Evaluation of Assessment Method to Incorporate Graduate Attributes in Building Surveying Module

This study aims at finding out whether an alternate assessment strategy in Sustainable Developments module to improve the student’s employability skills and qualities. The exploratory studies, quantitative and qualitative questions acted as a data gathering instruments. The findings showed a need to change the current assessment strategy for Sustainable Developments module, proposed a new assessment approach and evaluated it. The research infers the studied institution should encourage academic staff to get familiar with the effective learning strategies, students learning styles and how to assess an assessment plan with graduate attributes model. A suggested direction for further research is to create an assessment model based on the students learning styles, assessment strategies and the workload information.


INTRODUCTION
In 2009, following the suggestions from the Quality Assurance Agency (QAA), Edinburgh Napier University (ENU) developed a graduate attributes model to inculcate professionalism among the students and to fulfil the needs of the employers (Edinburgh Napier University, 2009). The four essential dimensions of the ENU graduates are, 1) Application of & contribution to the knowledge, 2) Learning for life, 3) World of work prepared, 4) Citizenship. Considering the Validity, Reliability, Practicality, Cost-effectiveness, Fairness and Usefulness (V.R.P.C.F.U.) criteria (Brown and Knight,1994), the current assessment scheme in the module Sustainable Developments (BSV 10104), does not test generic skills that students have developed over the course of their studies. Therefore, providing various assessments might improve the graduate attributes through building their confidence and increase employability. This study will thus, evaluate the Sustainable Development module taught in the DOI: 10.15415/jotitt.2016.42008 Evaluation of Assessment Method to Incorporate Graduate Attributes in Building Surveying Module 119 4 th year at ENU. It is a compulsory module for students studying on various built environment courses. The module is testing conceptual and disciplinary knowledge through a written, three-hour and essay-type examination. Although this method of assessment has advantages when dealing with large cohorts and managing tutor's workloads, it does not teach effectively the application of knowledge which an alternate or another form of assessment might provide. Additionally, solely this method of assessment may create tension with the validity and fairness of the assessment potentially creating inequality within the whole student cohort which is against Edinburgh Napier University strategic aims.
The study seeks to find out the possibility of using an alternative assessment strategy within the BSV10104 module, to improve the student's learning experience, employability skills and attributes. The study objectives are 1) to appraise the reasons influencing assessment strategies. 2) to identify assessment strategies available for improved learning in a large cohort, 3) to evaluate current assessment practice and develop new methods of assessment within the BSV10104 module, 4) identify the area of development, 5) assess how the new proposed evaluation strategy could improve graduate employability skills and attributes.

RESEARCH DESIGN
A review of relevant literature will help in evaluating methods of assessment available and their implementation in a large cohort. It will assist in identifying possible changes needed in the Learning, Teaching and Assessment (LTA) strategy of the module under study. An evaluation of the BSV10104 module will comprise of critiquing the current LTA approach, and the student's feedback received through the survey questionnaires. The assessment of the "V.R.P.C.F.U." criteria of the assessment scheme and the analysis of each activity's cognitive level will help in the evaluation. Questionnaires will appraise the degree to the students' satisfaction and students' attributes developed by the module. These will contribute to identifying needed improvements to the module. Finally, the Higher Education Academy (HEA) (2011) "Assessment Audit Tool", "Employability Audit Tool" and Edinburgh Napier University's "Module Evaluation Checklist" will help in self-evaluation of the current BSV10104 assessment strategy. Bloom's cognitive levels, students' employability skills and attributes, as well as the assessment for learning and V.R.P.C.F.U. Criteria will help in evaluating the proposed new assessment scheme. The same audit tools and evaluation checklist mentioned above will assist in the self-evaluation of the new draft assessment strategy. The exploratory and descriptive analysis will help in identifying the trends in this research.

