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.