COURSE CONTENT FOR CC0005 HEALTHY LIVING & WELLBEING
Academic Year
Course Coordinators
Course Code
Course Title
Pre-requisites
No of AUs
Contact Hours
AY23/24
Semester 2
Ms. Nurliyana Daros and Mr Norman New
CC0005
Healthy Living & Wellbeing
NA
3
39 hours [1(online) + 2 (in class) contact hours per week]
Course Aims
This course is one of the NTU 2025 Education – Interdisciplinary Collaborative Core (ICC) courses. It aims
to provide multi-disciplinary competence in a cross-disciplinary, collaborative learning environment,
with student interaction and collaboration across schools as a key learning foundation. As the title
connotes, the main objective of this compulsory undergraduate course is to examine what constitutes
living a good, healthy, and flourishing life.
According to research, individuals around the world pursue this “flourishing life” in different ways, be it
through improving one’s physical fitness, seeking authentic relationships with others, or making a
positive change in the environment. Thus, knowing and understanding how the different components
of a “good life” contribute to one’s overall functioning is critical to one’s healthy wellbeing. The latter,
in turn, affords many benefits such as better health (physical, mental, and emotional health) and
stronger relationships.
By the end of this course, students would have developed an awareness of what constitutes living a
healthy and flourishing life, both of which indirectly contribute to a successful undergraduate education.
Intended Learning Outcomes (ILO)
By the end of this course, you should be able to:
1. Describe what healthy living and wellbeing means to you as an undergraduate student.
2. Identify common health and mental issues (including knowing the sources of help) in Singapore
and how this knowledge would benefit you and the people around you.
3. Demonstrate coping strategies for developing resilience and self-care, playing an active role in
living a healthy and meaningful life.
4. Distinguish between healthy and unhealthy communication styles, and apply empathic
communication and conflict resolution strategies for healthier relationships.
5. Recognize the importance of self-determination, values-based actions, wisdom, and creativity in
the pursuit of personal growth and self-actualization.
6. Explain health and mental health care issues at a global level, in relation to understanding
Singapore perspectives.
7. Discern between facts and myths of common health issues related to nutrition, fitness, and
diseases.
8. Evaluate the consequences of health-related behaviours on longevity and health-adjusted life
expectancy.
9. Collaborate effectively on health and wellbeing issues in cross-disciplinary teams.
Course Content
1. The body-mind-spirit connection for healthy living and wellbeing
2. Health and Nutrition
3. Health and Fitness
4. Health and Disease
5. Health and Maturation
6. Health and Wholeness
7. Understanding Stress and Fostering Self-care
8. Building Mental Health Awareness and Resources
1
9. Nurturing Healthy Relationships and Social Wellness
10. Aspiring Personal Growth and Self-actualization
11. Cultivating Wisdom and Creativity for a Flourishing Life
Assessment (includes both continuous and summative assessment)
Component
Related
Programme LO
or Graduate
Attributes
Competence
Weighting
Team /
Individual
Assessment
Rubrics
10%
Individual
1, 2, 3, 6
to 9
Character,
Competence and
Cognitive Agility
25%
Group
5 lectures each
for HL and WB,
1% for
completing the
Learning
Module for each
lecture.
Appendix 1
3. WB Group
Assignment
with Presentation
1, 2, 3, 4,
5&6
Character,
Competence and
Cognitive Agility
25%
Group
Appendix 2
4. Peer
Assessment
9
Character and
Competence
Individual
Appendix 3
5. Individual
Written
Assignment
1 to 8
Character,
Competence and
Cognitive Agility
(Determines
final individual
mark accorded
for both group
presentations)
30%
Individual
Appendix 4
6. Class
Participation
1 to 9
Character,
Competence and
Cognitive Agility
10%
Individual
Appendix 5
1. Check your
understanding
questions
embedded in
online lectures
(Learning
Modules)
2. HL Group
Assignment
with Presentation
Total
ILO
Tested
1 to 8
100%
Description of Assessment Components:
For Assessment 1: There are 5 online lectures for Healthy Living (HL) and 5 online lectures for Wellbeing
(WB). You will need to complete all the “check your understanding questions” that are interwoven into
the online lectures. You will earn 1% for the completion of these questions for each lecture. For Healthy
Living, you may complete the lectures in the order of your choosing. For Wellbeing, all the lectures will
be available at the start of the WB domain, and you must complete each lecture by its due date. Please
refer to the Week 1 Tutorial slide deck and the announcements posted on NTULearn for the relevant
deadlines.
