ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, MINI DOCUMENTARYI believe that this mini documentaryproject help in facilitating thinking andproblem solving among students. Allam(2006) observes that the creativechallenge of using moving images andsound to communicate a topic indeedengaging and insightful, but adds that italso enables students to acquire a rangeof transferable skills in addition tofilmmaking itself. These includeresearch skills, collaborative working,problem solving, technology, andorganizational skills (Bijnens, N.D.)In additions, this task can be inspiringand engaging students. More recently,Willmot et al (2012) show that there isstrong evidence that digital videoreporting can inspire and engagestudents when incorporated intostudent-centred learning activitiesthrough:• increased student motivation;• enhanced learning experience• higher marks;• development potential for deeperlearning of the subject developmentpotential for deeper learning of thesubject development potential fordeeper learning of the subject;• development of learner autonomy;• enhanced team working andcommunication skills;• a source of evidence relating to skillsfor interviews;• learning resources for future cohortsto use.WhyThere are many benefits to usingvideo in education as shown in severaldecades of research.Salman Khan in 'Let's use video toreinvent education' (20 mins)describes the transformative wayvideo can impact on teaching andlearning and encourages teachers toconsider the flipped classroom modelwhere learners can digest lecturecontent at their pace and explorecontent more deeply during classtime.As for my class FEM3312 – SOCIALDEMOGRAPHY, this documentaryproject will be about a topic thatenhances students own understandingof the world in which we live as well ascontributing to audience’s knowledgeand understanding.Students needs to conduct \"research\"(fact-finding, conducting interviews,seeking out original photographs andfilm clips, re-creating situations andenvironments, manipulating texts andimages) which will enable them tocreate a documentary that adopts anangle that is new, interesting, andrefreshing to the audience.Mini Documentary”?SA27
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, MINI DOCUMENTARYMini Documentary: POVERTYMini Documentary: PUBLIC FACILITIESMini Documentary: CONGESTIONMini Documentary: MIGRATIONSSA28
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, MINI DOCUMENTARYMini Documentary: CRIME Mini Documentary: POLLUTIONSA29
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, PUBLIC SERVICE ANNOUNCEMENT (PSA)Public Service AnnouncementS T U D E N TA C T I V I T I E S(PSA)A public service announcement is ashort 30-60 second video that makesan announcement for the good of thepublic. It’s normally persuasive wherethe creator takes a side on a issue andattempts to enlighten or educate thepublic to win them over. “PSAs cancreate awareness, show theimportance of a problem or issue,convey information, or promote abehavioral change.PSA projects tend to be creative,active, and authentic. They are a nicechange of pace and in most cases thestudents spend more time with thematerial than they would on a paper,as the planning requires the studentsto work with the information indifferent ways. In addition, for someassignments, creating a PSA can be amore authentic and relevantassignment than writing a paper.What is PSA? What are the ADDED VALUE?Just like with different types of writing,video projects have different types thatrequire different skills. A PSA is aspecific type of video that requires thestudents to:• get involved in civic action• research issues of interest to them• demonstrate content knowledge• be exploratory and research-based• integrate the QEP of sustainability• target a specific audience• be quick and concise• deliver a message• persuade the public• produce a product• have an authentic audience ifpublished (depends uponassignment)ObjectivesStudents to get involved in civicaction; research issues of interest tothem; demonstrate contentknowledge; be exploratory andresearch-based; integrate theQuality Enhancement Plan (QEP) ofsustainability; target a specificaudience; be quick and concise;deliver a message; persuade thepublic; produce a product; and havean authentic audience.SA30
