Assignment, Project, Case Studies
Dr. Muhammad Imran Yousuf
What we are going to Discuss
Outline







HEC Guide lines
Purposes of Assignment & alternate
assessment tools
Phases
Support & Demands
Evaluation decisions
Developing check lists & rubric
SOLO Model
2
HEC Guidelines

In each semester, students may be
required to appear in
quizzes, mid terms, final
examination, give presentation,
participate in group discussion,
and submit projects/
assignments / lab reports.
HEC Guidelines: Weightage
Nature of Exam
Course
with Lab
Course
without Lab
Quizzes
5 – 10%
5 – 15 %
Mid Semester
Examinations
20 – 30%
30 – 40%
Assignments
5 – 10%
5-10%
Practical/Project
(if applicable)
10 – 20%
-
Final Examination
-
40-50%
Purposes of Assignment and other
alternative tools


To meet the limitations of normal
assessment tools
Scholarly approach
Phases
 Planning
 Implementation
 Evaluation
 Feedback
When planning decide how it can:
 Fit
with main learning
objectives
 Relate to previous work done
 Be new and different
 Benefit to students, peers,
community, professionals,
etc
When planning decide how it can:
 Use
current topics and
current resources
 Be completed – in groups,
pairs, or individually
 Build on students’ previous
experience and current skill
set
Decide the support & demands
students may have:
 Identify
types of assistance
students will require
 Contact liaison librarian,
community professionals, or
other people who can assist
you and your students in
completing the assignment
Decide the support demands
students may have:
 When
possible, use class
time for activities to help
students complete the
assignment
 Decide if students are
required to meet with you
set times and policies for
availability
make evaluation decisions by
choosing the:
 Assignment
length limitations
and due dates
 Type of feedback to give –
written, oral, anonymous
 Type of grade required (e.g.,
check mark, pass/fail, numeric
grade)
make evaluation decisions by
choosing the:
 Parts
to evaluate – effort,
research process, thinking
process, progress, sequence
of assignments, drafts, final
products
 Weighting of components –
how much is each part worth
make evaluation decisions by
choosing the:
 Policies
for possible problems
– late or incomplete
assignments, missed
meetings, poor group work
practices, plagiarism
Developing Check List
a) (Convey students about stages)
o






Develop your topic
Identify your audience
Research
Organize and pre-write
Draft/write
Revise
Proofread
etc
Rubric Matrix (Levels of learning
outcomes)
Tasks
Stated
tasks
Levels
Beginning
Developing
Description of
identifiable
performance
characteristics
reflecting a
beginning level
of performance.
Description of
identifiable
performance
characteristics
reflecting
development
and movement
toward mastery
of performance.
Prestructural
Unistructural
Accomplished
Description of
identifiable
performance
characteristics
reflecting
mastery of
performance.
Multistructural
Exemplary
Description of
identifiable
performance
characteristics
reflecting the
highest level of
performance.
Relational
Score
SOLO (Structure of the Observed
Learning Outcomes) Model
Prestructural The task is engaged, but the
learner is distracted or misled by an
irrelevant aspect
Unistructural The learner focuses on the
relevant domain, and picks one aspect to
work with
Multistructural The learner picks up more
and more relevant or correct features, but
does not integrate them
SOLO (Structure of the Observed
Learning Outcomes) Model
Relational The learner now integrates the
parts with each other, so that the whole has
a coherent structure and meaning
Extended Abstract The learner now
integrates, so that the coherent whole is
raised to a higher level of performance
showing expertise within and of itself.
SOLO Model
SOLO Model

At Extended Abstract
Level,
student is making
connections not only
within the given area,
but also beyond it,
able to generalize and
transfer the principles
and ideas underlying
the specific instance.
Developing evaluation criteria