For Assessment 2: You will carry out a group project pertaining to HL, develop and give a short in-class
group presentation that summarizes the lessons learnt. The grading rubric for this assessment is
presented in Appendix 1.
2
For Assessment 3: You will carry out a group interview with someone who has overcome challenges,
develop and give a short in-class group presentation to impart the wisdom the interviewee acquired. The
grading rubric for this assessment is presented in Appendix 2.
For Assessment 4: After the completion of the first group project, you and your groupmates will have the
opportunity to provide formative feedback to each other. This is an ungraded component and designed
to address any concerns regarding group dynamics ahead of the second presentation project.
At the end of the semester, you will be rated by your groupmates for your overall contributions to both
group projects (Assessments 2 and 3). Your Peer Assessment will reflect your performance on multiple
dimensions as per the rubric in Appendix 3a. Your marks for Assessments 2 and 3 will be adjusted based
on your average Peer Assessment score per Appendix 3b. You should rate their peer members fairly and
reasonably, and provide constructive feedback where applicable.
You will be able to access your average Peer Assessment score from the start of Week 14. If you think
that your score is not commensurate with your contribution to the group projects, you have one week
within which to email your course coordinators and instructor to share your concerns together with all
supporting evidence (eg, draft work, group email correspondence, chat messages, etc.). Otherwise, your
score will be considered final. Based on the veracity of your explanation and submitted evidence
(including other collected information), the course coordinators and instructor may maintain or adjust
your average peer assessment score accordingly. Please note that emails that have no supporting
evidence will be dismissed without further consideration.
For Assessment 5: You are tasked to apply what you have learnt about HL and WB in an individual written
assignment on the given topic(s). The assessment rubric for Assessment 5 is presented in Appendix 4.
For Assessment 6: Class participation is assessed based on your level of engagement and participation in
the tutorials. The grading rubric can be found in Appendix 5.
Assessments 2, 3 and 4 are intended to help the students reflect on and reshape their perspectives (and
perhaps lifestyle) to cultivate a positive impact on their own lives and those around them.
Formative feedback
Feedback is central to this course. You will receive both written and verbal feedback throughout the
course. For example, you will receive immediate feedback on the “check your understanding” questions
interwoven into the lectures, verbal/written feedback on your presentations from your tutors, and
formative feedback from your group mates in the middle semester regarding your contributions.
Students are encouraged to consult their instructors throughout the course concerning their
understanding and progress in the course.
Learning and Teaching approach
Approach
How does this approach support you in achieving the learning
outcomes?
Hybrid TeamBased Learning
This course adopts a Team Based Learning Approach that incorporates a
Flipped Classroom teaching pedagogy.
Each week, students first acquire the relevant foundational knowledge by
completing a recorded online lecture and/or assigned readings before
attending the tutorial class. Throughout the recorded lecture, a series of
multiple-choice questions or true/false questions will be interwoven for
students to check their understanding.
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During tutorials, students go through activities facilitated by the tutors
relating to the topic of the week and the pre-lesson materials. In so doing,
students not only master the fundamental knowledge required for this
course, but also develop individual learning abilities and attitudes towards
active learning and application of acquired knowledge.
Reading and References
1. Sutton, A. (2016). Measuring the Effects of Self-Awareness: Construction of the Self-Awareness
Outcomes Questionnaire. European Journal of Psychology, 12, 645-658.