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, PUBLIC SERVICE ANNOUCEMENTFEM3312 SOCIAL DEMOGRAPHY – Public ServiceAnnouncement (PSA) on Covid19. In this video, studentsshared their perspectives and respondents on theunderstanding of Covid19 and how it's affecting daily lifeand change the trend of social demographic developmentaround the world.Video.FEM2311 INTEGRITY AND CORRUPTION – Public ServiceAnnouncement (PSA) on integrity and corruption. In thisvideo, students shared a few pieces of information onintegrity and corruption issues that happened in daily life;how to make a report to Suruhanjaya Pencegahan RasuahMalaysia (SPRM)?; what is the punishment for corruption inMalaysia?; how can we stop corruption in the workplace orthe university?; What are the elements of corruption? andmany more.• PSAs should be between 30 and 60 seconds and canbe video. These assignments can be successful as anindividual, pair, or group project. The key elements toa PSA are: i) Target audience, who do I want to reachwith this message?; ii) Message, what do I want myaudience to understand?; iii) Significance of the issueto the audience, why is this important to my audienceAND iv) Call to Action, what do I want my audience todo as a result of the PSA?.• All videos will be reviewed and screened by theexpert or academician before the video can bepublished on social media.• Students are required to share the video link to thecommunity and required to get “like”, “share” and“comment” of the video.TasksSA31
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, WEBINARW E B I N A RS T U D E N TA C T I V I T I E SThe webinar introduced student-led tasks bypositioning them on a spectrum of activelearning and engagement in course design,explaining how these tasks may provideopportunities for students to rehearse andarticulate their knowledge as part of theirindependent study. Implicit in this designapproach is an acknowledgement thatstudents have the skills and capability toengage in collaborative knowledge creationactivities and to develop their learning asproducers of ‘content’. Webinars allowstudents to share documents of all kindsincluding but not limited to voice notes,videos, presentations and other documents,etc. with their audiences This designapproach are focused on supporting studentsin their development as autonomous learnersthrough ‘work-centred programme design’.This is best achieved by designingindependent study and formative work whichdemands engagement of a high standard topropel student learning to the achievementof targeted learning outcomes.The advancement of communicationtechnology has improved access toinformation for many people around theworld. Where a reliable internet connectionexists, people with communication devicescan tap into the treasure trove of informationavailable online. Improved access toinformation is especially apparent in theeducation sector.Webinars are live sessions allowing real-timeinteractivity between the presenter andattendees. The webinar focused specificallyon the opportunities for the design ofstudent-led learning and teaching activitiesthrough the use of technology, makingreference to a series of case studies ofblended courses delivered. Webinar looked athow effective activity design and facilitationcan encourage cohorts to participate instudent-led teaching and content creationtasks.SA32
c h e c k o u tS T U D E N TA C T I V I T I E SpointACADEMIC PORTFOLIO – STUDENT ACTIVITIES, CHECK OUT POINTPutraBLAST Check Out Point for FEM3312: Social DemographyPutraBLAST Check Out Point for FEM2311: Integrity & Corruptions“Check Out Point” is one of alternative toevaluate students knowledge on the topicdiscussed after class. A simple question willbe asked towards the end of the class throughPutraBLAST within the limited time forstudents to answer the question.There are various type of questions will beasked to the students. The question might askstudents their opinions or facts on the topicdiscussed during class on that days.Example:Type of Questions: OpinionFEM3312: Social DemographyMinggu 2/ Week 2: Ceritakan pengalaman ataupendapat anda mengenai COVID-19/ Shareyour experience or opinion about COVID-19.Minggu 11/ Week 11: Apakah yang anda fahammengenai Penuaan?/ What do you understandabout Ageing?FEM2311: Integrity & CorruptionMinggu 3: Bincangkan salah satu isu integrityyang berlaku disekeliling anda dan nyatakanType of Questions: FactFEM3312: Social DemographyMinggu 9/ Week 9: Ciri-ciri sebuah Kawasanmengalami urbanisasi?/ Characteristic of anarea undergoing urbanization?FEM2311: Integrity & CorruptionMinggu 4: Huraikan 4 kesalahan utamajenayah rasuah dan hukuman yang dikenakankepada pesalah rasuah.SA33
