BENGKEL PENJAJARAN KAEDAH DAN PENILAIAN - Copy

BENGKEL PENJAJARAN
KAEDAH DAN PENILAIAN

Tarikh: 30 Februari 2018 (Rabu)
Masa: 8:30 Pagi - 1:00 Petang
Tempat: Fakulti Kejururawatan
dan Sains Kesihatan, KUIM

PERUBAHAN MAKLUMAT
PROGRAM

Tindakan Pemberi Pendidikan Tinggi

1. Perubahan yang memerlukan pindaan maklumat
pada Daftar Kelayakan Malaysia (MQR). Antaranya
adalah:

a) Pindaan editorial pada penamaan program. (Contoh Sarjana
Sains (Kimia) kepada Sarjana Sains Kimia)

b) Pindaan editorial pada National Education Code (NEC). (Contoh:
NEC 340 kepada NEC 342)

c) Perubahan kredit bergraduat. (Contoh: Program Diploma 93
kredit kepada 90 kredit ATAU program Sarjana Muda 126 kredit
kepada 120 kredit)

d) Perubahan tempoh pengajian. (Contoh: Tempoh pengajian 2 ½
tahun kepada 2 tahun ATAU bilangan minggu pembelajaran
dalam 1 semester daripada 14 minggu kepada 17 minggu)

e) Perubahan/Penambahan kaedah pengajian. (Contoh: Sepenuh
masa atau separuh masa)

Tindakan semua PPT
Memaklumkan kepada MQA secara bertulis dengan disertakan Surat
Kelulusan perubahan/pindaan maklumat daripada pihak berkuasa bersama
maklumat perubahan.

Tindakan Pemberi Pendidikan Tinggi

2. Perubahan bersifat STRUKTURAL pada reka
bentuk program (kurikulum) yang tidak membawa
kepada pertukaran bidang pengajian lain (tidak
membawa kepada pertukaran NEC). Peratusan
perubahan kurikulum yang diambil kira adalah
secara KUMULATIF berdasarkan kurikulum asal
seperti yang diluluskan. Antaranya adalah:

a) Penamaan program disebabkan pindaan pada Body of
Knowledge atau mengikut trend penamaan semasa.

b) Perubahan/Penambahan kepada kaedah Work-Based Learning
(WBL). (Contoh: Kaedah WBL yang dibangunkan beradasarkan
Garis Panduan WBL atau 2u2i)

c) Struktur Program. (Contoh: Major, minor atau pengkhususan)
d) Perubahan pada objektif pendidikan program (PEO) atau hasil

pembelajaran program (PLO).

Tindakan Pemberi Pendidikan Tinggi

e) Perubahan kandungan kurikulum bersifat struktural melebihi 30%
daripada kurikulum asal komponen teras, major, minor atau
pengkhususan yang melibatkan pengguguran, penambahan atau
penggantian kursus atau perubahan major CLO yang bukan
editorial atau gabungan kedua-duanya. (Contoh: Perubahan
kurikulum program Diploma 90 kredit yang melibatkan
pertukaran 5 kursus sebanyak 15 kredit. Dalam pada itu,
perubahan major CLO dibuat ke atas 5 kursus lain sebanyak 15
kredit. Secara keseluruhan, perubahan struktural melibatkan 30
kredit iaitu 33.3% daripada komponen kurikulum)

Tindakan semua PPT
Memaklumkan kepada MQA secara bertulis dengan disertakan
bersama maklumat perubahan untuk proses penilaian semula. Caj
penilaian akan dikenakan berdasarkan keperluan.

Sekiranya perubahan memerlukan pindaan pada MQR, PPT perlu
memaklumkan kepada MQA secara bertulis dengan disertakan
Surat Kelulusan perubahan/pindaan maklumat daripada pihak
berkuasa bersama maklumat perubahan.

Tindakan Pemberi Pendidikan Tinggi

3. Perubahan pada reka bentuk program (kurikulum)
yang membawa kepada pertukaran bidang pengajian
lain (membawa kepada pertukaran NEC). Antaranya
adalah perubahan penamaan dan kandungan
program yang menjurus kepada Body of Knowledge
bidang pengajian lain.

