Teaching Portfolio

pg.96

gRrUaBdRiInCgfporroject

Advanced Project Requirement Craftsmanship/ Productivity/ Critical Thinking/ Critical Response ACADEMIC PORTFOLIO – GRADING RUBRIC, PROJECT
(10 marks) Technique Self Direction Problem Solving
Work exceeds Advanced use of
Proficient project requirement, Advanced use tools, Advanced effort to Advanced attempt to artistic vocabulary.
(8 marks) guidelines and media and develop ideas, accurately interpret Creates relevant
objective at an techniques, all produce work and use process and content, comparisons to
Approaching advanced level. elements are skillful time well. Accessed pre-plan ideas and global issues or
Proficiency and complete. available resources analyze and solve cultural context.
(6 marks) Work meets all when needed. problem.
project Proficient use tools, Proficient use of
Developing requirement, media and Proficient effort to Proficient attempt to artistic vocabulary.
(4 marks) guidelines and techniques. Most develop ideas, interpret process and Creates some
objectives with the elements are skillful produce work and use content, pre-plan comparisons to
Not Developing capacity to advance. and complete with time well. Often ideas and analyze global issues or
(2 marks) capacity to advance. accessed available and solve problems cultural context
Work meets most resources. with the capacity to with the capacity
project Project is needing advance. to advance.
requirements, better attention to Adequate effort to
guidelines and the use of tools and develop idea, produce Adequate attempt to Some use of
objectives. media. Recognizes work and use time accurately interpret artistic vocabulary.
necessary well. Sometimes process and content, Does not create
Works meets some techniques. accessed available pre-plan ideas and comparisons to
project resources. analyze and solve global issues or
requirements, Some developing problems. cultural context.
guidelines and knowledge of Minimal effort to
objectives. understanding the develop idea, produce Minimal attempt to Recognizes some
tools and media. work and use time accurately interpret artistic vocabulary
Limited evidence Techniques were not well. Rarely accessed process and content, although unclear.
that project used. available resources. pre-plan ideas and Does not create
requirements, analyze and solve comparisons to
guidelines and Limited developing Limited effort to problems./ global issues or
objectives were met. knowledge of tools, develop ideas, cultural context.
media and produce work or use Limited attempt to
technique. time well. Almost accurately interpret Limited attempt to
never accessed process and content, make connections
available resources. pre-plan ideas and to the artistic
analyze and solve process.
problems.

Remarks/
comment:

pg.97gRrrUaeBdseRiaInrCcghforproposal

ACADEMIC PORTFOLIO – GRADING RUBRIC, RESEARCH PROPOSAL Content & Focus A (75-100%) B (60-74%) C (47-59%) D (below 46%)

Organization • Exceptionally clear, • Clear research proposal • Contains research • Research proposal
focused, interesting which maintains a proposal but with statement lacks of
Style research proposal; consistent focus from inconsistent focus; clarity & focus;
beginning to end;
Source/ Format • Strong, rich supporting • Generalized supporting • Inadequate or missing
details and examples that • Specific supporting details details that prove research supporting details;
Conventions prove research proposal; are present; proposal;
• Missing a
• A meaningful introduction • A clear conclusion as to • Conclusion tends to summarizing
& conclusion; why the research is summarize research; conclusion;
important;
• Strong introduction & • Introduction & conclusion • Unable to clearly
conclusion; • Clear introduction & is present but not clear; identify introduction &
conclusion; conclusion;
• Consistent & coherent • Show some attempt of
logical progression; • Illustrate some consistency consistency & order; • Lack of consistency &
and shows some logical order;
• Uses clear & skillful progression; • Paper shows attempt of
transition; transitions between • Paper shows little or
• Uses clear transitions; paragraphs; no attempt of
• Written in formal transitions between
language; • Majority of paper written in • Some uses of formal paragraphs;
formal language; language recognized,
• Elaborate & colorful informal language is • Paper frequently uses
language; • Language appropriate to dominant; informal language;
topics;
• Consistently strong & • Most language is • Language is not
varied sentence structure; • Words convey intended appropriate to topic; appropriate to topic;
massage;
• Direct quotes support • Able to get vague idea of • Massage is unclear;
students ideas; • Direct quotes support massage; • Majority of paper is
student’s ideas;
• Paper written in student’s • Some parts of paper plagiarized;
own words; • Majority of paper written in written in student’s own
student’s own words; words; • Fails to follow MLA
• Follows MLA guidelines; style guidelines;
• Uses 5 or more cited • Follow MLA guidelines • Inconsistent use of MLA
with a few exceptions; style guidelines; • Less then 3 cited
source; sources used little or
• Sources meet the • 3-4 cited sources used; • Less then 3 cited sources no parenthetical
• Source meet the guidelines used; documentation;
guidelines for types of
source; for types of sources; • Majority of parenthetical • Works cited page is
• All parenthetical is MLA • Few errors noted in documentation done not understandable;
correct; incorrectly;
• All researched info is parenthetical • Poor editing, spelling
documented; documentation; • Random MLA & grammatical errors
• Most research info is documentation; make it difficult to
• Superior editing, rarely documented; read paper;
makes errors in spelling & • Rarely documents source;
mechanics, correct usage • Careful editing, makes few
& grammar; errors in spelling& • Some evidence editing,
mechanics, correct usage & extensive spelling &
grammar; grammar errors;

Remarks/
Comment:

gRrUaBdRiInCgforthesis pg.98

Content/ A (75-100%) B (60-74%) ACADEMIC PORTFOLIO – GRADING RUBRIC, THESIS
Argument
• Has a significant thesis, clearly defined and supported • Thesis is apparent but perhaps too general or
Ideas with substantial, relevant information; commonplace;

Organization • Includes relevant and specific details example or images; • Its is supported with some proof, but it may be
• Considers counterarguments, explains why the paper’s sketchy or occasionally irrelevant;
Diction and
mechanics idea might be better; • The content may be thin, although some
generalizations may be supported with examples;
• Excels in responding to assignment;
• Writing is compelling, demonstrates sophistication of • May consider opposing viewpoint(s), bur often
without making direct connection with overall ideas;
thought;
• Central idea/thesis is clearly communicated, worth • A solid paper;
• Responds appropriately to assignment;
developing limited enough to manageable; • Clearly states a thesis/ central idea, but may have
• Paper recognizes some complexity of its thesis, may
minor lapses in development;
knowledge its contradictions, qualifications or limits and • Begins to acknowledge complexity of central idea
follow out their logical implications;
• Understands and critically evaluates its sources, and the possibility of other points of view;
appropriately limits and defines terms; • Shows careful reading of sources, but may not

• Writing is planned logically and progresses in clearly evaluate them critically;
ordered and necessary steps; • Attempts to define terms, not always successfully;

• It is developed within originality and attention to • The plan of development is apparent but not
proportion and emphasis; consistently followed;

• The paragraphs are logically and effectively developed; • The writing lacks clarity or is repetitious;
• The transitions between paragraphs are effective; • The paragraphs are generally effective, but

• The sentences are skillfully constructed, effective and transitions may be weak or mechanical;
varied;
• The sentences are correctly constructed but lack
• Words used are vivid, accurate and original; distinction, creativity or style;
• The writing is without serious flaw in grammar or
• Words are generally used correctly and the
mechanics; vocabulary is adequate;
• There is evidences of a personal style;
• There may be some lapses in grammar, punctuation
or spelling;

Research & • Sources used are relevant, substantial and authoritative; • Source used are too general, lacking in authority or
Documentation • Information is introduced and incorporated smoothly and occasionally irrelevant ;

Reading & writing skills appropriately; • Information is occasionally incorporated without
hierarchy • Documentation is clear, correct and adequate; introductory phrases or is weakly connected to the
content of the essay;
• The students writer is able to pose problem to solve
based on theoretical reading or text and/or the facts and • In-text citations and references or works cited page
ideas under considerations; are generally correct, but may contain some minor
errors;
• Come up with an original idea as a result of this
reading/responding process; • The student writer is able to read and respond
skeptically and show and understanding of the
context of the text;

