Page 13 - LOCF

12 Learning Outcomes-based Curriculum Framework for Undergraduate Education
passive to active/participatory pedagogies. Planning for teaching therein becomes
critical. Every programme of study lends itself to well-structured and sequenced
acquisition of knowledge and skills. Practical skills, including an appreciation of the

link between theory and experiment, will constitute an important aspect of the teaching-
learning process. Teaching methods, guided by such a framework, may include: lectures
supported by group tutorial work; practicum and field-based learning;
the use of
prescribed textbooks and e-learning resources and other self-study materials; open-
ended project work, some of which may be team-based; activities designed to promote
the development of generic/transferable and subject-specific skills; and internship and
visits to field sites, and industrial or other research facilities etc.

1.5 Assessment methods
A variety of assessment methods that are appropriate to a given disciplinary/subject area

and a programme of study will be used to assess progress towards the course/programme
learning outcomes. Priority will be accorded to formative assessment. Progress towards
achievement of learning outcomes will be assessed using the following: time-constrained
examinations; closed-book and open-book tests; problem based assignments; practical
assignment laboratory reports; observation of practical skills; individual project
reports (case-study reports); team project reports; oral presentations, including seminar
presentation; viva voce interviews; computerised adaptive testing; peer and self-
assessment etc.
and any other pedagogic approaches as per the context.