2. Eurich, T. (2018). What Self-Awareness Really Is (and How to Cultivate It). (2018, January 4).
Harvard Business Review. https://hbr.org/2018/01/what-self-awareness-really-is-and-how-tocultivate-it
3. Lin, S.H., Huang, Y.C. (2014). Life Stress and Academic Burnout. Active Learning in Higher
Education, 15(1), 77-90.
4. Lazarus and Folkman's psychological stress and coping theory. In C. L. Cooper & J. C. Quick
(Eds.), The handbook of stress and health: A guide to research and practice (pp. 351–364). Wiley
Blackwell.
5. Suldo, S. M., Parker, J. S., Shaunessy-Dedrick, E., & O’Brennan (2019). Chapter 14 - Mental Health
Interventions. J. A. Fredricks, A. L. Reschly, & S. L. Christensen (Eds.), Handbook of Student
Engagement Interventions. Academic Press.
6. Gulliver, A., Griffiths, K.M., Christensen, H. (2010). Perceived barriers and facilitators to mental
health help-seeking in young people: a systematic review. BMC Psychiatry, 10, 113.
7. Litteken, C., & Sale, E. (2018). Long-Term Effectiveness of the Question, Persuade, Refer (QPR)
Suicide Prevention Gatekeeper Training Program: Lessons from Missouri. Community Mental
Health Journal, 54, 1-11.
8. Ntoumanis, N., Ng, J. Y. Y., Prestwich, A., Quested, E., et al. (2021). A meta-analysis of selfdetermination theory-informed intervention studies in the health domain: effects on
motivation, health behavior, physical, and psychological health. Health Psychology Review, 15,
214-244.
9. Banmen, J. (2002). The Satir Model: Yesterday and Today. Contemporary Family Therapy 24(1),
7-22.
10. Rosenberg, M. B. (2015). Nonviolent Communication: A Language of Life: Life-Changing Tools for
Healthy Relationships. Puddle Dancer Press.
11. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination
theory perspective: Definitions, theory, practices, and future directions. Contemporary
educational psychology, 61, 101860.
12. Seligman, M.E.P. (2018). PERMA and the building blocks of well-being. The Journal of Positive
Psychology, 13(4), 333-335.
13. Kristjánsson, K., Fowers, B., Darnell, C., & Pollard, D. (2021). Phronesis (practical wisdom) as a
type of contextual integrative thinking. Review of General Psychology, 25(3), 239-257. Cameron,
M., Crane, N., Ings, R., & Taylor, K. (2013). Promoting wellbeing through creativity: how arts and
public health can learn from each other. Perspectives in Public Health, 133, 52-59.
14. Henriksen, D., Richardson, C., & Shack, K. (2020). Mindfulness and creativity: Implications for
thinking and learning. Thinking skills and creativity, 37, 100689.
15. Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic
performance: A systematic review. Educational research review, 17, 63-84.
16. Seligman, M. E. P. (2006). Learned optimism: How to change your mind and your life. Vintage.
17. Depow, G. J., Francis, Z., & Inzlicht, M. (2021). The experience of empathy in everyday
life. Psychological Science, 32(8), 1198-1213.
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18. Lee, R.M. and Robbins, S.B. (1998) The Relationship between Social Connectedness and Anxiety,
Self-Esteem, and Social Identity. Journal of Counseling Psychology, 45, 338-345.
19. de Wied, M., Branje, S.J. and Meeus, W.H. (2007), Empathy and conflict resolution in friendship
relations among adolescents. Aggressive Behaviour, 33, 48-55.
20. Teague, M., Mackenzie, S., & Rosenthal, D. (2021). Your health today: Choices in a changing
society. (8th edition). McGraw-Hill.
21. Powers, S., & Dodd, S.L. (2020). Total Fitness and Wellness (8 th edition). Pearson Education Inc.
22. McArdle, W.D., Katch, F.I., & Katch, V.L. (2022). Exercise Physiology: Nutrition, Energy and
Human Performance. (9th Edition). Wolters Kluwer Health.