LITERATURE REVIEW
Crossling & Webb (2002) outlined the increase in diversity of the Higher Education student population over recent years such as (1) race/ethnicity (2) disability, (3) gender, (4) age (traditional or returning students), (5) socioeconomic status, (6) residential status (campus residents), (7) sexual orientation, (8) religion/belief, (9) national citizenship (domestic or international students), (10) learning styles, (11) mode of attendance Part Time/ Full Time, (12) educational background and experiences, (13) personality profile (Edinburgh Napier University, 2012a; Benzies, 2011;Cuseo, 1992). It is important to consider the above aspects when planning the curriculum to ensure no different levels of knowledge and skills occur between distinct groups of students and to meet the diverse needs of all students. (Cuseo, 1992).
Previous research  outline the intrinsic link between students' learning approaches with students' achievement of learning outcomes. Teaching and Assessment Methods significantly affect students' approaches to learning. Although students are likely to have a varied approach to learning integrating ideas of both surface and strategic or deep & strategic approaches, teaching and assessment methods need to adapt to students need and diversity (Rodriguez and Francisco Cano, 2007).  studies have outlined that constructively aligned courses encourage students to adopt a deep learning approach and increase students' level of cognitive learning.
Assessing a large student cohort with a diverse mix of students with different needs significantly increase marking and feedback workloads for staff and is challenging to keep consistency and reliability in marks. University of Reading (2013) studies suggests different assessment strategies in finding efficient ways to assess students and provide them with effective feedback supporting their learning such as 1) Clarification of criteria strategy, 2) Do it in class, 3) Self and Peer Assessment, 4) Group assessment, 5) Mechanise the assessment, 6) Interactive online discussions, 7) Strategic reduction. Kolb (1984) considers learning as a cyclical process progressing from the actual learning experience through case-studies, to the reflection through lectures and tests, to the conceptualisation and active experimentation through reading, projects, and discussions. Additionally, previous research suggests that assessment is the centre of the student learning experience and the assessment's demand, and quality control the students' engagement in learning (Brown and Knight, 1994). Efficient use of the assessment can also promote learning, engagement and higher cognitive competencies through students gaining an insight into their progress and skills (Harrison and Black, 2004 Struyven, Dochy and Janssens (2005) outline five most important aspects of assessment in improving the student experience. It should be 1) related to authentic tasks, 2) be reasonable in demand, 3) support the application of knowledge within real contexts, 4) encourage competence development, and 5) demonstrate long-term benefits.
Various authors outline practices to align higher education with long learning through sustainable, learning orientated assessment (formative or summative) providing students with the ability to meet their future learning needs (Boud, 2000). They highlight the need for students to become assessors within the context of participation in practice, thus reproducing learning faced in life and work. This approach is in alignment with the Edinburgh Napier University LTA strategy aimed at developing self-confidence, ability and attributes of students to make them highly employable (ENU, 2011a). Edinburgh Napier University's employability skills and attributes as shown in Figure 1 below. Selecting a suitable assessment strategy to support the learning outcomes (LOs) (see Appendix I) of the curriculum is essential to improve the students' experience while also developing general skills and abilities within disciplinary contexts (Crooks, 1988). There are different types of assessment coexisting within Higher Education from summative to formative assessment. Providing productive and efficient feedback on specific assessments is essential to improve the student learning, development, and teaching experience. Keppell and Carless (2006) outline how student learning is likely to improve by using various assessment tasks within a module, thus supporting different ways of learning. The combination of series of evaluations works and by viewing it as an integral unit of teaching and learning can help in the development of an effective assessment practice. However, previous research also outlines that if a student can manage an individual assessment on its own, the set of tasks as a whole can be too demanding for them, and they may become very selective in the tasks they focus on (Lindberg-Sand and Olsson, 2008). Indeed, Struyven, Dochy and Janssens (2005) suggest that although students feel alternative assessments as better methods to achieve deep learning, heavy workloads would hinder real studying and thus deep learning (Chambers, 1992). The evaluation scheme must, therefore, consider the five key criteria of Validity, Reliability, Practicality, Cost-effectiveness, Fairness and Usefulness to ensure it is suitable and aligned with module contents and teaching methods (Brown and Knight, 1994;Freeman and Lewis, 1998). Additionally, previous modules evaluation showed that Biggs' model of constructive alignment is essential to allow the learner to improve and achieve independence. Meaningful development of the learning activities and assessments need in alignment to LOs to ensure a good experience (Biggs, 1999). LTA strategy is the means of delivering the module aims through linking learning, teaching, and assessment. The alignment between learning activities, teaching and assessment procedures needs a continuous evaluation from student's feedback and interaction between involved parties, needs to be addressed in this study (Teixeira-Dias et al., 2005).
Assessment for Learning (AfL) also referred as "alternative assessment". It is an evaluation environment that "is rich informal feedback (tutor & self-assessment systems), is rich in informal feedback (dialogue & peerinteraction), provide opportunities to try out and practice knowledge, skills and understanding, has assessment tasks which are authentic or relevant. It helps students to develop independence and autonomy and has an appropriate balance between formative and summative assessment" (McDowell et al., 2011, p.750).
Problem-Based Learning (PBL) is a "learning environment where the problem drives the learning" (Klegeris and Hurren, 2011). Pedrosa de Jesus and Coelho Moreira (2009) outlined the deep engagement of students within formative and summative problem-based cases, supporting the use of these alternative assessment tools for lifelong learning skills Evaluation of Assessment Method to Incorporate Graduate Attributes in Building Surveying Module development. This learning technique has also shown to increase student's experience with a high student satisfaction and to promote employability skills and attributes (Kelgeris and Hurren, 2011). Wood (2003) describes PBL in seven steps such as 1) situation and terminology clarification, 2) problem identification, 3) suggestions of possible causes/hypothesis, 4) the connection of problems and causes, 5) a decision on information collection needed 6) obtain information, 7) apply information. While PBL's extensive use in small group settings and showed significant benefits such as improving problem-solving skills, retention of information, increasing students motivation and participation. PBL has application in a large student cohort by combining a PBL tutor less groups approach with standard lectures (Klegeris and Hurren, 2011).

