Assessment Practices - Tutor

ASSESSMENT
PRACTICES AT OUM
INSTITUTE FOR TEACHING & LEARNING
ADVANCEMENT (ITLA)
1
Institute for Teaching & Learning Advancement (ITLA)
PURPOSES OF ASSESSMENT AT
OUM
2
PRINCIPLES OF ASSESSMENT OF
LEARNING AT OUM
3
Sharing learning goals with OUM

learners
4
Setting OUM learners’ standards
5
Involving OUM learners in

assessing their own learning
6
TOOLS OF ASSESSMENT AT OUM
7
ASSESSMENT TOOLS AT OUM
PAST CURRENT
ASSIGNMENTS ASSIGNMENTS (Change in form)
TESTS Phased-out
QUIZES Phased -out
ONLINE PARTICIPATION Award of marks discontinued
FINAL EXAMINATION FINAL EXAMINATION (Change in form)

8
• (1) Formative assessment

–To provide OUM learners with
feedback on progress.
9
FEATURES OF OUM ASSIGNMENT
Authentic Real-world tasks that demonstrate
construction/application of knowledge and skills
Approach Use rubrics in dispensing and grading
Grading Centralized marking

Plagiarism The submitted assignment will automatically undergo a
similarity check.
If plagiarism is detected, marks would be deducted as follows:
• Assignments with 10 - 30 % overlap with
others: 20% deduction from the total marks scored.
• Assignments with 31 - 50 % overlap with
others: 40% deduction from the total marks scored.
• Assignments with more than 50% overlap with
others: Zero mark would be given.
10
ASSIGNMENT QUESTION
PURPOSE
The purpose of this assignment is to develop learners’ ability to describe the roles of human resource management and to
analyse contemporary challenges in human resource management.
REQUIREMENT
Describe the roles of human resource management and analyse current challenges faced by human resource management
in your company or a selected company based on your readings. Provide recommendations on how human resource
department can overcome these challenges.
11
ASSIGNMENT RUBRIC
Low Fair Above average Excellent
Max
Criteria Weight 0 1 2 3 4 Mark
s
Introduction covers
Introduction covers Introduction covers
Introduction covers the name of the
some aspects of the some aspects of the
some aspect of the company, location, a
No company but unclear company, a clear but
Introduction on company, but no clear and sufficient
0.75 introductio and insufficient insufficient
the company description of the description of the 3
n given. description of the description of the
product/services and product/services
product/services and product/services and
the related industry. and the related
the related industry. the related industry.
industry.
Description on
The description was
the roles of The description The description was The description was
comprehensive and
human resource No covered only 1 role of clear and covered 2 clear and covered 3
covered 5 roles of
management description HRM and it was vague. roles of HRM. to 4 roles of HRM.
2 HRM. Sufficient and 8
(HRM) in the given. No examples was Insufficient examples Sufficient examples
relevant examples
selected given. were given. were given.
were given.
company.
The analysis was
The analysis was The analysis was
Analysis of the comprehensive and
clear covering 2-3 clear covering 4
challenges faced The analysis was detailed covering 5
challenges. Relevant challenges. Relevant
by the human No analysis superficial and poorly challenges. Relevant
and company and company
resource 2 given. done. No examples was and company 8
specific examples specific examples
management in given. specific examples
were given for each were given for each
the company. were given for each
challenge. challenge.
challenge.
Recommendation
on how the No Two feasible Three feasible Four feasible
One feasible
human resource recommen recommendations recommendations recommendations
recommendation with
department can 2 dation with justifications with justifications with justifications 8
justification given.
overcome the given. given. given. given.
challenges.
Some of the key Many of the key
No Only a few points of the All of the key points
points of the points of the
Summary 0.75 summary assignment were of the assignment
assignment were assignment were 3
given. summarised. were summarised.
summarised. summarised.
Total points 7.5 30
12
• (2) Summative assessment

–A final examination is designed
to judge the level of
attainment which learners
have reached at the end of
module.
13
Undergraduate Final Examination