Course Policies and Student Responsibilities
(1) General
You are expected to complete all assigned pre-class readings and activities, attend all tutorial classes
punctually, and complete all the scheduled assignments by the due date. It is your responsibility to keep
abreast with all course announcements and follow up on class activities and discussion should you miss
any tutorial class. You are expected to actively participate in all tutorial discussions and activities.
(2) Absenteeism
Absence from class without a valid reason will affect your overall course grade. Valid reasons include
falling sick supported by a medical certificate and participation in NTU’s approved activities supported
by an excuse letter from the relevant bodies.
If you miss a tutorial, you must inform the course instructor via email prior to the start of the class.
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Academic Integrity
Good academic work depends on honesty and ethical behaviour. The quality of your work as a student
relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set of values
shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared
values.
As a student, it is important that you recognize your responsibilities in understanding and applying the
principles of academic integrity in all the work you do at NTU. Not knowing what is involved in upholding
academic integrity does not excuse academic dishonesty. You need to actively equip yourself with
strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion, and
cheating. If you are uncertain of the definitions of any of these terms, you should go to the Academic
Integrity Website for more information. One of the key goals of this module is for students to gain selfawareness of their current habits through honest self-reflection and identify ways that foster desired
positive changes applicable to their own circumstances. Therefore, students shall not use Generative AI
(in part or whole) for any output in the course assessments including but not limited to ideas or language
generation. To optimise the benefits gained from your learning, we designed assessments that involve
applying the module content to improve students’ physical and mental health outside of the classroom.
Identified use of Generative AI in your assessments will be deemed as violating academic integrity, and
such violations carry penalties, including (but not limited to) a 0 on the assessment.
Course Coordinators
Ms. Nurliyana Daros (Healthy Living)
Mr. Norman New (Wellbeing)
Nurliyana.daros@ntu.edu.sg
Norman.new@ntu.edu.sg
6
Planned Weekly Schedule
Week
Week 1
Topic
ILO
Foundation: The body-mind-spirit connection 1
for healthy living and wellbeing
(Introduction to a Mindful classroom)
Healthy Living Topics
Week 2 / 8
Health and Nutrition
1, 2, 7
Week 3 / 9
Health and Fitness
1, 2, 7
Week 4 / 10 *
Health and Disease
Week 5 / 11 *
Health and Maturation
Week 6 / 12 *
Health and Wholeness
Week 7 / 13
HL Assignment In-class Group Presentation
1, 2, 6,
7, 8
1, 2,
6 ,7, 8
1, 2, 6,
7, 8
1, 2, 6,
7, 8
Readings/ Activities
Individual Written
Assignment Available
HL Group Assignment
Available
First Group
Presentation due in
respective Tutorial
Groups; Formative
Peer Assessment due
at 1800 hours (6pm)
on Friday of Week 7.
Recess Week
WellBeing
Week 8 / 2
Week 9 / 3 *
Week 10 / 4 *
Week 11 / 5
Week 12 / 6 *
Week 13 / 7
Week 14
Understanding Stress and Fostering Self Care
Building Mental Health Awareness and
Resources
Nurturing Healthy Relationships and Social
Wellness
Aspiring Personal Growth and SelfActualization
Cultivating Wisdom and Creativity for a
Flourishing Life
WB Assignment (University Life Interview) Inclass Group Presentations
1, 2, 3
1, 2, 3
1, 2, 3,
4, 5
1, 2, 3,
4, 5
1, 2, 3,
4, 5
1, 2, 3,
4, 6
WB Assignment
Available
Second Group
Presentation due in
respective Tutorial
Groups; Final Peer
Assessment due at
1800 hours (6pm) on
Friday of Week 13.
Individual Written Assignment due
Individual Written
Assignment due at
1800 hours (6pm) on
Monday of Week 14.
Most tutorial groups will have different instructors for Weeks 1 to 7 and Weeks 8 to 13.
*Course topics and activities that are based on Singapore / Local context.
