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  • 2A CEW545 Rubrics Level 2A-Ad Hoc-Covid19

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    The document provides guidelines for assessing student performance in an environmental laboratory course based on their demonstration of affective skills. It outlines three key affective domains - receiving, responding, and valuing - and defines criteria for evaluating students' development from a basic to advanced level in each domain. Scores are assigned on a scale of 0 to 4 based on how well students meet the criteria. The rubric allows instructors to holistically evaluate students' laboratory participation, compliance with safety rules, interest in the subject, ability to work effectively in groups, and commitment to problem-solving.

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    The document provides guidelines for assessing student performance in an environmental laboratory course based on their demonstration of affective skills. It outlines three key affective domains - receiving, responding, and valuing - and defines criteria for evaluating students' development from a basic to advanced level in each domain. Scores are assigned on a scale of 0 to 4 based on how well students meet the criteria. The rubric allows instructors to holistically evaluate students' laboratory participation, compliance with safety rules, interest in the subject, ability to work effectively in groups, and commitment to problem-solving.

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    6 views1 page

    2A CEW545 Rubrics Level 2A-Ad Hoc-Covid19

    Uploaded by

    Luqman NH
    The document provides guidelines for assessing student performance in an environmental laboratory course based on their demonstration of affective skills. It outlines three key affective domains - receiving, responding, and valuing - and defines criteria for evaluating students' development from a basic to advanced level in each domain. Scores are assigned on a scale of 0 to 4 based on how well students meet the criteria. The rubric allows instructors to holistically evaluate students' laboratory participation, compliance with safety rules, interest in the subject, ability to work effectively in groups, and commitment to problem-solving.

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    of 1

    EC221 – BACHELOR OF ENGINEERING (Hons) CIVIL (Infrastructure), FACULTY OF CIVIL ENGINEERING, UNIVERSITI TEKNOLOGI MARA, PULAU PINANG (ODL)

    (ODL) SEMESTER: OCT21 - FEB22 A-L2

    LAB OPENNESS LEVEL LEVEL 2 NO STUDENT ID GROUP MEMBERS


    COURSE CODE CEW545 – ENVIRONMENTAL LABORATORY 1.
    GROUP PEC221 ____ 2.
    DATE OF OBSERVATION 3.
    LECTURER 4.
    SIGNATURE 5.
    Instruction to lecturer Course Outcomes Program Outcomes
    Group work assessment. CO3: PO9:
    Conduct and perform experiments effectively as an individual and as a member in a team. Ability to function effectively as an individual, and as a member or leader in diverse teams and in
    multi-disciplinary settings
    AFFECTIVE PERFORMANCE RUBRIC

    NO AFFECTIVE DOMAIN AND CRITERIA Developing / Need work Functional/ Adequate Proficient Advanced MARKS
    0 1 2 3 4
    1 Receiving, A1 Demonstrate capability on the Demonstrate capability on the Demonstrate capability on the Demonstrate capability on the Demonstrate capability on the
    The student passively attends to online/virtual laboratory and following: following: following: following: following:
    their attention is focused. Intended outcomes include the • *Attend to the online/virtual • Attend to the online/virtual • Attend to the online/virtual • Attend to the online/virtual • Attend to the online/virtual
    student’s awareness, willingness to hear and to focus attention laboratory not later than 20 laboratory not later than 15 laboratory not later than 10 laboratory not later than 5 laboratory early/on time
    minutes minutes minutes minutes • 100% listen attentively
    *Based on online participation • < 25% listen attentively • 25% listen attentively • 50% listen attentively • 75% listen attentively • 100% sensitivity, and focus into
    • < 25% sensitivity, and focus • 25% sensitivity, and focus into • 50% sensitivity, and focus into • 75% sensitivity, and focus into issues arise and instructions
    into issues arise and issues arise and instructions issues arise and instructions issues arise and instructions given
    instructions given given given given
    2. Responding, A2 Demonstrate capability on the Demonstrate capability on the Demonstrate capability on the Demonstrate capability on the Demonstrate capability on the
    The student actively participates and reacts in some way. following: following: following: following: following:
    Emphasis is on active participation on the part of the learners • Unable to complete and • Able to complete and submit lab • Able to complete and submit • Able to complete and submit • Able to complete and submit
    such as compliance in responding, willingness to respond, or submit lab report* on due date report not later than 12 hr from lab report not later than 6 hr lab report not later than 1 hr lab report on/before due date
    satisfaction in responding • < 100% compliance on lab due date from due date from due date • 100% compliance on lab safety
    safety rules and not practice • 100% compliance on lab safety • 100% compliance on lab • 100% compliance on lab rules and practice them
    (*Lab Report Evidence) them rules and practice them safety rules and practice them safety rules and practice them • 100% participate in
    • Not participate in online/virtual • < 50% participate in • 50% participate in online/virtual • 75% participate in online/virtual online/virtual group discussion
    group discussion, online/virtual group discussion, group discussion, group discussion, • 100% interest in subject,
    • No interest in subject • < 50% interest in subject, • 50% interest in subject, • 75% interest in subject, • 100% fully enjoy helping others.
    • Not enjoy helping others. • < 50% enjoy helping others. • 50% enjoy helping others. • 75% enjoy helping others.

