CHIEF EXECUTIVE 11 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: Knowledge Level 2 – Remembering: Practical skills Level 3 – Understanding: Social skills and responsibilities Level 4 – Application of Skills: Values, attitude & professionalism Level 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 Domains 5 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

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 independent Learning Time Calculated No mapping of learning outcomes Course Objective is the Learning Target Learning Outcomes is the Learning Target Mapping of learning outcomes necessary

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 ExamMarks %FormatOutcome Assignment20Open written essayAnalysis Mid term20P. Speaking/Written Knowledge Activities10Field work.Analysis Final50MCQ/EssayApplication Total100

Samples of Questions ModuleLevel 1,2,3Level 4.5Level 6 Knowledge /Fact ApplicationAnalysis NavigationProvide 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. MeteorologyExplain 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: 1Fuel, 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 costs 3. Airline fixed costs; competitors pricing; promotional costs and landing charges.

Choice of words Applying  Compare, classify, describe, distinguish between, explain, outline, summarize Analyzing  Break down, describe, diagram, differentiate, divide, list, outline separate Evaluating  Appraise, criticize, defend, describe, evaluate, explain, judge, write Don’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 29 th Jan 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.