ACADEMIC PORTFOLIO –– STUDENT ACTIVITIES, QUIZ“…quizzes consider as on of the methods for me to teach my students. It is theeasy way for me to keep track of my students and have insight into the gapsof knowledge. As for me, quizzes gives both the teachers and studentsa reflection. It shows students on what subject they have to focus. There aredifferent kinds of questions that can be used for quizzes for example fill in theblanks, multiple choice and true or false…”S T U D E N TA C T I V I T I E S QuizSA34
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, QUIZExample of Quiz questions:-1. Apakah definisi Pola TaburanPenduduk? (2 markah)Pola taburan penduduk merujukkepada sebaran / corak atau agihanpenduduk di atas ruang bumi.Sebaran ini menghasilkan taburanpenduduk yang tidak sekata iaitukawasan yang berpenduduk padat,kawasan berpenduduk sederhanapadat dan berpenduduk jarang.2. Nyatakan 5 faktor yangmempengaruhi taburan penduduk diMalaysia.(5 markah)a) Faktor sosialb) Faktor Ekonomic) Faktor Governand) Faktor Fizikale) Faktor Bentuk Muka BumiQuiz only applicable to FEM3312: SOCIAL DEMOGRAPHY. The main reason Iconducted this quiz to FEM3312 because this students are still new to “UniversityLife”. Basically FEM3312 is a core subject for Bachelor Human Developmentwith Information Technology (HDIT), Faculty of Human Ecology. My Studentsare first year students. My method of teaching and the way I explain might bedifferent from my others class. That’s why I try to investigate whether myteaching methods is “suit” with my them or not???. How can I measure it? It canbe measure by conducting QUIZ… This is a simple quiz/ a basic questions whichrequire students to give a simple straight forward answers. Plus, the question isstraight forward without any twist. Questions are in Bahasa as per requested bystudents.SA35
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, TEST “…a test usually much longer than a quiz.Its mostly used as a standardevaluation technique to determinehow students really understand thecourse. Failing the test means failing thewhole course. Test normally covers alonger chunk of course or awhole unit or sections...”TestS T U D E N TA C T I V I T I E SSA36
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, TESTcognitivedomainknowledgeC4FEM3303TESTPO1FEM3303I am measuring PO1: KNOWLEDGE -C4: ANALYSING for both subjectFEM3303: PROGRAMMEPLANNING & EVALUATION &FEM3312 SOCIAL DEMOGRAPHY.This learning outcome are requiredstudents to separate materials orconcepts into the part of thecompound to be understood(memisahkan bahan atau konsep kedalam bahagian komponan supayadifahami).These are the key word of my TESTquestions “analyze, select, alienate,compare, contrast, explain, describe,describe, knit, identify, draw, separate,conclude, illustrate, discriminate”(menganalisis, memilih, mengasing,membanding, membeza, menjelaskandengan gambarrajah, memghuraikan,mengait, mengenalpasti, menggambar,memisahkan, menyimpul, mengilustrasi,memdiskriminasi).Example of Test questions forFEM3312 Social Demography:Referring to Diagram 1.0:Demographic Transition Model,explain each stage accordingly.Example of Test questions forFEM3303 Programme Planning &Evaluation: The purpose ofdevelopment is to bridge theeconomic development and toimprove the quality of life & socialwithin a country. However, theimbalance of development still existsuntil today. Discuss the factors thatcontribute to the imbalance indevelopment in Malaysia.This test worth 10% of students grade.SA37
gradingRUBRIC“… rubrics are scale in which the criteria used for grading or assessment are clearly spelled out along a continuum. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work with each component, at varying level of mastery…”GR1 presentationassignmentprojectresearch proposalthesis community serviceGR 2GR 3GR 4GR 5GR 7GR