Evaluation of the current module LTA Strategy
Using the BSV10104 Module Descriptor, a general assessment of the LTA strategy helped in identifying the constructive alignment of the learning outcomes (LOs) and evaluation method.

Non-assessed activities
Research Activities  -- The current LTA policy evaluation results show the different learning styles and competencies are not adjusted suitably. It did not embrace the University's LTA Strategy and some of ENU's principles such as 1) forming active learner, 2) emphasising collaborative learning, 3) personalising learning tasks, 4) using technology to enhance LTA of student learning, 5) proposing frequent formative assessment, 6) developing student autonomy (Edinburgh Napier University, 2010 & 2013). The evaluation above outlines the need to develop a well-structured and progressive timetable linked to LOs and to carry out an improved assessment scheme. It suggests the use of formative assessment and formal feedback provision with a need to use various assessment methods to test and increase students' employability skills. The evaluation scheme should also be an integral part of the learning process and promote learning as well as the application of knowledge while also providing formative feedback to the students about their overall performance (Juwah et al., 2004).The new version of the current LTA strategy should, therefore, ensure clarity, transparency and constructive alignment while considering critical feasibility criteria such as the V.R.P.C.F.U. factors. Additionally, some form of formative feedback on the module from students will be useful to reflect further on the module's overall effectiveness.