• Read rhetorically considering the purpose of the
text, analyze the wording , rhythm, use of repetition,
etc… be able to break down the argument or idea;

• Should be able to partially agree or partially
disagree;

• In short, should be able to enter into a conversation
with the author;

pg.99gRrUaBdRiInCgfor thesis

ACADEMIC PORTFOLIO – GRADING RUBRIC, THESIS Content/ C (47-59%) FAIL (below 46%)
Argument
• The thesis is lacking or is only implied, confused or • No argument at all and lack of originality;
Ideas not supported with appropriate details;
• Does not have a clear central idea or does not respond
Organization • The writing is thin with few concrete, specific appropriately to the assignment;
examples or illustrations to support the general points;
• Thesis may be too vague or obvious to be developed
• Sometimes there will be a thesis or idea, but it will be effectively;
repeated or merely rephrased to support itself;
• Paper may misunderstand source;
• Adequate but weaker and less effective, possibly • Does not respond to the assignment, lacks a thesis or
responding less well to assignment;
central idea, and may neglect to use source where
• Present central idea in general terms, often depending necessary;
on platitudes or cliché;
• Really bad in writing;
• Usually does not acknowledge other views; • Paragraphs are off and the transitions does not make
• Shows basic comprehension of sources, perhaps with
any sense or meaning at all;
lapses in understanding;
• If it defines terms, often depends on dictionary

definitions;

• The plan and purpose of the essay are not apparent;
• It is not developed or there is some irrelevancy or

redundancy;
• Paragraphs are incoherent or undeveloped;
• Transitions are weak or lacking;

Diction and • Sentences are often not grammatically correct; • Too many errors or mistake in grammar, vocabulary,
mechanics • The vocabulary is elementary not university-level; spelling;
• Words are used incorrectly;
Research & • There are persistent usage, spelling or punctuation • Difficulty to understand the sentences;
Documentation
problems; • Copy and paste from the internet;
Reading & writing skills • Often the writer will repeat points in thesis, body and • Source are mostly based on Google search, Blog or
hierarchy
conclusion; anything equivalent;

• Sources are lacking or inappropriate, information from • Not yet able read a text and offer a summary in
source is not adequately incorporated into the body of sentence, not yet able to paraphrase a passage of a text;
the essay;

• Writer is too dependent on sources without adequate
discussion or synthesis with idea under consideration;

• Documentation is missing, inadequate or contains
major errors;

• Student writer should be able to summarize a text
accurately, as well as find the main idea in a text and
understand how idea has been developed and
supported;

gRrcUoamBdRimInCugfnority pg.100

service

Integrates with Weak Moderate Strong ACADEMIC PORTFOLIO – GRADING RUBRIC, COMMUNITY SERVICE
academic (1 mark) (2 marks) (3 marks)
curriculum
Service-learning is part of the Service-learning is a reaching Service-learning is an instructional
course with loose connections technique used in the course but strategy throughout the course.
to course content. is not fully

Links to curricular Service indirectly and Service has a clear and direct link Service aligns with and enhances
content inconsistently links to the to most of the curriculum. curricular content.
curriculum
Collaborates and Community members act as Active and direct collaboration
partners with the Community members are consultant (rather than with the community by the
informed of the curse, but are collaborators) as the service- instructor and students in the
community minimally involved in. learning course develops. design of the course.

Meets community Community needs are not Community needs are somewhat Community needs are central to the
identified needs & central to the course, the central to the course, the course, community is involved
community has been community is consulted to discuss throughout the course to identify
opportunities minimally contacted to discuss needs and opportunities but no and assess community needs and
needs and opportunities. further communication involved. opportunities.
Facilitates active
& critical student Students do not engage in Students engage in but do not Students think, share and create
deeper or more critical demonstrate evidence of critical reflective products as evidence of
reflection learning throughout the learning through products or learning.
course. assignment.