Below Standard(below 59%)Approaching Standard(60 – 74%)As Standard(75 - 100%) Marks Explanation of Ideas & Information(40%)• Uses inappropriate facts and irrelevant details to support main ideas;• Chooses some facts and details that support main ideas, but there may not be enough, or some are irrelevant;• Chooses appropriate facts and relevant, descriptive details to support main ideas and themes;Organization(10%) • Does not include everything required in presentation;• Present ideas in an order that des not make sense;• Does not plan timing of presentation well, it is too short or too long;• Includes almost everything require in presentation;• Tries to present ideas in an order, but it doesn’t always makes sense;• Presents for the right length of time, but some parts may be too short or too long;• Includes everything required in presentation;• Presents ideas in an order that makes sense;• Organizes time well, no part of the presentation is rushed, too short or too long;Eyes & Body(10%)• Does not look at audience, reads notes;• Fidgets or slouches a lot;• Makes some eye contact,but reads notes or slides most the time;• Fidgets or slouches a little;• Keeps eye contact with audience most of the time, only glances at the notes or slides;• Has a confident posture;Voice(10%)• Speaks too quietly or not clearly;• Does not speak appropriately for the situation (may be too informal or use slag); • Speaks loudly and clearly most of the time;• Speaks appropriately for the situation most of the time;• Speaks loudly and clearly;• Speaks appropriately for the situation, using formal English/Bahasa Malaysia when appropriate;Presentation Aids(10%)• Does not use audio/visual or media;• Uses inappropriate or distracting audio/visual aids or media;• Uses audio/visual aids or media, but they sometimes distract from the presentation, or do not add to ideas and themes;• Uses well-producedaudio/visual aids or media to add to main ideas and themes;Response toAudience Questions(10%)• Does not answer audience questions;• Answer some audiencequestions, but not clearly or completely;• Answers audience question clearly and completely;Participation in Team Presentations (10%)• Not all team members participate, only one or two speak;• All team members participate, but no equally;• All team members participate for about the same length of time and are ale to answer questions;TOTAL MARKSRemarks/comment:for presentationgrading RUBRICACADEMIC PORTFOLIO – GRADING RUBRIC, PRESENTATIONGR1
Exceptional (5 marks)Effective(4 marks)Satisfactory(3 marks)Unsatisfactory(2 mark)Focus• Paper is well developed with clear purpose, supported with evidence and author’s ideas;• It accurately matches the assignment criteria;• The paper is developed and supported;• The purpose is relevant and matches assignment criteria;• The paper is somewhat developed and supported;• Purpose is not entirely consistent with assignment criteria;• The paper is not developed or supported;• It does not follow assignment criteria and/or misses the point of the assignment;Organization• Ideas of the paper are organized into wellstructured paragraph;• Transitions clearly lead from idea to anther;• Paragraphs show the relation between ideas;• Transition are clear, though not ideal;• Sequence of ideas is unclear/confusing;• Transitions do not lead from one idea to another;• There is little or no attempt to separate ideas into paragraphs;• Ideas are not sequent or not relevant;Sourcing • MLA format is used correctly;• Source are appropriate and support author’s purpose;• Source are cited correctly;• MLA format and source are generally cited correctly;• Source are generally appropriate and support purpose;• MLA format and sources are cited correctly a few times in paper;• Sources are somewhat relevant an/or somewhat support author’s purpose;• Source are not relevant or are missing;• MLA format and citing of source is incorrect or absent in paper;Editing • Essay demonstrates professionalism;• Paper is nearly free of errors in grammar, punctuation, spelling and word choice;• Errors in grammar,punctuation, spelling, and word choice may be present but do not distract from purpose;• Errors in grammar, punctuation, spelling and word choice are frequent and noticeable enough to begin to distract the reader from the paper;• Essay shows major deficiency in conventions and mechanics of English/BahasaMalaysia;Remarks/comment:for assignmentgrading RUBRICACADEMIC PORTFOLIO – GRADING RUBRIC, ASSIGNEMENTGR2