Contoh:
 ‘Diploma Pengurusan dan Pentadbiran Islam’ kepada

‘Diploma Pengajian Islam’.
 ‘Diploma Pentadbiran Perniagaan’ kepada ‘Diploma Sumber

Manusia’
 ‘Sarjana Muda Bioteknologi’ kepada ‘Sarjana Muda

Biomedikal’
 ‘Sarjana Muda Teknologi Maklumat’ kepada ‘Sarjana Muda

Sistem Maklumat Perniagaan’

Tindakan semua PPT
Mengemukakan permohonan baharu kepada MQA dan
mendapatkan Surat Kelulusan mengendalikan program daripada
pihak berkuasa.

Tindakan Pemberi Pendidikan Tinggi

4. Perubahan/ Penambahan kaedah penyampaian
program daripada Konvensional kepada Open and
Distance Learning (ODL) ATAU
perubahan/penambahan mod penawaran program
daripada mod campuran atau mod kerja kursus
kepada mod penyelidikan bagi program
pascasiswazah.

Tindakan semua PPT
Mengemukakan permohonan baharu kepada MQA dan
mendapatkan Surat Kelulusan mengendalikan program daripada
pihak berkuasa.

Tindakan Pemberi Pendidikan Tinggi

5. Perubahan selain daripada Kategori 1, 2, 3 dan 4.

Antaranya adalah:
a. Perubahan bagi memenuhi keperluan Standard
Program.
b. Penyelarasan kandungan kursus dengan penggantian
topik selaras dengan perkembangan ilmu semasa.
c. Penambahan komponen pembelajaran teradun
(blended learning) dalam pengendalian program.
d. Perubahan kaedah atau komposisi penilaian formatif
dan sumatif.
e. Perubahan sinopsis kursus.
f. Pengemaskinian bahan rujukan.

Tindakan semua PPT
Tidak perlu memaklumkan kepada MQA. PPT perlu menyimpan
rekod dan bukti-bukti pengesahan untuk semakan semasa
penilaian audit pematuhan.

Perubahan Maklumat Program & Tindakan PPT

Perubahan Maklumat Program Tindakan Semua PPT

1. Perubahan yang memerlukan pindaan Memaklumkan kepada MQA secara bertulis dengan disertakan
maklumat pada Daftar Kelayakan Malaysia Surat Kelulusan perubahan/pindaan maklumat daripada pihak
(MQR). berkuasa bersama maklumat perubahan.

2. Perubahan bersifat STRUKTURAL pada reka Memaklumkan kepada MQA secara bertulis dengan disertakan
bentuk program (kurikulum) yang tidak bersama maklumat perubahan untuk proses penilaian semula.
membawa kepada pertukaran bidang Caj penilaian akan dikenakan berdasarkan keperluan.
pengajian lain (tidak membawa kepada
pertukaran NEC). Peratusan perubahan Sekiranya perubahan memerlukan pindaan pada MQR, PPT perlu
kurikulum yang diambil kira adalah secara memaklumkan kepada MQA secara bertulis dengan disertakan
KUMULATIF berdasarkan kurikulum asal Surat Kelulusan perubahan/pindaan maklumat daripada pihak
seperti yang diluluskan. berkuasa bersama maklumat perubahan.

3. Perubahan pada reka bentuk program Mengemukakan permohonan baharu kepada MQA dan
(kurikulum) yang membawa kepada mendapatkan Surat Kelulusan mengendalikan program daripada
pertukaran bidang pengajian lain (membawa pihak berkuasa.
kepada pertukaran NEC).

4. Perubahan/ Penambahan kaedah Mengemukakan permohonan baharu kepada MQA dan

penyampaian program daripada Konvensional mendapatkan Surat Kelulusan mengendalikan program daripada

kepada Open and Distance Learning (ODL) pihak berkuasa.

ATAU perubahan/penambahan mod

penawaran program daripada mod campuran

atau mod kerja kursus kepada mod

penyelidikan bagi program pascasiswazah.

