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Evaluation strategies

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Student performance and assessment in courses at the Ras Al Khaimah Campus of Royal Roads University follow a standard pattern linked to The Framework for Higher Education Qualifications of UK Awarding Bodies. The detail and level of the assessments are related to the nature of the degree (i.e., whether the degree is an undergraduate, postgraduate master’s or postgraduate doctorate).

The strategies are consistent with assessment strategies used by top-ranked universities in the United States, Canada and Europe, and with those used on the main campus of Royal Roads University in British Columbia (Canada). Within this overall format, individual modules use a combination of strategies, to ensure a consistent, fair and reliable assessment of student performance.

Undergraduate (level 6) degree courses

Preparatory learning (5%): To ensure learning in class has a unified result prerequisite of session will be provided by the professor as self-learning material through the LMS.
Primary lecture (30%): These are lectures covering the broader level theoretical concepts which form an integral part of the module.
Micro learning (20%): Additional resources like web links, videos, and publications are given to students for deeper dive. Breaking down information primary lectures into smaller, focused modules allows students to learn at their own pace and revisit specific areas if needed.
Application-based learning (20%): Sessions conducted by faculty with professional industry and trade experience or Scholar Practitioners from across the globe through workshops and seminars. Case studies given to students for solving which can be discussed in peer groups on campus or on chat forums on LMS.
Formative analysis (20%): concept checker case studies, problem-solving exercises and problem-based learning
Tutoring & feedback (5%): These sessions are designed to provide hand-holding to students in the areas they are weak and provide guidance on their assignment and projects. These sessions could be either on campus or online.

Undergraduate (level 6) evaluation strategies

Formative evaluation (25%): On-going monitoring of knowledge acquisition related to the course of study. Assessments used for evaluation may include examinations, projects, papers, or other assessment tools appropriate to the course content. Feedback will be provided on the level of performance.
Summative evaluation (50%): End of semester/term assessment of ability to integrate knowledge acquired during the specific courses of study with reference to situational relevance of this learning to other disciplines. Assessments used for evaluation may include examinations, projects, papers, or other assessment tools appropriate to the course content. Feedback will be provided on the level of performance.
Faculty/facilitator feedback (25%): End-of-semester/term evaluation of the level of competence achieved throughout the period of study, including outcomes of the final assessments.

Master's (level 7) degree courses

Preparatory learning (5%): To ensure learning in class has a unified result prerequisite of session will be provided by the professor as self-learning material through the LMS.
Primary lecture (30%): These are lectures covering the broader level of theoretical concepts which form an integral part of the module.
Micro learning (20%): Additional resources like web links, videos, and publications are given to students for deeper dive. Breaking down information primary lectures into smaller, focused modules allows students to learn at their own pace and revisit specific areas if needed.
Application-based learning (25%): Sessions conducted by Scholar Practitioners from across the globe through workshops and seminars. Case studies are given to students for solving, which can be discussed in peer groups on campus or on chat forums on LMS.
Formative analysis (15%): concept checker case studies, problem-solving exercises and problem-based learning
Tutoring & feedback (5%): These sessions are designed to provide hand-holding to students in the areas they are weak and provide guidance on their assignments and projects. These sessions could be either on campus or online.

Master's (level 7) evaluation strategies

Formative evaluation (25%): On-going monitoring of knowledge acquisition related to the course of study. Assessments used for evaluation may include examinations, projects, papers, or other assessment tools appropriate to the course content. Feedback will be provided on the level of performance.
Summative evaluation (65%): End of semester/term assessment of ability to integrate knowledge acquired during the specific courses of study with reference to situational relevance of this learning to other disciplines. Assessments used for evaluation may include examinations, projects, papers, or other assessment tools appropriate to the course content. Feedback will be provided on the level of performance.
Faculty/facilitator feedback (10%): End-of-semester/term evaluation of the level of competence achieved throughout the period of study, including outcomes of the final assessments.

Doctoral (level 8) degree courses

Preparatory learning (5%): To ensure learning in class has a unified result prerequisite of session will be provided by the professor as self-learning material through the LMS. Facilitated gap analysis on levels of competence to develop an individualized content learning strategy.
Immersive intensive sessions with internationally trained faculty and experts (30%): Combination of lectures and presentations, facilitated and supervised group discussions linking theoretical concepts with practical situations and circumstances.
Micro learning (10%): Additional resources like web links, videos, and publications are given to students for a deeper dive. Breaking down information primary lectures into smaller, focused modules allows students to learn at their own pace and revisit specific areas if needed.
Application-based learning (30%): Sessions conducted by scholar-practitioners and industry and trade experts from across the globe through workshops and seminars. Case studies are given to students for solving, which can be discussed in peer groups on campus or on chat forums on LMS.
Tutoring & feedback (25%): Personal mentoring sessions exploring achievement on the individualized content learning strategy with advice on how to reduce gaps in theoretical and practical knowledge.

Doctoral (level 8) evaluation strategies

Formative evaluation (15%): On-going monitoring of knowledge acquisition related to the course of study. Candidate examinations are conducted by a committee with feedback provided on the level of performance.
Summative evaluation (60%): End-of-semester/term assessment of ability to integrate knowledge acquired during the specific courses of study with reference to situational relevance of this learning to other disciplines. Candidate examinations are conducted by a committee, and feedback is provided on the level of performance.
Faculty/facilitator feedback (25%): End-of-semester/term evaluation of the level of competence achieved throughout the period of study, including outcomes of the candidacy exams, formal proposal and final dissertation.

Evaluation strategies

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Undergraduate (level 6) degree courses

Undergraduate (level 6) evaluation strategies

Master's (level 7) degree courses

Master's (level 7) evaluation strategies

Doctoral (level 8) degree courses

Doctoral (level 8) evaluation strategies

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