengths, weaknesses and opportunities of the context for addressing specific problems.
Identify relevant role players and resources that will contribute to resolution of specific problems.
Describe all relevant factors pertaining to the context and people's performance(s) in these contexts and how they affect the particular work being undertaken.
Identify critical factors impacting on practical problems to be investigated from the perspective of the discipline.
Interpret topical issues from different perspectives.
Base results from analyses of relevant national contexts and research findings.
Describe and explain making effective use of comparing diverse theories.
Evaluate and define the boundaries and limitations of theory and recognises the provisional nature of research findings.
Involve ethical and responsible solutions for practical problems.
Communicate using scholarly discourse and different modes of communication effectively.
Use different procedures to generate scholarly information. These should include.
Apply standard procedures within the specific discipline, such as experimental or computational techniques, or deductive or inductive reasoning.
Collect and record appropriate data truthfully and in the appropriate format.
Analyse and interpret materials.
Argue persuasively about such analyses and interpretations.
Draw valid conclusions.
Present these conclusions appropriately.
Know the ethical implications of various kinds of research and be able to act accordingly.
Demonstrate reasoning skills which include the ability to express own opinions clearly and coherently, justify a position and present it logically, systematically using properly substantiated arguments.
Communicate to show an awareness of audience, and capability in using different modes of communication (oral and written) and discipline specific conventions, and utilisation of different techniques and strategies for communicating results.
Access various kinds of information resources, such as the library, Internet, and primary and secondary sources related to the core disciplines is needed.
Demonstrate key scholarly skills through: Logical thinking (including identification of flawed reasoning in a text).
Demonstrate inductive and deductive thinking skills.
Integrated Assessment:
The assessment approach is an integrated approach horizontally and vertically to ensure that Exit Level Outcomes have been met. Continuous and formative assessments, include tests, assignments, quizzes and practical project exercises, presentations, field visits and group work, and together they contribute 60% towards the final mark. These assessments will assess across and within learning outcomes. Summative assessment, which consists of a three-hour examination paper, is conducted at the end of each semester, and it contributes 40% towards the final mark. Assessment is in alignment with the University rules and the assessment policy of student learning. |