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Appendix 1: Assessment Criteria for Group Presentation for the Healthy Living Domain (25%)
A+, A, APresentation is clear and
the flow is coherent and
logical.
Presentation is engaging
and well-paced.
B+, B
Presentation is mostly
clear and the flow
generally coherent and
logical.
Presentation is generally
engaging and pace is
appropriate.
B-, C+, C
Presentation flow is
unclear at times.
Presentation is somewhat
engaging and pace is
somewhat appropriate.
D+, D
Presentation flow is
difficult to understand.
Presentation lacks
engagement.
F
Presentation lacks clarity
and flow.
Presentation has little to
no attempts to engage.
Problem and
Challenge Analysis
(25 marks)
Illustrates a clear problem
statement that clearly
addresses the challenge
statement.
Demonstrates excellent
application of concepts
discussed in class.
Demonstrates
sophisticated content
coverage and good use of
evidence to back up
claims.
Adequately illustrates
problem statement that
addresses the challenge
statement, but missing
some specificity.
Demonstrates good
application of concepts
discussed in class.
Adequate attempts to
demonstrate good
content coverage and
some use of evidence to
back up claims.
Some attempts to
illustrate a problem
statement that somewhat
addresses the challenge
statement,
but lacks specificity.
Demonstrates some
application of concepts
discussed in class.
Some attempts to
demonstrate content
coverage and little use of
evidence to back up
claims.
Weak attempts to
illustrate a problem
statement and does not
address the challenge
statement.
Vague application of
concepts discussed in
class.
Sparse content coverage
and no evidence to back
up claims.
Does not define a problem
statement and does not
demonstrate analysis of
problem.
Does not apply concepts
discussed in class and
poor content coverage.
Feasibility and
Effectiveness
(25 marks)
Clearly details achievable
project activities and
components.
Provides well-thought-out
strategies to achieve clear
and measurable intended
project outcomes.
Adequately outlines
achievable project
activities and
components.
Provides reasonable
strategies to achieve
somewhat clear and
measurable intended
project outcomes.
Provides project activities
and components but lacks
consideration for how
they can be achieved.
Provides some strategies
to achieve intended
project outcomes but
remains vague.
Weak attempts to outline
project tasks and activities
that are sparse and
unrealistic.
Shows weak consideration
of strategies to achieve
intended project
outcomes.
Does not outline project
tasks, activities and
intended project
outcomes.
Quality of
Presentation
(25 marks)
8
Creativity and
Innovation
(25 marks)
Exceptional attempts to
synthesise project idea in
ways that are relevant and
creative.
Prototype clearly
communicates project
ideas/project design in
insightful and innovative
ways.
Good attempts to
synthesise project idea in
ways that are relevant and
creative.
Prototype communicates
project ideas/project
design in somewhat
insightful and innovative
ways.
Some attempts to
synthesise project idea in
ways that are relevant and
creative.
Prototype communicates
project ideas/project
design in conventional
ways.
Weak attempts to
synthesise project idea in
ways that are relevant and
creative.
Little to no effort to
develop prototype.
Does not attempt to
synthesise or
communicate relevant
project idea.
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Appendix 2: Assessment Criteria for Group Presentation for the Wellbeing Domain (25%)
A+, A, AThe interviewee was
thoughtfully selected
based on the challenges
that he/she has
overcome, and the
personal growth he/she
experienced.
B+, B
The interviewee was
appropriate for the
assessment, and he/she
was able to provide
relevant information on
overcoming challenges
and personal growth.
B-, C+, C
The interviewee was able
to provide some insight
into overcoming life
challenges and personal
growth.
D+, D
The interviewee was
marginally appropriate
and provided limited
insight into overcoming
life challenges and
personal growth.
F
The interviewee was
inappropriate for the
assessment and was
unable to provide
sufficient insight into
overcoming life
challenges and personal
growth.