Format (2½ hours)
• A 3-part final exam pegged to Bloom’s
Taxonomy of Learning
–Part A (15%): 5 short questions, recall
and comprehension; Answer all
–Part B (30%): 3 questions, application
and analysis; Answer two only
–Part C (15%): 2 questions, evaluation and
synthesis; Answer one only
14
Postgraduate Final Examination

Format (3 hours)
• A 2-part final examination
–Part A (40%): 2 questions, Answer all
–Part B (60%): 5 questions, Answer
three only
15
CURRENT PRACTICE
Coverage Weightage
Faculty
Assignment Exam Assignment Exam
CGS 100 100 60 40
FEL 100 100 40 60
OUM 40 60 40 60
Business
School
FASS 100 100 40 60
40 60
FONAS 100 100
30 70
FST 40 100 40 60
FITMC 40 100 40 60
16
THE GARDEN ANALOGY
If we think of our learners as plants …
•Formative assessment, is the equivalent of feeding and
watering the plants appropriate to their needs - directly
affecting their growth.
•Summative assessment of the plants is the process of
simply measuring them. It does not affect the growth of
the plants.
17
CAN TUTOR/FACILITATOR
CONDUCT THEIR OWN
ASSESSMENT FOR OUM
LEARNERS?
18
QUALITY OF ASSIGNMNET/ FINAL

EXAMINATION / GRADING AT
OUM
19
Validity
20
Reliability
21
Transparency
22
Objectivity
23
WHY DO OUM LEARNERS

PLAGIARIZE?
24
POINTS TO REMEMBER……..
25
OUM’S TEACHING & LEARNING
PHILOSOPHY
Tutors should play the

role of facilitators and
motivators, not mere
dispensers of
information.
OUR COMMITTMENT
27
YOUR COMMITTMENT
28
VISION
 “To be the Leading Provider of Flexible Learning”
MISSSION
 “To widen access to quality education and provide
LLL opportunities by leveraging on technology,
adopting flexible mode of learning, and providing a
conducive and engaging learning environment at
competitive and affordable cost”
ASPIRATION
 To produce quality graduates from among its
learners who are primarily working adults
29
SAHRED VALUES
INTEGRITY
PROFESSIONALISM
CARING
TEAMWORK
INNOVATIVENESS
30
STRATEGIC PLAN
Provide well-rounded
graduates
Focus on learner-centredness
Improve learner retention
31
OUM AIMS TO PRODUCE QUALITY

GRADUATES BY LEVERAGING ON
Learning materials
Technologies
Infrastructure
TUTORS
32
Don’t treat learners
like learners,
treat them like your
children
33
As evidence shows that OUM learners,

especially NEW learners may not be aware
of what constitutes plagiarism, tutors
should ensure that NEW learners receive
guidance on plagiarism, study, writing,
research, referencing and other learning
skills for ODL.
34
REFERENCES
• Open University Malaysia. (n.d.). Assessment handbook. Kuala Lumpur: Author
• University of Ulster. (2013). Assessment handbook. Retrieved from
http://www.ulster.ac.uk/academicoffice/download/Handbooks/Assessment%20Hand
book.pdf
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36
37
THANK YOU
38

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ASSESSMENT

Sharing learning goals with OUM

Setting OUM learners’ standards

Involving OUM learners in

TOOLS OF ASSESSMENT AT OUM

ASSIGNMENTS ASSIGNMENTS (Change in form)

QUIZES Phased -out

ONLINE PARTICIPATION Award of marks discontinued

FINAL EXAMINATION FINAL EXAMINATION (Change in form)

• (1) Formative assessment

Approach Use rubrics in dispensing and grading

Grading Centralized marking

• (2) Summative assessment

Undergraduate Final Examination

Postgraduate Final Examination

CGS 100 100 60 40

FEL 100 100 40 60

QUALITY OF ASSIGNMNET/ FINAL

WHY DO OUM LEARNERS

Tutors should play the

OUM AIMS TO PRODUCE QUALITY

As evidence shows that OUM learners,

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