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Learning Outcomes-based Curriculum Framework for Undergraduate Education 25

implemented to foster active/participative learning. Development of practical skills will
constitute an important aspect of the teaching-learning process. A variety of approaches to
teaching-learning process, including lectures, seminars, tutorials, workshops, peer teaching
and learning, practicum and project-based learning, field-based learning, substantial
laboratory-based practical component and experiments, open-ended project work, games,
technology-enabled learning, internship in industry and research establishments etc. will
need to be adopted to achieve this. Problem-solving skills and higher-order skills of reasoning
and analysis will be encouraged through teaching strategies.

3.11 Assessment methods

The assessment of students’ achievement in chemistry will be aligned with the course/
programe learning outcomes and the academic and professional skills that the programme
is designed to develop. A variety of assessment methods that are appropriate within the
disciplinary area of chemistry will be used. Learning outcomes will be assessed using the
following: oral and written examinations, closed-book and open-book tests; problem-solving
exercises, practical assignment laboratory reports, observation of practical skills, individual
project reports, seminar presentation; viva voce interviews; computerised adaptive testing,
literature surveys and evaluations, outputs from collaborative work, portfolios on chemical
activities undertaken etc.