    3. Valuing, A3 Demonstrate capability on the Demonstrate capability on the Demonstrate capability on the Demonstrate capability on the Demonstrate capability on the
    The worth a student attaches to a particular object, phenomenon, following in a problem-solving following in a problem-solving following in a problem-solving following in a problem-solving following in a problem-solving
    or behavior. Ranges from acceptance to commitment, carry approach*: approach: approach: approach: approach:
    responsibility for the functioning of a group, attitudes and • No acceptance of commitment • 25% acceptance of any • 50% acceptance of any • 75% acceptance of any • 100% acceptance of all
    appreciation. • Uncommitted to carry commitment commitment commitment commitment
    responsibility • 25% committed to carry • 50% committed to carry • 75% committed to carry • 100% committed to carry
    • Uncommitted to provide responsibility responsibility responsibility responsibility
    (*Video Recorded Evidence) suggestion and/or idea • 25% committed to provide • 50% committed to provide • 75% committed to provide • 100% committed to provide
    • Uncommitted to follow suggestion and/or idea suggestion and/or idea suggestion and/or idea suggestion and/or idea
    online/virtual group decision • 25% committed to follow • 50% committed to follow • 75% committed to follow • 100% committed to follow
    online/virtual group decision online/virtual group decision online/virtual group decision online/virtual group decision
    4. Organization, A4 Demonstrate capability on the Demonstrate capability on the Demonstrate capability on the Demonstrate capability on the Demonstrate capability on the
    Brings together different values, resolving conflicts among them, following in a problem-solving following in a problem-solving following in a problem-solving following in a problem-solving following in a problem-solving
    and starting to build an internally consistent value system. approach as shown in lab report* approach as shown in lab report approach as shown in lab report approach as shown in lab report approach as shown in lab report
    Organizes values into priorities by contrasting different systems. • Not organize, unformatted and • 25% organize, formatted and • 50% organize, formatted and • 75% organize, formatted and • 100% fully organize, formatted
    The emphasis is on comparing, relating, and synthesizing unsystematic laboratory report systematic laboratory report systematic laboratory report systematic laboratory report and systematic laboratory
    values. • Unable in comparing, relating • 25% comparing, relating and • 50% comparing, relating and • 75% comparing, relating and report
    and synthesizing data based synthesizing data based on synthesizing data based on synthesizing data based on • 100% comparing, relating and
    on relevant standard relevant standard relevant standard relevant standard synthesizing data based on
    (*Lab Report Evidence) • Not providing solution to the • 25% providing solution to the • 50% providing solution to the • 75% providing solution to the relevant standard
    environmental engineering environmental engineering environmental engineering environmental engineering • 100% providing solution to the
    problems. problems. problems. problems. environmental engineering
    problems.

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    ENDORSED BY RESOURCE PERSON: TOTAL MARKS

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