Project Requirement Craftsmanship/TechniqueProductivity/Self DirectionCritical Thinking/Problem Solving Critical ResponseAdvanced (10 marks)Work exceeds project requirement,guidelines and objective at an advanced level.Advanced use tools,media and techniques, all elements are skillful and complete.Advanced effort to develop ideas, produce work and use time well. Accessed available resources when needed.Advanced attempt to accurately interpret process and content, pre-plan ideas and analyze and solve problem.Advanced use ofartistic vocabulary. Creates relevant comparisons to global issues or cultural context.Proficient (8 marks)Work meets allproject requirement, guidelines and objectives with the capacity to advance.Proficient use tools, media and techniques. Most elements are skillful and complete with capacity to advance.Proficient effort to develop ideas, produce work and use time well. Often accessed available resources.Proficient attempt to interpret process and content, pre-plan ideas and analyze and solve problems with the capacity to advance.Proficient use of artistic vocabulary. Creates some comparisons to global issues or cultural context with the capacity to advance.Approaching Proficiency (6 marks)Work meets most project requirements, guidelines and objectives.Project is needing better attention to the use of tools and media. Recognizes necessary techniques.Adequate effort to develop idea, produce work and use time well. Sometimes accessed available resources.Adequate attempt to accurately interpret process and content, pre-plan ideas and analyze and solve problems.Some use ofartistic vocabulary. Does not create comparisons to global issues or cultural context.Developing (4 marks)Works meets some project requirements, guidelines and objectives.Some developing knowledge of understanding the tools and media. Techniques were not used.Minimal effort to develop idea, produce work and use time well. Rarely accessed available resources.Minimal attempt to accurately interpret process and content, pre-plan ideas and analyze and solve problems./Recognizes some artistic vocabulary although unclear. Does not create comparisons to global issues or cultural context.Not Developing (2 marks)Limited evidence that project requirements,guidelines and objectives were met.Limited developing knowledge of tools, media and technique.Limited effort to develop ideas, produce work or use time well. Almost never accessed available resources. Limited attempt to accurately interpret process and content,pre-plan ideas and analyze and solve problems.Limited attempt to make connections to the artistic process.Remarks/comment:for projectgrading RUBRICACADEMIC PORTFOLIO – GRADING RUBRIC, PROJECTGR3
A (75-100%) B (60-74%) C (47-59%) D (below 46%)Content & Focus• Exceptionally clear,focused, interesting research proposal;• Strong, rich supporting details and examples that prove research proposal;• A meaningful introduction & conclusion;• Clear research proposal which maintains a consistent focus from beginning to end;• Specific supporting details are present;• A clear conclusion as to why the research is important;• Contains research proposal but with inconsistent focus;• Generalized supporting details that prove research proposal;• Conclusion tends to summarize research;• Research proposal statement lacks of clarity & focus;• Inadequate or missing supporting details;• Missing a summarizing conclusion;Organization• Strong introduction & conclusion;• Consistent & coherent logical progression;• Uses clear & skillful transition;• Clear introduction & conclusion;• Illustrate some consistency and shows some logical progression;• Uses clear transitions;• Introduction & conclusion is present but not clear;• Show some attempt of consistency & order;• Paper shows attempt of transitions between paragraphs;• Unable to clearly identify introduction & conclusion;• Lack of consistency & order;• Paper shows little or no attempt of transitions between paragraphs;Style • Written in formal language;• Elaborate & colorful language;• Consistently