chief executive 11 jan 2016 guidelines to setting exam questions in amc
DESCRIPTION
Basis of Programs Malaysian Qualification Framework Primary school – Level 1 High school – Level 2 Certificate - Level 3 Diploma - Level 4 Advance Diploma - Level 5 Bachelor - Level 6 Master – Level 7 PhD – Level 8TRANSCRIPT
CHIEF EXECUTIVE11 JAN 2016
Guidelines To Setting Exam Questions in AMC
Challenges/Issues
For years AMC lecturers have been setting questions without much review from the management.
More often than not questions are generally related to knowledge/fact based.
Appropriate level questions are needed to breed relevant outcomes.
Relevant level questions will make students work smart and made them more critical thinkers and creative.
All professional exams are centrally-set-exam centered rather than lecturer-set-exam.
Lecturers will normally then use the past exams questions as their teaching topics and exercises. Making many professionally qualified graduates are sought after by employers.
Basis of Programs
Malaysian Qualification Framework Primary school – Level 1 High school – Level 2 Certificate - Level 3 Diploma - Level 4 Advance Diploma - Level 5 Bachelor - Level 6 Master – Level 7 PhD – Level 8
MQF Outcomes (contd.)
Level 1 – Remembering: KnowledgeLevel 2 – Remembering: Practical skills Level 3 – Understanding: Social skills and responsibilitiesLevel 4 – Application of Skills: Values, attitude & professionalismLevel 5 – Application of Advance skills: Communication, leadership & team skills Level 6 – Analysis, synthesis: Problem solving and scientific skills.Level 7 – Theory and concepts evaluation – information management and life long learning.Level 8 – Research and creating outcomes: managerial and entrepreneurial skills.
8 MQF Learning Outcome Domains5
Knowledge Social skills and responsibilities
Communication, leadership and team
skills
Information management and lifelong learning
skills
Managerial and entrepreneurial
skills
Problem solving and scientific skills
Values, attitudes and professionalism
Practical Skills
7
8
6
54
321
Basis of Programs
Blooms Texonomy
How Does MQF Affect Teaching-Learning?
Teacher - centered Student - centered
Contact hours
Reflects Credit value
Student Independent Learning
Not Calculated
Total SLT reflects Credit value
Student independe
nt Learning
Time Calculated
No mapping
of learning outcome
s
Course Objective is the
Learning Target
Learning Outcomes is the
Learning Target
Mapping of
learning outcome
s necessar
y
Ensuring Learning Outcomes Are Measured
Rubric All questions numbers must be inserted in the rubric
format with the appropriate learning outcomes, so that student performance could be measured after the exam papers are marked.
AMC Ideal Questions Mix To Meet The Mission
Type of Exam Marks % Format OutcomeAssignment 20 Open written
essayAnalysis
Mid term 20 P. Speaking/Written
Knowledge
Activities 10 Field work. Analysis Final 50 MCQ/Essay Application Total 100
Samples of Questions Module Level 1,2,3 Level 4.5 Level 6
Knowledge /Fact
Application Analysis
Navigation Provide the name of the capital City of India.
Measure the heading and distance between KL and capital city of India
Discuss the benefits and challenges of flying from KL to India capital city.
Airline Marketing
Explain the general 4 Ps in a LCC .
John is planning to set up a LCC in Malaysia. Explain the process of getting the right 4Ps for his LCC.
Highlight the benefits and advantages of setting up LCC.
Meteorology Explain how a thunderstorm is formed.
Describe three action plans a flight planner could take when the route he plans is facing a thunderstorm,
The area pressure is 999 millibar and temperature is 30 deg C. Describe the type of weather in the area in few hours time.
Sample of MCQ for Level 4 - Application
Flight monitoring involves the following tasks:1 Fuel, heading flight level, air speed and track.2 Heading waypoints, speed, track and wind.3 Fuel, waypoints, ground speed, time and height.
The following tasks need to be undertaken before a ticket price could be set for a LCC:-1. Airline operational costs; airline fixed costs and promotional costs.2. Airline operational cost; airline fixed costs, competitors pricing,
and promotional costs3. Airline fixed costs; competitors pricing; promotional costs and
landing charges.
Choice of words
Applying Compare, classify, describe, distinguish between, explain,
outline, summarizeAnalyzing
Break down, describe, diagram, differentiate, divide, list, outline separate
Evaluating Appraise, criticize, defend, describe, evaluate, explain,
judge, writeDon’t use
starting “who”, “what”, “when”, “where”, “name”, “list” are avoided as these terms limit the response
For Multiple-Choice items make certain that:
the stem of the item present a single, clearly formulated problem
the stem is stated in simple, clear language the stem is worded so that there is no repetition of material
in the alternatives the stem is stated in positive form wherever possible if negative wording is used in the stem, it is emphasized in
bold or by underlining the intended answer is correct or clearly best all alternatives are grammatically consistent with the stem
and parallel in form the alternatives are free from verbal clues to the correct
answer the distracters are plausible and attractive to the uninformed
to eliminate length as a clue, the relative length of the correct answer is varied
the alternative “all of the above” or “none of the above” are used only when appropriate
Your new task
Please review back all your past final exam questions for your modules for this semester Nov 15 (MCQ and essays) to meet the application level 4.
Submit it back in soft copies to Zharif for the Exam Question Committee (EQC)’s review and endorsement by 29th Jan 2016.
In the future all questions for the assignments, mid term (quiz, public speaking) and activities must be filled in the appropriate templates one week before the commencement of the semester to meet the level mix.