5. Perubahan selain daripada Kategori 1, 2, 3 dan Tidak perlu memaklumkan kepada MQA. PPT perlu menyimpan
4. rekod dan bukti-bukti pengesahan untuk semakan semasa
penilaian audit pematuhan.

Hasil Pembelajaran Bengkel

• Di akhir pembelajaran bengkel ini peserta
mampu:

 Membina penyataan CLO secara sistematik
mengikut domain pembelajaran (MOE-LO dan
TAKSONOMI BLOOM).

 Mengira SLT berdasarkan keperluan TLA dan
penilaian pelajar.

 Membangunkan penjajaran konstruktif bagi
kursus mengikut keperluan hasil pembelajaran
program.

 Memindahkan maklumat penjajaran konstruktif
ke dalam kerangka kursus terkini.

CLO 1

• Membina penyataan CLO secara
sistematik mengikut domain
pembelajaran (MOE-LO dan
TAKSONOMI BLOOM).

3 MAIN FEATURES IN MQF

MQF (1) Level of Qualifications
(2) Learning Outcomes

(3) Credit System

Characteristics of a Good Course
Outcome

 should be mapped to the learning domain
in Blooms or other Taxonomy .

 Must state the major skills, knowledge,
attitude or ability that students will acquire.

 expressed in terms of measurable and/or
observable behaviors (hint: ask yourself
how you would test the outcome).

 more general than behavioral objectives.

Characteristics of a Good Course Outcome
(Cont.)

 Each course is suggested to have between 3 to 5
CLOs. (Garispanduan Penulisan Akademik , JPT,
KPM)

 Each course will address between 3 to 4 PLOs.
(Garispanduan Penulisan Akademik , JPT, KPM)

Characteristics of a Good Course Outcome
(Cont.)

 Each CLO is mapped to one learning domain
only

At the end of the course the students will be
able to:
CLO1 – explain the basic principles of
immunisation (C2,A3,P4, PLO1,PLO3)

At the end of the course the students will be
able to:
CLO1 – explain the basic principles of
immunisation (C2,PLO1)

Characteristics of a Good Course Outcome
(Cont.)

 Should be written in clear language and
in the future tense

At the end of the course the students WILL be able to:

CLO1 – explain the basic ………………………………

At the end of the course the students SHOULD be able
to:

CLO1 – explain the basic …………………………………

Characteristics of a Good Course Outcome
(Cont.)

 Begin with an action verb (e.g., write,
install, solve, and apply).

(Asas Pembelajaran dan Pengajaran Pensyarah Institusi Pengajian Tinggi, KPM)

(Garispanduan Penulisan Program Akademik, KPM)

3 components of a course outcome

1) VERB (describes what the learner will be doing, or the behaviour)

By the end of this course/semester, students should be
able to:

• describe the principles used in designing X.
• evaluate the strengths and weakness of …

Well-written verbs must be (SMART) Avoid these words
- Specific - understand
- Measurable - appreciate
- Achievable - know
- Realistic - learn
- Time frame - aware
- Observable - familiar

3 components of a course outcome

2) CONDITION (context under which the behaviour is to
occur)

• describe the principles used in designing X.(V)
• orally describe the principles used in designing

X. (V&C)

• design a beam. (V)
• design a beam using Microsoft Excel design

template . (V&C)

3 components of a course outcome

3) STANDARD (criteria of acceptable level of performance)

• describe the principles used in designing X.(V)
• orally describe the principles used in designing X.

(V&C)
• orally describe the five principles used in designing X.

(V&C&S)

• design a concrete beam. (V)
• design a concrete beam using Microsoft Excel

worksheet. (V&C)
• design a concrete beam using Microsoft Excel

worksheet based on MS EN 1992-1-1: 2010 (NATIONAL
ANNEX) (V&C&S)

Course Outcomes: An example

Identify the a) verb b) condition c) standard.

• Calculate, from the first principles, the
beam deflection at the centre to within
one decimal point.

Identify the a) verb b) condition c) standard.

• write an effective course outcomes that
include lower and higher order cognitive
skills for a one-semester course.

Common weaknesses in writing CO

• Non-observable/Non-measurable CO

At the end of the course, the students should be able
to:

1. understand the theory of X.
2. know how to write an effective learning

outcomes
3. appreciate the importance of keeping the

environment clean.