strong & varied sentence structure;• Direct quotes support students ideas;• Paper written in student’s own words;• Majority of paper written in formal language;• Language appropriate to topics;• Words convey intended massage;• Direct quotes support student’s ideas;• Majority of paper written in student’s own words;• Some uses of formal language recognized, informal language is dominant;• Most language is appropriate to topic;• Able to get vague idea of massage;• Some parts of paper written in student’s own words; • Paper frequently uses informal language;• Language is not appropriate to topic;• Massage is unclear;• Majority of paper is plagiarized;Source/ Format• Follows MLA guidelines;• Uses 5 or more cited source;• Sources meet the guidelines for types of source;• All parenthetical is MLA correct;• All researched info is documented;• Follow MLA guidelines with a few exceptions;• 3-4 cited sources used;• Source meet the guidelines for types of sources;• Few errors noted in parenthetical documentation;• Most research info is documented;• Inconsistent use of MLA style guidelines;• Less then 3 cited sources used;• Majority of parenthetical documentation done incorrectly;• Random MLA documentation;• Rarely documents source; • Fails to follow MLA style guidelines;• Less then 3 cited sources used little or no parenthetical documentation;• Works cited page is not understandable;Conventions• Superior editing, rarely makes errors in spelling & mechanics, correct usage & grammar;• Careful editing, makes few errors in spelling& mechanics, correct usage & grammar;• Some evidence editing, extensive spelling & grammar errors;• Poor editing, spelling& grammatical errors make it difficult to read paper;Remarks/Comment:for research proposalgrading RUBRICACADEMIC PORTFOLIO – GRADING RUBRIC, RESEARCH PROPOSALGR4
A (75-100%) B (60-74%)Content/ Argument• Has a significant thesis, clearly defined and supported with substantial, relevant information;• Includes relevant and specific details example or images;• Considers counterarguments, explains why the paper’s idea might be better;• Thesis is apparent but perhaps too general or commonplace;• Its is supported with some proof, but it may be sketchy or occasionally irrelevant;• The content may be thin, although some generalizations may be supported with examples;• May consider opposing viewpoint(s), bur often without making direct connection with overall ideas;Ideas • Excels in responding to assignment;• Writing is compelling, demonstrates sophistication of thought;• Central idea/thesis is clearly communicated, worth developing limited enough to manageable;• Paper recognizes some complexity of its thesis, may knowledge its contradictions, qualifications or limits and follow out their logical implications;• Understands and critically evaluates its sources, appropriately limits and defines terms;• A solid paper;• Responds appropriately to assignment;• Clearly states a thesis/ central idea, but may have minor lapses in development;• Begins to acknowledge complexity of central idea and the possibility of other points of view;• Shows careful reading of sources, but may not evaluate them critically;• Attempts to define terms, not always successfully;Organization• Writing is planned logically and progresses in clearly ordered and necessary steps;• It is developed within originality and attention to proportion and emphasis;• The paragraphs are logically and effectively developed;• The transitions between paragraphs are effective;• The plan of development is apparent but not consistently followed;• The writing lacks clarity or is repetitious;• The paragraphs are generally effective, but transitions may be weak or mechanical; Diction and mechanics• The sentences are skillfully constructed, effective and varied;• Words used are vivid, accurate and original;• The writing is without serious flaw in grammar or mechanics;• There is evidences of a personal style;• The sentences are correctly constructed but lack distinction, creativity or style;• Words are generally used correctly and the vocabulary is adequate;• There may be some lapses in grammar, punctuation or spelling; Research & Documentation• Sources used are relevant, substantial and authoritative;• Information is introduced and