Remarks/
comment:

pg.101

FEM3303

P&LANPNRINOG G&REVAAMLUAMTIOEN

content
pg.103 synopsis & learning outcome
teaching assessment plan
pg.106 lecture notes
pg.109
pg.111 activities: assignment
pg.113 activities: group presentation
pg.115 activities: project
pg.117 test: questions & answers
pg.119 exam: questions & answers

pg.102

ACADEMIC PORTFOLIO – TEACHING MATERIALS, SYNOPSIS & LEARNING OUTCOMEpg.103 BAHAGIAN AKADEMIK
UNIVERSITI PUTRA MALAYSIA
NAMA KURSUS
KOD KURSUS RANGKA KURSUS
KREDIT
JUMLAH JAM : PERANCANGAN DAN PENILAIAN PROGRAM
PEBELAJARAN
PELAJAR : FEM3303
PRASYARAT
HASIL : 3 (2+1)

SIPNOSIS 129

KANDUNGAN : TIDAK BERKENAAN

KULIAH : Pelajar dapat

1. Menghuraikan prinsip dan proses utama perancangan dan penilaian
program (C4);

2. Menganalisis kaedah perancangan dan perlaksanaan program
pembangunan (EM);

3. Membentuk rangka kerja penilaian program pembangunan yang
sesuai dengan kumpulan sasaran melalui kerja secara berkumpulan
(P4, CTPS).

: Kursus ini merangkum maksud pembangunan, prinsip perancangan dan
penilaian program pembangunan. Kursus juga memfokuskan kepada
hubungan teknologi, alam sekitar dan perancangan pembangunan dalam
peningkatan kualiti hidup. Indikator pembangunan manusia, governan
dan dasar pembangunan kebangsaan serta isu perancangan dan
penilaian program pembangunan juga dibincangkan.

This course covers the meaning of development, principles of development
planning and programme evaluation. The course also focuses on the
relationship between technology, environment and development planning
in achieving better quality in life. Indicators of human development,
governance and national development policies as well as issues in planning
and evaluating development programmes are also discussed.

: 1. Konsep pembangunan Jam Pembelajaran
Bersemuka
- Definisi/maksud pembangunan dari perspektif
pelbagai dimensi 4

- Pebangunan sebai konsep utama dalam
perancangan dan penilaian

2. Pembangunan dari perspektif ekonomi dan 4
bukan ekonomi

- Pembangunan ekonomi, fizikal dan sosial
- Konsep indikator
- Indikator pembangunan ekonomi dan bukan

ekonomi

pg.104

3. Pembangunan di Negara Dunia Ketiga 2 ACADEMIC PORTFOLIO – TEACHING MATERIALS, SYNOPSIS & LEARNING OUTCOME
- Isu pembangunan di Negara Dunia Ketiga:
2
Kemiskinan, Pengangguran dan ketidak 2
seimbangan 4
- Latar belakang pembentukan Negara Dunia
Ketiga 4
2
4. Pembangunan dan peningkatan Kualiti Hidup 2
- Proses pembangunan dan kesannya terhadap 26

peningkatan kualiti hidup

5. Pendekatan keperluan asas dalam pencapaian
matlamat pembangunan

- Konsep pendekatan keperluan asas
- Strategi

6. Indikator pembangunan manusia
- Maksud indeks pembangunan manusia
- Penekanan dalam pengukuran indikator

pembangunan manusia
- Indikator pembangunan manusia sebagai

petunjuk araf dan kualiti kehidupan

7. Konsep perancangan dalam pembangunan
- Kitaran dalam perancangan pembangunan
- Definisi perancangan
- Keperluan perancangan dalam pembangunan

8. Governans dan dasra pembangunan
- Dasar Pembangunan Nasional
- Pernan governans dalam pembangunan

9. Penilaian program pembangunan
- Penilaian proses Formatif dan Sumatif
- Keperluan penilaian dalam pembangunan
- Konsep penilaian program dan projek

Jumlah

ACADEMIC PORTFOLIO – TEACHING MATERIALS, SYNOPSIS & LEARNING OUTCOMEpg.105 : Kerja Kursus 60%
Peperiksaan 40%
PENILAIAN
RUJUKAN : 1. Timmreck, T. (2002). Planning, Program Development And Evaluation
(2nd Edition). Quincy: Jones.

2. United Nation Development Program (Undp) (2005). Human
Development Report 2005: International Cooperation At A Crossroads.
New York: Oxford University Press.

3. Wan Mohd. Nor Wan Daud (2001). Pembangunan Di Malaysia: Ke
Arah Kefahaman Baru Yang Lebih Sempurna. Kuala Lumpur: Istac.

4. World Bank (2008). World Development Indicators 2008. Washington
Dc: World Bank Publications.

ACADEMIC PORTFOLIO – TEACHING MATERIALS, TEACHING & ASSESSMENT PLAN pg.106

ACADEMIC PORTFOLIO – TEACHING MATERIALS, TEACHING & ASSESSMENT PLAN pg.107

ACADEMIC PORTFOLIO – TEACHING MATERIALS, TEACHING & ASSESSMENT PLAN pg.108

ACADEMIC PORTFOLIO – TEACHING MATERIALS, LECTURE NOTES pg.109

ACADEMIC PORTFOLIO – TEACHING MATERIALS, LECTURE NOTES pg.110

ACADEMIC PORTFOLIO – ACTIVITIES, ASSIGNMENT pg.111activaitsiesisgnment
assignment 1

aacssitginvmaeinttsie2sisgnment

ACADEMIC PORTFOLIO – ACTIVITIES, ASSIGNMENT pg.112

pg.113actigvriotiueppsresentation

group presentation 1

ACADEMIC PORTFOLIO – ACTIVITIES, GROUP PRESENTATION

actigvriotiueppsresentation pg.114

group presentation 2

ACADEMIC PORTFOLIO – ACTIVITIES, GROUP PRESENTATION

ACADEMIC PORTFOLIO – ACTIVITIES, PROJECT pg.115actirvesiteieaprscrhoposal

actirvesiteieaprscrhoposal

ACADEMIC PORTFOLIO – ACTIVITIES, PROJECT pg.116

ACADEMIC PORTFOLIO – TEST, QUESTIONS & ANSWERS pg.117 tqeusetstionasandnswers

ACADEMIC PORTFOLIO – TEST, QUESTIONS & ANSWERS pg.118

ACADEMIC PORTFOLIO – EXAM, QUESTIONS & ANSWERS pg.119 exqaumestionasandnswers

ACADEMIC PORTFOLIO – EXAM, QUESTIONS & ANSWERS pg.120

pg.121

SFOEMC3I3A1L2

DEMOGRAPHY

content

pg.123 synopsis & learning outcome
pg.126 teaching assessment plan
pg.129 lecture notes
pg.131 activities: assignment
pg.132 activities: group presentation
pg.134 activities: project
pg.135 test: questions & answers
pg.137 exam: questions & answers

pg.122

ACADEMIC PORTFOLIO – TEACHING MATERIALS, SYNOPSIS & LEARNING OUTCOMEpg.123 BAHAGIAN AKADEMIK
UNIVERSITI PUTRA MALAYSIA
NAMA KURSUS
KOD KURSUS RANGKA KURSUS
KREDIT
JUMLAH JAM : DEMOGRAFI SOSIAL
PEBELAJARAN
PELAJAR : FEM3312
PRASYARAT
HASIL : 3 (3+0)

SIPNOSIS 120

KANDUNGAN : TIDAK BERKENAAN

KULIAH : Pelajar dapat

1. Menghuraikan Demografi Sosial sebagai satu bidang kajian dinamik
populasi manusia (A2, LL);

2. Mengenal pasti elemen penting dalam kajian populasi, khususnya
mengenai saiz, komposisi dan distribusi populasi (P1, CS);

3. Menghurai pasti faktor sosio-budaya yang mempengaruhi saiz,
komposisi dan distribusi populasi dan implikasi saiz, komposisi dan
distribusi populasi ke atas kehidupan manusia (C4, EM).

: Kursus ini merangkumi interaksi antara faktor demografi seperti saiz,
komposisi dan distribusi penduduk dengan faktor sosio-budaya
berkaitan, dan kesan faktor demografi tersebut ke atas kesejahteraan
manusia.

This course encompasses the interaction between demographic factors
such as population size, composition and distribution and relevant socio-
cultural factors, and the effects of the demographic factors on people’s
well being.

: 1. Pengenalan kepada bidang Demografi Sosial Jam Pembelajaran
Bersemuka
- Sejarah perkembangan populasi manusia
sebagai asas kemunculan Demografi Sosial 3

- Keprihatinan mengenai populasi dan Teori
Malthus

2. Kaedah pengumpulan data demografi dan 3
gunanya untuk perancangan dan
pembangunan populasi

3. Saiz populasi 3

- Maksud dan pentingnya
- Tren pertambahan populasi di Malaysia
- Saiz populasi dan kesejahteraan hidup

pg.124

4. Fertiliti 3 ACADEMIC PORTFOLIO – TEACHING MATERIALS, SYNOPSIS & LEARNING OUTCOME
- Kadar kelahiran kasar dan saiz populasi 3
- Faktor mempengaruhi fertiliti 3
- Tren fertiliti di Malaysia 3

5. Mortaliti 3
- Kadar kematian kasar dan saiz populasi 3
- Faktor mempengaruhi fertiliti 3
- Kadar kematian bayi 42
- Jangka hayat
- Tren mortaliti di Malaysia

6. Migrasi dan saiz populasi
- Emigrasi dan imigrasi
- Migrasi dan perubahan populasi Malaysia

7. Komposisi populasi
- Komposisi mengikut jantina:
- Nisbah jantina
- Piramid jantina-umur populasi
- Komposisi mengikut etnik dan wilayah
- Perubahan komposisi populasi di Malaysia dan

faktor berkaitan

8. Distribusi populasi
- Taburan populasi dankaitannya dengan sejarah
- Distribusi mengikut bandar-desa dan wilayah
- Urbanisasi dan tren distribusi populasi di

Malaysia

9. Populasi dan pembangunan
- Tren populasi di Negara Maju dan Negara

Dunia Ketiga dan faktor berkaitan
- Polisi dan perancangan populasi

10. Isu populasi semasa
- Kemiskinan, makanan, tempat kediaman,

pekerjaan, pendidikan, kesihatan dan
pencemaran.

Jumlah

ACADEMIC PORTFOLIO – TEACHING MATERIALS, SYNOPSIS & LEARNING OUTCOMEpg.125 : Kerja Kursus 60%
Peperiksaan 40%
PENILAIAN
RUJUKAN : 1. Anderson, B.A. (2014). World Population Dynamics: An Introduction to
Demography. Boston: Pearson.

2. Lundquist, J.H.;Anderton, D. L.; & Yaukey, D. (2014). Demography:
The Study of Human Population, Fourth Edition. Long Grove: Waveland
Press.

3. Poston, L.R. & Bouvier, L.F. (2010) . Population and Society: An
Introduction to Demography. Cambridge: Cambridge University
Press.

4. Robertson, T. (2012). The Malthusian Moment: Global Population
Growth and the Birth of American Environmentalism. New Jersey:
Rutgers University Press.