Data Collection
Three semi-structured questionnaires (see Appendix I), were used to collect data at the beginning, middle and the end of trimester one. These questionnaires helped to evaluate the students' expectations by taking the module, to assess cognitive level achieved and attributes developed by current activities and assessment methods while also addressing any confusion and changes needed to improve students' experience and qualities. The combination of the questionnaires results helped in comparing with the time of answers. Data Analysis Surveys 1 and 2 had a 60% and 56% response rate respectively while the end-of-class questionnaire achieved a 48% response rate. This high response rate should allow the tutor to draw meaningful conclusions from the questionnaires outputs.       Comments from students shown in Figure 11 outlined good practices within the modules while also suggesting the quantity of information provided in classes can be overwhelming. Figure 12: Students' comments on course challenges Figure 12 shows how 49% of students felt the activities allowed them to develop reasoning and high cognitive skills and to prepare them for the exam. However, 28% of students felt it wanted a significant input from students while 23% felt the lack of support and expectations were not transparent.     Figure 16 outlines the overall student cohort opinion most of which directly link it, again, to buildings. However, linkage to other modules undertaken by students (e.g. Dissertation, Final Design Project and Project Evaluation) suggests, there is a real cohesion in their program of study with modules telling/feeding to each other. Students' linkage is in appropriate alignment with the topics covered in the module, thus providing confidence, the module should fulfil their ambition and integrate well with their individual programs. Figure 17: Student's rate of module relevance by programme Figure 17 establishes the expected linkage of students from different programs. All mention "construction methods", thus emphasising "buildings" as an area of focus. Interestingly, each programme liaison to SD is with their speciality with BS relating more to "Materials"; Architecture Technologist (AT) to "Concept Design/ Building Design" and "Materials"; Quantity Surveyors (QS) to "Sustainable affordable solutions" thus including a cost factor. CPM to more "construction methods" mainly and Built Environment (BE) students to both "Building Design and "Construction methods". CPM students were, however, the only ones to clearly see the benefit of studying. SD compared to their other modules, showing the "broad" vision expected from CPM graduates.  Figure 18 suggests that all students rated the current module as being either very relevant or relevant. The majority of students rated the current module as being very relevant to both the middle (75%) and end (63%) of trimester surveys. Whereas, Building Surveyors and Architecture Technologists rated decrease in relevance. Areas of interest previously outlined to "materials" and "concept/building design" as well as ideals to apply the knowledge, may be the reason for their low rating of the relevance.  Figure 19 and 20 clearly outline that the subject of sustainable construction and low carbon building designs remained an area of interest for students throughout the module while topics such as "low and zero carbon energy technologies" and "sustainable transport strategies" grew in popularity as the module progressed. These results indicate use of added assessment can further help in covering these possible areas. Figure 21: Students' opinion rate on adequacy of assessment method to test their abilities Figure 21 suggests that about 72% of students identified the current evaluation methodology to be acceptable to test their knowledge and skills while 23% classify it as average and 2% as inadequate. to their rating Figure 22 shows that 58% would prefer to have an another marked formative assessment. Another 8% believe that an alternative to exam should assess such big topics and vast study material. Therefore these results suggest that 66% of students would support the implementation of some alternative or another method of assessment. It also outlines the possible need to narrow down the scope of the module to make it more accurate and thus not overwhelm students with a lot of materials.  Figure 23 shows that only 41% suggested its integration to the Project Evaluation module. Unfortunately, such integration would not be feasible as the cohort includes Part-time and Erasmus students whose study structure does not contain project evaluation in the same year or at all.    Figure 25 shows that the final exam has a cognitive distribution of 23% knowledge, 14% understanding, 16% application, 14% analysis, 16% synthesis, and 16% evaluation. It outlines that 40% of the students identified exam to challenge them at the lower cognitive levels while 60% challenged the students at, the higher cognitive levels. Additionally, 24% of the reflection activities and 42% of the research activities challenged students at the lower cognitive levels while 78% and 58% of the thinking and research activities respectively challenged the students at the higher cognitive levels. It explains the research activities overall have a greater impact on students' learning. Table 6 shows students evaluation of the portion of lower and higher cognitive level in each assessment exercise. The resulting cognitive analysis describes that group written reports, poster presentations and individual and group presentations hold more merits among students as achieving higher cognitive levels while quizzes, PBL report have a greater proportion of lower cognitive levels. Individual written reports and mid and final exams were all set up to challenge students between 44 to 45% at the lower cognitive levels and 57 to 58% at the higher cognitive levels.

Audit of BSV10104 current method of assessment
Different audit tools and a checklist (see Appendix II) helped in a self-assessment of the current BSV10104 assessment scheme. The "Assessment Audit Tool" uses a numeric scoring system from 0 (not considered) to 4 (optimally satisfied) and analyses audit points scoring 2 or less. By making a subjective judgment and scoring various aspects of assessment included in the audit tool helped to identify some of the main issues occurring within the BSV10104 assessment scheme such as 1) assessing students' abilities, 2) while developing alternate assessment, need to consider plagiarism, students' workload and marking overload, 3) unclear marking criteria, 4) exemplary answers not available, 5) students are not continuously assessed, 6) all students do not receive feedback.
The "Employability Audit Tool" used the same scoring system as the "Assessment Audit Tool" above. Although mainly developed for a program level analysis, some sections did also apply to modules. The areas of improvements are, 1) academic staff should be informed about the employers and their procedure of judging the strengths and weakness of the student, 2) use of realistic simulations in teaching, 3) assessing students' generic skills, 4) to give assessment choice to the students.
The "Module Evaluation Checklist" helped in identifying improvements in teaching practice such as 1) consideration of students' workloads, 2) periodically assessed self-tests or reflective tasks/activities should be used to ensure students' engagement and development, 3) online communication and collaboration on the main tasks.
All evaluation methods support the use of an alternative method of assessment to be developed to support different learning styles and interests, check student's development, provide formal feedback and develop lifelong learning skills. The proposed method should, however, consider the impact it has on students and staff workloads. Additionally, a clear hint of students' strengths and weaknesses made out by graduate employers' would be highly useful to tell module contents and evaluation methods.