incorporated smoothly and appropriately;• Documentation is clear, correct and adequate; • Source used are too general, lacking in authority or occasionally irrelevant ;• Information is occasionally incorporated without introductory phrases or is weakly connected to the content of the essay;• In-text citations and references or works cited page are generally correct, but may contain some minor errors;Reading & writing skills hierarchy • The students writer is able to pose problem to solve based on theoretical reading or text and/or the facts and ideas under considerations;• 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;forthesisgrading RUBRICACADEMIC PORTFOLIO – GRADING RUBRIC, THESISGR5
C (47-59%) FAIL (below 46%)Content/ Argument• The thesis is lacking or is only implied, confused or not supported with appropriate details;• The writing is thin with few concrete, specific examples or illustrations to support the general points;• Sometimes there will be a thesis or idea, but it will be repeated or merely rephrased to support itself;• No argument at all and lack of originality;Ideas • Adequate but weaker and less effective, possibly responding less well to assignment;• Present central idea in general terms, often depending on platitudes or cliché;• Usually does not acknowledge other views;• Shows basic comprehension of sources, perhaps with lapses in understanding;• If it defines terms, often depends on dictionary definitions;• Does not have a clear central idea or does not respond appropriately to the assignment;• Thesis may be too vague or obvious to be developed effectively;• Paper may misunderstand source;• Does not respond to the assignment, lacks a thesis or central idea, and may neglect to use source where necessary; Organization• 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;• Really bad in writing;• Paragraphs are off and the transitions does not make any sense or meaning at all;Diction and mechanics• Sentences are often not grammatically correct;• The vocabulary is elementary not university-level;• Words are used incorrectly;• There are persistent usage, spelling or punctuation problems;• Often the writer will repeat points in thesis, body and conclusion;• Too many errors or mistake in grammar, vocabulary, spelling;• Difficulty to understand the sentences;Research & Documentation• Sources are lacking or inappropriate, information from source is not adequately incorporated into the body of 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;• Copy and paste from the internet;• Source are mostly based on Google search, Blog or anything equivalent; Reading & writing skills hierarchy • 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;• Not yet able read a text and offer a summary in sentence, not yet able to paraphrase a passage of a text;ACADEMIC PORTFOLIO – GRADING RUBRIC, THESISforthesisgrading RUBRICGR6
Weak (1 mark)Moderate(2 marks)Strong (3 marks)Integrates with academic curriculumService-learning is part of the course with loose connections to course content.Service-learning is a reaching technique used in the course but is not fully Service-learning is an instructional strategy throughout the course.Links to curricularcontentService indirectly and inconsistently links to the curriculumService has a clear and direct link to most of the curriculum.Service aligns with and enhances curricular content.Collaborates and partners with the communityCommunity members are informed of the curse, but are minimally involved in.Community members act as consultant (rather than collaborators) as the servicelearning course develops.Active and direct collaboration with the community by the instructor and students in the design of the course.Meets community identified needs & opportunitiesCommunity needs are not central to the course, the community has been minimally contacted to discuss needs and opportunities.Community needs are somewhat central to the course, the community is consulted to discuss needs and opportunities but no further communication involved.Community needs are central to the course, community is involved throughout the course to identify and assess community needs and opportunities.Facilitates active & critical student reflectionStudents do not engage in deeper or more critical learning throughout the course.Students engage in but do not demonstrate evidence of critical learning through products or assignment.Students think, share and createreflective products as evidence of learning.Remarks/comment:forcommunity servicegrading RUBRICACADEMIC PORTFOLIO – GRADING RUBRIC, COMMUNITY SERVICEGR7