• Vague CO or CO that are too broad or general

By the end of the course, students should be able to:

1. use the computer.
2. make presentations.
3. comment on designs.
4. design research

(GGP Student Assessment, MQA, 2013)

Hasil Pembelajaran

Maklumat Berkenaan Standard Asas

 Nyatakan hasil pembelajaran program mengikut
tahap pengajian berdasarkan lapan domain hasil
pembelajaran Kerangka Kelayakan Malaysia yang
berikut:

i. Pengetahuan
ii. Kemahiran praktikal
iii. Kemahiran dan tanggungjawab kemasyarakatan
iv. Etika, profesionalisme dan kemanusiaan
v. Kemahiran komunikasi, kepimpinan dan kerja

berpasukan
vi. Kemahiran penyelesaian masalah, pemikiran kritikal dan

kemahiran saintifik
vii. Kemahiran pengurusan maklumat dan pembelajaran

sepanjang hayat
viii. Kemahiran mengurus dan keusahawanan

INVOLVES KNOWLEDGE AND
THE DEVELOPMENT OF
INTELLECTUAL SKILLS

lower order

Higher order

PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL
MOVEMENT, COORDINATION & USE OF THE
MOTOR SKILL AREAS

lower order

Higher order

AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL
WITH THINGS EMOTIONALLY (e.g. FEELINGS,
INTERESTS, ATTITUDES, APPRECIATION,
ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT RESULT
FROM INSTRUCTION)

lower order

Higher order

KNOWLEDGE LEVEL DESCRIPTION
C1 Knowledge
C2 Comprehension
C3 Application
C4 Analysis
C5 Evaluation
C6 Synthesis

Learning Outcome Teaching and Assessment

(LO) Learning Strategy

Strategy

LO1 knowledge; Lecture, Tutorial Written Tests,
Quiz

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

PRACTICAL LEVEL DESCRIPTION
SKILLS P1 Perception
P2 Set
P3 Guided Response
P4 Mechanism
P5 Complex Overt Response
P6 Adaptation
P7 Origination

Learning Outcome Teaching and Assessment
(LO) Learning Strategy

Strategy Practical Tests

LO2 practical skills; Practical,
Demonstration

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

Level Category Description
CTPS1 KIM
The ability to identify and analyse problems in complex
and vague situations, and make justified evaluations

CTPS2 KIM The ability to expand and improve thinking skills such as
explain, analyse and evaluate discussions

CTPS3 KIM The ability to find ideas and find alternative solutions
CTPS4
The ability to think “out-of-the-box” or “beyond the
CTPS5 limits”
The ability to make decisions based on concrete or solid
CTPS6 evidences
The ability to endure(withstand) and give full attention
THINKING AND to given responsibilities
SCIENTIFIC
SKILLS CTPS7 The ability to understand and adapt to new community
culture and work environment

Learning Outcome Teaching and Assessment

(LO) Learning Strategy

Strategy

LO3 problem solving and Case Study, Presentation,

scientific skills; Project, Tutorial, Essay

Group Work

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

Level Category Description
CS1
KIM The ability to present ideas clearly, effectively and
confidently, orally (verbally) or through writing

CS2 KIM The ability to practice the skill of active listening and
CS3 KIM giving feedbacks.
The ability to present clearly and confidently, and
CS4 appropriate to the level of the listener/ audience
CS5
CS6 The ability to use technology in presentation

The ability to negotiate and arrive at an agreement

The ability to communicate with communication
participants of different culture

COMMUNICATION CS7 The ability to expand communication skill on their own
SKILLS CS8 The ability to use non-verbal communication

Learning Outcome Teaching and Assessment

(LO) Learning Strategy

Strategy

LO4 communication skills; Case Study, Presentation

Project, Tutorial,

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

Level Category Description
TS1
KIM The ability to build good relationships, interact with
other people, and work effectively with them to
accomplish similar objectives

SOCIAL SKILLS, TEAMWORK TS2 KIM The ability to understand and undertake the role of
AND RESPONSIBILITY TS3 KIM group leader and group member, alternately
TS4
TS5 The ability to identify and respect other people’s
attitude, behaviour and beliefs

The ability to contribute to the planning and organising
of the group work/ product

Responsible to the group’s decisions

Learning Outcome Teaching and Assessment

(LO) Learning Strategy

Strategy

LO5 social skills, team Case Study, Presentation,

skills and Project, Tutorial, Project

responsibilities; Group Work

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

Level Category Description
EM1
KIM The ability to understand the effect of economy,
environment, and socio-culture in professional practice

EM2 KIM The ability to analyse and make decisions in solving
problems related to ethics

EM3 The ability to practice ethical attitudes (i.e. the approach
for something that is pertaining to morality or right or
wrong in conduct), besides having the feeling of
responsibility towards the public

VALUES, ETHICS Learning Outcome Teaching and Assessment
AND PROFESIONALISME

(LO) Learning Strategy

Strategy

LO6 values, attitudes and Case Study, Written,
professionalism;
Project, Tutorial, Presentation,

Discussion Project

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

Level Category Description

LL1 KIM The ability to find and manage relevant information from
LL2 KIM various sources
LL3
The ability to accept new idea and carry out autonomous
learning

The ability to expand the inquisitive mind and the desire
for knowledge

INFORMATION MANAGEMENT Learning Outcome Teaching and Assessment
AND LIFELONG LEARNING (LO) Learning Strategy

Strategy Project, Portfolio

LO7 information Case Study,

management and Project, Group

lifelong learning skills; Work

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

Level Category Description

KK1 KIM The ability to identify business opportunities

KK2 The ability to outline a business plan

KK3 The ability to build, explore and seize business and job
opportunities

KK4 The ability to be self-employed

MANAGERIAL AND
ENTREPRENEURIAL SKILLS

Learning Outcome Teaching and Assessment
Strategy
(LO) Learning
Project, Industrial
Strategy Attachment

LO8 managerial and Case Study,

entrepreneurial skills. Project,

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

Level Category Description

LS1 KIM Knowledge on basic theories of leadership

LS2 KIM The ability to lead a project

LS3 The ability to understand and undertake the role of
group leader and group member, alternately

LS4 The ability to supervise group member

LEADERSHIP SKILLS

Learning Outcome Teaching and Assessment
Strategy
(LO) Learning
Project, Industrial
Strategy Attachment

LO9 leadership Case Study,
Project, Group
Work,
Discussion

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)



Note for writing CLO

• It is NOT compulsory for every CLO to
have all 3 learning domains (C,A,P)

(Asas Pembelajaran dan Pengajaran Pensyarah Institusi Pengajian Tinggi, KPM)

Note for writing CLO

• It is NOT compulsory for every CLO to
have all 3 components (i.e. V+C+S)

• But must have at least V+C or V+S

(Asas Pembelajaran dan Pengajaran Pensyarah Institusi Pengajian Tinggi, KPM)

Note for writing CLO

• CANNOT have 2 “verbs” in the same domain
(e.g. state and explain the basic principles.....),
use the highest level of taxonomy only (i.e.
explain the basic principles....)

(Asas Pembelajaran dan Pengajaran Pensyarah Institusi Pengajian Tinggi, KPM)

CLO 2

• Mengira SLT berdasarkan
keperluan TLA dan penilaian
pelajar.

Learning Outcome (LO) Teaching and Learning Assessment Strategies
Strategies

LO1 knowledge; Lecture/Tutorial Written Tests/ Quiz

LO2 practical skills; Practical/ Demonstration Practical Tests

LO3 problem solving and Case Study/ Project/ Presentation/ Essay
scientific skills; Tutorial/ Group Work
Presentation
LO4 communication skills; Case Study/ Project/
Tutorial Presentation/ Project

LO5 social skills, team skills and Case Study/ Project/ Written Test/
responsibilities; Presentation/ Project
Tutorial/ Group Work

LO6 values, attitudes and Case Study/ Project/
professionalism; Tutorial/ Discussion

LO7 information management Case Study/ Project/ Group Project/ Portfolio
and lifelong learning skills; Work

LO8 managerial and Case Study/ Project Project/ Industrial
entrepreneurial skills. Attachment

LO9 leadership Case Study/ Project/ Group Project/ Industrial

Work/ Discussion Attachment

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)



Assessment Usage Examples of
Types Assessment

Formative • Used to improve student Tests, Quizzes, Homework,
Continuous attainment True-False Tests
Summative
• To give feedbacks on students’ - Depends on which CLO is
learning progress being assessed, Bloom’s
Level, and PLO to be
• DOES NOT usually form part of a achieved
summative grade or mark
-To assess the overall
• Used when learning outcomes achievement of CLOs,
need to be achieved at various Bloom’s level, and PLOs.
stages of a module/subject/course - Depends on the CLOs and
the PLOs to be achieved
• Used to lessen the burden of
summative assessment

• Used to demonstrate competence
• Used to evaluate or make

judgment of the merit or value of
the course
• Usually contributes to final grade
in a course, module, or level

Teaching and Learning Implementation Additional Time Note
Activities Time Preparation Time/
Time for Self Study Complex courses might need 3 hours or
more preparation time for one hour lecture.
LECTURE 1 hr. 1-2 hr.

TUTORIAL 1-2 hr. 1-2 hr For particular disciplines, 3 hours of lab
MAKMAL 3 hr. + report - none - might need additional 2-3 hours to prepare
- none - the report.

FINAL YEAR PROJECT 240 - 400 hr.

SMALL GROUP 1-2 hr. 1 hr. No Face-to-face
DISCUSSION 8 hrs. X 5 days X 14 weeks = 560 hrs.
PROBLEM-BASED 2 hrs. 2-3 hrs + 2 hrs for
LEARNING (PBL) - none- discussion
eLEARNING 1 hr. 3 hr.
2-3 hr.
PRESENTATION
8-10 hrs/day
CREATIVE WRITING 100-150 pages throughout the whole
novel semester
CASE 50-70 pages of
ANALYSIS/STUDY script - none -
ASSIGNMENT (2000
words) 3 hrs per case 10-12 hr.
3 hrs. preparation
- none -

SUMMATIVE 3 hrs Complex courses might need more
ASSESSMENT preparation time for one hour of assessment.

EXAMPLE

TLA F2F NF2F Total Assessment F2F NF2F Total

CLO1 10 Lect, 10 20 30 Test 1 (30 mins), 0.5 1.5 2
4 Tut, 4 48 Assignment 1
2 Lab 2 02 (500 words), 0 3 3
Final Exam (2 hrs) 2 6 8
CLO2 4 Lect, 4 8 12 Test 2 (30 mins), 0.5 1.5 2
2 Tut 2 24 Final Exam (2 hrs)

CLO3 12 Lect, 12 24 36 Test 3 (60 mins), 1 3 4
6 Tut, 6 6 12
3 Lab 3 03 Assignment 2

(1000 words), 066

Final Exam (2 hrs)

Sub-Total 43 64 107 4 21 25
Total SLT 132
Credit 3132÷ 40 = 3.3 =

Assignment 10%
Pract Test 1
Pract Test 2 15%
Final Exam 15% GUT FEELING???!!!!

60%

JUSTIFICATION METHOD EXAMPLE

CLO Teaching & F2F+ Assessment 14/70 = 20 20%
Learning NF2F 28/70 = 40 40%
CLO1 Lecture 14 Exam 28/70 = 40 40%
CLO2 Essay
CLO3 Tutorial 28 Pract.Test

Total Practical 28

70

CLO 3

• Membangunkan penjajaran
konstruktif bagi kursus
mengikut keperluan hasil
pembelajaran program.

COURSE LEARNING PROGRAMME LEARNING PROGRAMME EDUCATIONAL
OUTCOMES (CLO) OUTCOMES (PLO) OBJECTIVES (PEO)

BLOOM’S TEACHING AND SLT
TAXONOMY LEARNING STRATEGIES CREDIT

ASSESSMENT
STRATEGIES

TYPES OF
ASSESSMENTS

CONTINUOUS SUMMATIVE
ASSESSMENTS ASSESSMENT

MARKS / GRADES