Kabir, Feroz

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Sheffield Hallam University Research Archive

Assessment of Module Learning Outcomes for H84ARE Advanced Reaction Engineering for Continual Quality ImprovementKABIR, Feroz <http://orcid.org/0000-0002-3121-9086>Available from Sheffield Hallam University Research Archive (SHURA) at:http://shura.shu.ac.uk/26173/This document is the author deposited version.  You are advised to consult the publisher's version if you wish to cite from it.Published versionKABIR, Feroz (2014). Assessment of Module Learning Outcomes for H84ARE Advanced Reaction Engineering for Continual Quality Improvement. In: Continuous Quality Improvement Conference, CQIC2014, Semenyih, Malaysia, 5 Aug 2014 - 8 Aug 2014. Nottingham University in Malaysia Campus (UNMC). (Unpublished) Copyright and re-use policySee http://shura.shu.ac.uk/information.htmlSheffield Hallam University Research Archivehttp://shura.shu.ac.ukContinuous Quality Improvement   CQIC2014 Conference  5-8 August 2014, Malaysia   Assessment of Module Learning Outcomes for H84ARE Advanced  Reaction Engineering for Continual Quality Improvement  Feroz Kabir  Department of Chemical and Environmental Engineering, Faculty of Engineering, The University of Nottingham, Jalan Broga, 43500, Semenyih, Selangor  Corresponding Author’s E-mail: Feroz.Kabir@nottingham.edu.my     Keywords: learning outcome, taxonomy, education, continual quality improvement, action plan.    Introduction  Advanced Reaction Engineering Introductory with module code of H84ARE is a level 4 module offered in Spring semester. All the modules in year 4 are optional under depth category. The module is 10 credits.  Students’ performance on this module is determined by the following assessment type:   Examination 1 (80%)  Coursework-1, Random quizzes (10%)   Coursework-2 (10%)  The module learning outcomes (MLO) of H84ARE are as follows:  MLO1: Solve chemical reaction engineering problem through logic MLO2: Developing and solving design equations for flow reactors MLO3: Identification and quantification of non-ideal behavior of real reactors MLO4: Modeling real reactor as a combination of ideal reactor and predict conversions; study of heterogeneous catalytic reaction systems MLO5: Analize and model solid-fluid, and fluid-fluid reaction systems  The Exam 1 paper consists of 6 questions in 2 sections. Each section has 3 questions and must answer 2 out of 3 questions. Coursework-1 is a random quizz carries 10% marks, and coursework-2 is a project based activity dealing with defining thystem, model development, assumptions, setting boundery conditions and solution methodology All questions set in the different assessment types are compulsory so that all students are tested on similar set of assessments. Therefore, the learning outcomes attainment for all students is the same. The quizzes are intended to keep students on continuous and deep learning mode.     The MLO-PO mapping matrix is shown in Table 1.   Table 1: MLO-PO matrix for H81ETD   US1m E2m MLO1 √ √ MLO2 √ √ MLO3 √  MLO4 √ √ MLO5 √   Continuous Quality Improvement   CQIC2014 Conference  5-8 August 2014, Malaysia    Performance Indicator  The performance indicator is summarised in Table 2. Generally, the performance indicator set for this module is at various levels of measurement, namely student passing an individual MLO, student passing a module in terms of MLO attainment, passing of an individual MLO and finally passing of a module.  Table 2: Performance indicator at various levels of measurement Various level of measurement Performance indicator Student considered passing an individual MLO   Student considered passing the module  Each LO considered pass   The module considered pass Individual MLO attainment more than 40%  Not failing more than 1 MLO  Less than 30% of students fail the LO attainment  Less than 20% of students fail more than 1 MLO    Method of Assessment  Contribution of each assessment method employed in this analysis is shown in Table 3. The contribution of the respective assessment components to the attainment of the five MLOs are also indicated in the table.  Table 3: Type of assessment and its percentage distribution with reference to MLOs Type of Assessment Assessment component % distribution Assessment Weightage Component Weightage LO1 LO2 LO3 LO4 LO5 LO6 Exam 1 80         Coursework-1 10  100       Coursework-2 (random quizzes) 10  100          Results of the Assessment  A total of 36 students were assessed in this module. Analysis shows that 34 students performed above the module performance indicator which states not failing more than 1 MLO. This in turn indicates that 5.6% of students failed the module in term of MLO attainment. With reference to the performance indicator for the entire module attainment, it is above the performance indicator.  With reference to the attainment of the individual MLO, 5.6% students failed MLO3, MLO4 and MLO5, and none failed MLO1 and MLO2. This indicates all MLOs attainment is above the performance indicator. The attainment of MLO3, MLO4 and MLO5 is compartively low, thus more tutorial time will be given in the next academic year.  Conclusion  Mapping of the LO and PO of H84ARE has been completed. There were 3 types of assessments: final exam (80% marks), courseworks (project and random quizzes, Continuous Quality Improvement   CQIC2014 Conference  5-8 August 2014, Malaysia   10%marks for each types of assessment). The analysis shows that only 5.6% of students failed the overall MLO attainment. This in turn indicates that the overall module MLO attainment is above the performance indicator. However, more tutorial time gill be given to the students in the next academic year.   Acknowledgements  The author would like to thank all the academic staff of the Chemical and Environmental Engineering department.   

Assessment of Module Learning Outcomes for H84ARE Advanced  Reaction Engineering for Continual Quality Improvement

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Assessment of Module Learning Outcomes for H84ARE Advanced Reaction Engineering for Continual Quality Improvement

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