Proposed Assessment Strategy
In the proposed assessment (see Appendix III), the reflection activities are adjusted to become interactive online discussion and their numbers reduced to consider the overall student's workloads. The interactive online discussion is encouraged to strengthen interchange of ideas, develop their analysis and critical skills, and provide lifelong learning skills. A small credit (5%) could be granted to student's participation in this activity to encourage students' involvement. Removed research activities as they did not have a significant impact on students learning. The final traditional exam assessment method will be adapted to encompass another form of assessment.
A problem-based learning real case scenario on "sustainable construction/ low carbon building designs" is introduced to students in the first week of teaching. About four to five issues may be provided with the case scenario. These would be developed in alignment to LOs and to reflect the different interests identified within the large student cohorts (e.g. Current and added green value; Green designed features and potential; Costs assessment and sustainable impact; Building materials sustainability and footprint; Energy and sustainable technologies). Students need to join online one of the groups looking at one particular issue from the list provided by the tutor. A group will have 6 to 8 members. Students, then go through the PBL seven classical steps and present their findings as well as the methods they used to tackle their particular topic (thus outlining how they addressed the PBL steps). The group output may be either through group poster display or group presentations which could occur in week eight as this does not collide with any of the Project Evaluation or Dissertation Modules submissions and intermediate presentations weeks. This group work element would allow students to develop skills and to learn from the experience and knowledge of their peers. Detailed formal feedback on their work including contents, presentation, structure, methods, strengths and weaknesses and how they meet or not the marking scheme wants could then be provided immediately by a group to group peer-assessment and a panel of markers. This arrangement will overcome the issue of non-anonymous marking and ensure fairness of the assessment scheme. Time spent on feedback, have to be managed by using criterion focused feedback form. Additionally, including a form of team peer-assessment and self-assessment against a predefined evaluation criterion grid will overcome the impact of having poor performers penalising a group's overall performance. As a result, a strategic decrease may be applied in the exam to balance the tutors' workload. Instead of students having to answer four out of six questions, the exam may be structured in three questions. Question one will be compulsory and related to the group assignment projects. Specific questions on each listed topics will be provided. This first question is likely to cover LOs 3-5 (see Appendix I).Students will have the choice to answer two of the three remaining questions which may be developed with the interactive online discussions.

Proposed New Assessment Scheme Evaluation
The new proposed assessment scheme evaluation using the "V.R.P.C.F.U." criteria is shown in Table 7 below, Bloom's cognitive domain (Table 8), graduates' employability skills (Table 9)and assessment for learning criteria (Table 10 and 11).

Peer-assessment marking
Ap.An.S.E.: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation. Table 9: Proposed assessment scheme considered against employability skills Assessment Scheme Employability skills and attributes P* Co* Cr* I* D* T* M* N*     This new assessment scheme balances formative and summative assessments. The variety of assessment methods used considers different learning styles and accounts for diversity and the development of graduate attributes. The use of clear marking criteria, anonymous team peer-review, peer group review and panel marking, as well as the inclusion of a self-assessment and one project based exam question, strengthens the fairness of the assessment scheme. It increases the usefulness of the proposed assessment plan compared with the current one. Not only can it promote effective learning strategies through varied progressive tasks, but it can also provide timely formative feedback to students. It encourages students to share ideas, thinks critically, present rational arguments and challenges themselves. Hounsell (2003) suggests that students' involvement in the generation of feedback is valuable to their overall experience and encourage more self-reflection on their personal attainment. The scheme would thus provide lifelong learning and employability skills as well as promote a deeper approach to learning. Additionally, this assessment plan supports the application of knowledge within real contexts while also encourage competence development. Therefore, it strengthens the usefulness of this evaluation scheme.