5. Weeks, J. R. (2015). Population: An Introduction to Concepts and Issues
(12th Edition).Belmont: Wadsworth Publishing Company

ACADEMIC PORTFOLIO – TEACHING MATERIALS, TEACHING & ASSESSMENT PLAN pg.126

ACADEMIC PORTFOLIO – TEACHING MATERIALS, TEACHING & ASSESSMENT PLAN pg.127

ACADEMIC PORTFOLIO – TEACHING MATERIALS, TEACHING & ASSESSMENT PLAN pg.128

ACADEMIC PORTFOLIO – TEACHING MATERIALS, LECTURE NOTES pg.129

ACADEMIC PORTFOLIO – TEACHING MATERIALS, LECTURE NOTES pg.130

pg.131activaitsiesisgnment assignment 2
assignment 1

ACADEMIC PORTFOLIO – ACTIVITIES, ASSIGNMENT

actigvriotiueppsresentation pg.132

group presentation 1

ACADEMIC PORTFOLIO – ACTIVITIES, GROUP PRESENTATION

pg.133actigvriotiueppsresentation

group presentation 2

ACADEMIC PORTFOLIO– ACTIVITIES, GROUP PRESENTATION

activitiepsroject

ACADEMIC PORTFOLIO – ACTIVITIES, PROJECT pg.134

ACADEMIC PORTFOLIO – TEST, QUESTIONS & ANSWERS pg.135 tqeusetstionasandnswers

ACADEMIC PORTFOLIO – TEST, QUESTIONS & ANSWERS pg.136

ACADEMIC PORTFOLIO – EXAM, QUESTIONS & ANSWERS pg.137 exqaumestionasandnswers

ACADEMIC PORTFOLIO – EXAM, QUESTIONS & ANSWERS pg.138

pg.139

ACADEMIC PORTFOLIO – ASSESSMENT & STUDENTS WORK assesstsWmu deOnetRn&tKs

pg.140 assignment: sample of student’s work
pg.143 project: sample of student’s work
pg.145 quiz: example of student’s answer
pg.147 test: sample of student’s answer
pg.149 esxtuadme:nstsamfipnlael orfessutlutdent’s answer
pg.151

assignment pg.140

FEM3303 Planning & Evaluation Programme ACADEMIC PORTFOLIO – ASSESSMENT & STUDENTS WORK, ASSIGNMENT, SAMPLE OF SUDENT’S WORK
Individual Assignment: “Pembangunan Ekonomi & Fizikal Negara”
Sample: Nurul Izaty Binti Ahmad (184801)
Marks: 4.5/5

pg.141

ACADEMIC PORTFOLIO – ASSESSMENT & STUDENTS WORK, ASSIGNMENT, SAMPLE OF SUDENT’S WORK FEM3312 Social Demography
Individual Assignment: “Migrasi & Saiz Populasi”

Sample: Qiu Fahiden Bin Jernus (199593)
Marks: 4.5/5

pg.142

FEM3312 Social Demography ACADEMIC PORTFOLIO – ASSESSMENT & STUDENTS WORK, ASSIGNMENT, SAMPLE OF SUDENT’S WORK
Individual Assignment: “Komposisi Populasi”
Sample: Henory Gerld John Ween (197720)
Marks: 4.5/5

ACADEMIC PORTFOLIO – ASSESSMENT & STUDENTS WORK, ASSIGNMENT, SAMPLE OF SUDENT’S WORKprojectpg.143

FEM3303 Planning & Evaluation Programme
Project: Research Proposal

Sample: “Fenomena Transgender (Lelaki Transeksual) di Sekitar Bandaraya Kuala Lumpur: Isu Pelacuran
Marks: 13.75/15

pg.144

FEM3312 Social Demography ACADEMIC PORTFOLIO – ASSESSMENT & STUDENTS WORK, PROJECT, SAMPLE OF SUDENT’S WORK
Project: Community Service
Sample: “Tautan Kasih Seribu Harapan bersama Gelandangan”
Marks: 18/20

ACADEMIC PORTFOLIO – ASSESSMENT & STUDENTS WORK, QUIZ, SAMPLE OF ANSWERquizpg.145
FEM3312 Social Demography
Sample: Farhanah Bt. Harif Abdullah
Marks: 41/50

Nurfardiahtul Adila
(195951)
38/50