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ACADEMIC PORTFOLIO – MY ASSESSMENTMY assessmentMA1 -MA9 - faculty peer assessmentMA10 -MA13 - students’ assessmentMA15 –MA16 - teaching assessmentMA
faculty peerassessmentMA1
dean facultyYBhg. Professor Dr. Mohamad Fazli SabriDean, Faculty of Human EcologyUniversiti Putra MalaysiaCurrent position 2026: Dean, FEMACADEMIC PORTFOLIO – FACULTY PEER ASSESSMENTPROF. DR. MOHAMAD FAZLI SABRIDekanFakulti Ekologi Manusia, Universiti Putra Malaysia43400 UPM Serdang, Selangor D.E.“Ciri-ciri kepimpinan dan kemesraandisenangi oleh pelajar menjadikanbeliau tempat rujuk kepada pelajardi Fakulti.”Saya mengenali Dr. Mohammad Mujaheed binHassan sebagai seorang pegawai yang kreatif, rajin,sentiasa memberi komitmen dan komited dalammenunaikan tanggungjawab yang diamanahkan.“Beliau juga merupakan seorangkreatif dalam mempelbagaikan carapenyampaian pengajaran dan pembelajaran denganmengaplikasikan teknologi dankaedah pengajaran yang bersesuaiandengan kursus dan topik yang diajar.”Dr. Mohammad Mujaheed telah menyertai PutraInnoCreative Carnival in Teaching and Learning(PicTL) pada tahun 2021 dengan 5 penyertaansebagai ketua dan telah diiktiraf dengan 2 pingatemas dan 3 perak. Pada tahun yang sama beliau jugamenjadi juri bagi International InformationManagement Online Showcase 2021 yang dianjurkanoleh Universiti Teknologi MARA (UiTM), CawanganKelantan.Dari segi pencapaian penilaian pengajaran danpembelajaran, beliau secara puratanya mendapat skoryang cemerlang sekitar 4.70-5.00 di sepanjangperkhidmatan sebagai pensyarah dengan menerimamaklum balas penilaian PdP yang sangat positifdaripada pelajar. Hal ini membuktikan bahawa beliaumerupakan seorang tenaga pengajar yang berdedikasidalam memastikan kualiti pengajaran danpembelajaran kepada pelajar.Dr. Mohammad Mujaheed merupakan penyelarasbagi Jawatankuasa Latihan Industri dan penasihatbagi Persatuan Mahasiswa Fakulti Ekologi Manusia.MA2
ACADEMIC PORTFOLIO – FACULTY PEER ASSESSMENTdeputy deanfacultyYBhg. Professor Dr. Rumaya JuhariDeputy Dean (year 2022)(Academic, International, Student Affairs and Alumni)Faculty of Human Ecology, Universiti Putra MalaysiaAssessment year: 2022Current position 2026: Retired PROF. DR. RUMAYA JUHARITimbalan DekanAkademik, Antarabangsa, Hal Ehwal Pelajar dan AlumniFakulti Ekologi Manusia, Universiti Putra Malaysia43400 UPM Serdang, Selangor D.E.Dr. Mohammad Mujaheed Hassan sebagai seorangpegawai yang berdedikasi, kreatif, komited danbertanggungjawab dalam menunaikan amanahdiberikan.“Beliau banyak menggunakan ICT dan pelbagai aktiviti melibatkanabad ke 21 untuk meningkatkankeberhasilan dan kepelbagaiandalam Pengajaran & Pembelajaran(PdP)…”Merujuk kepada rekod penilaian pengajaran, secarapuratanya beliau sering mendapat skor purata sekitar4.70 di sepanjang perkhidmatan sebagai pensyarahdengan menerima maklum balas penilaian PdP yangsangat positif daripada pelajar. Beliau mempunyaipersonality kepimpinan dan disenangi oleh pelajar.Dari segi penyeliaan, beliau telah Berjaya menyeliaseramai 50 orang pelajar tahun akhir untuk projekilmiah tahun akhir/ disertasi bachelor disepanjangtempoh 4 tahun perkhidmatan. Personaliti beliaudalam pengurusan terserlah apabila beliau dilantikmenjadi Penyelaras Pelajar Tahun Akhir LatihanIndustri bagi Fakulti Ekologi Manusia. Selain itu,beliau juga dilantik sebagai Penasihat HumanDevelopment Club (HDC) kerana semangatkepimpinan serta senang didekati oleh pelajar.Berlatarbelakangkan Perancangan Bandar danberpengalaman dalam industri selama lebih 6 tahundan Pembangunan Komuniti, beliau seringmemberikan input yang relevan dan menggambarkankeadaan sebenar yang berlaku melalui kursus-kursusyang di ajar seperti FEM3312 Demografi Sosial,FEM3303 Perancangan dan Penilaian Program danSKP 3109 Pembangunan Bandar. Selain itu, beliaujuga menerapkan inovasi di dalam setiap kursus yangdiajar bagi menarik minat dan tumpuan pelajar untukkekal fokus terhadap kursus beliau.MA3