Peer-assessment marking
Although the time needed to set-up, the whole assessment plan may be demanding, and good management will make it practical and profitable. Teampeer, self and peer group assessments, as well as the panel assessment, can be immediate. Additionally, the work in collating marks should not impact the tutors' workload significantly, and postgraduate students could support the data entry. Groups of 6 to 8 students could be formed, thus resulting in 12 to 15 groups. A strict presentation time of the work followed by Q&A would be used to ensure it is manageable. Although the integration of a group presentation would clearly benefit this module, there may be concerns with using the same assessment method employed in another module within the same year. It may be addressed by considering the implementation of a group poster display and presentation instead. It could be done during tutorial times running over two weeks and could thus be more manageable. Another assessment method could thus be partially integrated within the module activity to ensure the overall students' workload is reasonable.
A self-assessment of the newly developed BSV10104 assessment scheme using the same previously used audit tools and checklist was undertaken. This evaluation outlined that most of the issues identified in the current assessment plan were dealt with by the proposed assessment scheme. Although the study considered students and staff's workloads, the author still feels it as one possible issue needing further attention. More information from employers would, again, be useful to tell academic staffs on further developments requiring implementation. These should thus be addressed.
It implies, the university may encourage academic staff to get familiar with the effective learning strategies, different types of assessments, students learning styles and in an evaluation of the assessment strategy with the Graduate Attribute model. Information from the Human Resource Department and the Research Department will be useful while proposing a new assessment strategy to raise the students learning experience, as the assessment strategy will also help in optimising the academic staff's workload, thus enabling them to conduct research with teaching.

CONCLUSIONS
The aim of the study was to find out whether an alternative assessment strategy can improve the student's learning experience and, employability skills Evaluation of Assessment Method to Incorporate Graduate Attributes in Building Surveying Module and attributes in the BSV10104 module. In particular the current study had five objectives 1) To appraise the factors influencing assessment strategies, 2) To identify assessment strategies available for increased learning in large cohort, 3) To evaluate current assessment practice and explore development of the new methods of assessment within the BSV10104 module, 4) Identify the area for development, 5) Assess how the new proposed assessment strategy could strengthen graduate employability skills and attributes. The study has found the need to change the current assessment scheme of the Sustainable Developments module.
A new proposed assessment strategy included the range of features to improve the students learning experience. For instance, use of interactive online discussions for reflection and grant of 5% marks for the student's participation in online activities. Second, removal of the research activities. Third, use of the traditional exam assessment method to encompass an added assessment. Fourth, introduction of PBL real case scenario on "Sustainable construction / low carbon building design". Fifth, formation of online groups will provide opportunities for collaborative learning". Sixth, provision of detailed formal feedback for the students. Also, the introduction of peer-assessment and self-assessment marking strategies to provide immediate feedback to the large student's cohorts.
The criteria's used to evaluate the feasibility of the new proposed assessment strategy are 1) Five key criteria test, 2) Bloom's cognitive domain test, 3) Employability skills and attributes analysis and 4) Assessment for learning environment test. The proposed added method of assessment complements well the current traditional written examination. Not only can it encourage students' involvement and adoption of the deep-level approach to learning, but it can also develop employability skills through summarising complex information, communicating the findings, and working within a team.
It implies, the university may encourage the continuous professional development of the academic staff and promote evaluation of the assessment strategy with the Graduate Attribute model. Information from the Human Resource Department and the Research Department will help in proposing new assessment strategy to heighten students experience and provide an opportunity to the academic staff to conduct research.
A suggested direction for further research is to create as assessment model by triangulating data on the students learning styles, assessment strategies and the workload information.

BIOGRAPHIES
Sandeep Chowdhry has studied in India and the UK. In the past, he has worked as a lecturer in Mechanical Engineering in India. At present, he is working as a lecturer in Product Design and is a Teaching Fellow at Edinburgh Napier University. He is interested in research in Education and Mechanical Engineering.
Celine Garnier graduated and worked in France in Thermodynamic and Energy. She completed the Masters and PHD studies at Edinburgh Napier University (ENU) and is working as a Senior Lecturer at ENU. She has been publishing journal articles in Computational Fluid Dynamics and have experience of field testing energy systems. She has also studied Post Graduate Certificate in Teaching and Learning in Higher Education at ENU and is interested in improving the students learning experience.   Table 2 below if they were to be implemented in your course. Please input the number associated to the definition against the listed activity. If you agree, in your opinion, which type of assessment would be most suitable:

APPENDIX III -PROPOSED "STUDENT ACTIVITY" AND "AS-SESSMENT" SECTIONS
Considering the proposed new assessment scheme the student activity and the module assessment should be as follow: