1. Best Practices in Curriculum Design, Delivery System and Assessment and Evaluation Rozinah Jamaludin 4 April 2013 Bengkel Training for Master Trainers: Higher Education Learning and Teaching, 3& 4 April 2013, AKEPT, Negeri Sembilan.

2. Best practice is a method or technique that has consistently shown results superior to those achieved with other means, and that is used as a benchmark. In addition, a "best" practice can evolve to become better as improvements are discovered (Wikipedia, 2012).

3. APEX 2 nd PHASE TRANSFORMING BEYOND 2013 Academic By: Profesor Ahmad Shukri Mustapha 3 Lecturers Curriculum Accountabilit y Pedagogy Learning Environmen t LeadershipModes & medium of delivery Quality Assessment Recognition Student s Academic Ecosystem Program

4. APEX 2 nd PHASE TRANSFORMING BEYOND 2013 Academic By: Profesor Ahmad Shukri Mustapha 4 What is global citizen? Source: www.LTScotland.org.uk/globalcitizenship

5. APEX 2 nd PHASE TRANSFORMING BEYOND 2013 Academic By: Profesor Ahmad Shukri Mustapha 5 Prominence in Sustainability Programs to Nurture Responsible Global Citizens (RGC) Joint program with universities renowned for its sustainability programs. Flagship program from each cluster with international accreditation. Flagship programs with 100% of graduate employability Flagship program with English as a medium of delivery Infusion of the global dimension in the curriculum design for sustainability programs. Teaching and learning practices associated with global citizenship education. Infusion of ICT in T&L Curriculum design with embedded 21 st century skills Students possess multi- lingual language competency Enhanced student mobility program. Increased no. of International Chairs in Sustainable Programs. Increased no. of international students for flagship sustainability- based programs. Increased no. courses related to sustainability as an Open Educational Resources (OER). International Awards/Fellowships/Visitin g Professors Program in top 10 ranking in regional/global level Strengthening & enhancing competitive edge of academic programs Enhancing Distinctive Student Experience Enhancing Global Presence & Visibility

6. Concept of curriculum design A curriculum (plural: curricula or curriculums) is the set of courses, and their content, offered at a school or university. schooluniversity Curriculum specifies all the knowledge, skills and attitudes plus the main objectives which would want to achieve. Design is essentially a rational, logical, sequential process intended to solve problem. Curriculum Design is a sequential process that serves as a guideline for teaching, learning and assessment approaches.

7. Integrated curriculum-The problem-based model

8. The theme-based model Mathematics Science Technology Language Arts Social Studies

9. Types of Curriculum Design Product and Process Model by Tyler (1949) Technical or Non-Technical approaches by Ornstein and Hunkins (2004) Backward Design Model, advocated by Wiggins & McTighe (2010)

20. Delivery Systems

21. Types of Delivery System Face-to-Face Instruction Distance learning Online learning e-Learning Blended Learning Student Centred Learning

22. The SPICE MODEL S – Student Oriented P – Problem Based I – Integrated C – Community Oriented E – Electives S – Self learning and Systematic

23. PBL at KLE Belgaum, Karnataka, India 3 PBL sessions One theme per week of 3 PBL sessions Ideally 8 -10 students per group One tutor per group Scenario/triggers: given to students Three triggers are given for three sessions Tutor’s guide : give to facilitator only Each week a new topic

24. KLE Belgaum

25. Concept assessment and evaluation Assessment is a process of determining "what is." Assessment provides faculty members, administrators, trustees, and others with evidence, numerical or otherwise, from which they can develop useful information about their students, institutions, programs, and courses and also about themselves.

26. Evaluation uses information based on the credible evidence generated through assessment to make judgments of relative value: the acceptability of the conditions described through assessment. The statement "If you don't have any goals, you don't have anything to assess" expresses the close relationship between goals and effective assessment

27. Dimension of DifferenceAssessmentEvaluation TimingFormativeSummative Focus of MeasurementProcess-OrientedProduct-Oriented Relationship Between Administrator and Recipient ReflectivePrescriptive Findings, Uses ThereofDiagnosticJudgmental Ongoing Modifiability of Criteria, Measures Thereof FlexibleFixed Standards of MeasurementAbsoluteComparative Relation Between Objects of A/ECoöperativeCompetitive

28. Types of assessment and evaluation desired outcomes the ultimate results desired or actually achieved) processes (the programs, services, and activities developed to produce the desired outcomes) inputs (the resources: students, faculty and staff members, buildings, psychological climate)

29. Assessment and evaluation and disciplines Summative Evaluation Formative Evaluation

30. Critical analysis of best practices curriculum design, delivery system and assessment and evaluation Who?, what?, where?, why?, when? and how ?

31. Thank You…