Analyses of Lessons
Learned (50 points)
The group went beyond
describing what the
interviewee said. The
presentation showed
strong evidence of
detailed analyses. The
group drew clear and
accurate links between
the interviewee’s
experiences and the
course material.
The group described
what the interviewee
said but also showed
some evidence of
analyses. Some links
were drawn between the
interviewee’s
experiences and the
course material.
However, the links were
generally weak, or
showed only surface
level understanding and
lacked analyses.
The group described
what the interviewee
said. There was very little
evidence of analyses.
Only one or two links
were drawn between the
interviewee’s
experiences and the
course materials.
However, these links
were insufficient or
inaccurate.
The group did not
adequately describe
what the interviewee
said. There was no
evidence of analyses. No
links were drawn
between the
interviewee’s
experiences and the
course materials.
The group did not
provide sufficient
information to gauge the
contents of the
interview, or the analysis
was completely
irrelevant to the
assignment
requirements.
Relevance of Quotes &
Supporting Evidence (20
pts)
The group presented
ample appropriate and
relevant quotes and/or
evidence that supported
their analyses of lessons
learnt by the
interviewee.
The group presented
some appropriate and
relevant quotes and/or
evidence that supported
their analyses of lessons
learnt by the interviewee
The group presented
some quotes and/or
evidence that were
marginally supportive of
their analyses of lessons
learnt by the
interviewee.
The group presented
quotes and/or evidence
that were tangentially
related and/or did not
support their analyses of
lessons learnt by the
interviewee.
The group presented
their analyses of lessons
learnt by the interviewee
without connecting their
analyses to any quotes
and/or supportive
evidence.
Appropriateness of
Interviewee (15 pts)
10
Organization of
Information (15 points)
The presentation was
well-organized with a
coherent and logical
flow. The group
presented the correct
amount of information;
the audience was neither
under-stimulated nor
overwhelmed. The pace
was appropriate. The
visual aids helped the
audience understand the
information greatly.
The presentation was
organized, and the flow
was generally coherent
and generally logical. The
amount of information
was at times too little or
too much. The pace was
mostly appropriate but
was too fast or too slow
at points. The visual aids
were somewhat useful in
helping the audience
understand the
information.
The presentation was
organized in a way that
was difficult to follow or
illogical. The amount of
information presented
was mostly inappropriate
(oftentimes either too
much or too little). The
pace was also mostly
inappropriate
(oftentimes too fast or
too slow). The visual aids
were generally not
incorporated in the
presentation to aid
understanding.
Presentation flow was
particularly difficult to
understand or
haphazard. The amount
of information presented
was entirely
inappropriate
(consistently too much
or too little) and the pace
was consistently
inappropriate
(consistently too fast or
too slow). The visual aids
were irrelevant to the
presentation.
The presentation flow
was random. No visual
aids were used for the
presentation.
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Appendix 3: Peer Evaluation Rubric
There will be two rounds of Peer Assessment:
1. Formative/qualitative feedback (ungraded) at the end of Week 7. All teams should start by discussing and agreeing on the role and responsibility including expected
team behaviours and deliverables of each member. Every team member will have the opportunity to give formative/qualitative feedback to each other during Week
7 (after the completion of the first presentation). Although the mid-course feedback will not affect students’ final average Peer Assessment score, it serves as an
avenue to acknowledge areas where members have done well. It is also a chance for groupmates to suggest possible areas for improvement to members whose
engagement or contributions fall short of the group’s expectations. The goal is to encourage all members to improve the working dynamics for the presentation in the
second half of the semester. It will not be fair to point out any member’s uncollaborative behaviours only at the end of the course if a member has not been fulfilling
his/her role and responsibility from the beginning. Students should avoid identifying themselves in any manner when providing qualitative comments to their team
members. If there are any concerns regarding group dynamics, please contact your current instructor immediately upon receiving the qua litative comments.
2. Peer Assessment by the end of Week 13. The final Peer Assessment will take place at the end of the semester (Week 13), during which you will be rated holistically for
your contribution to both the Healthy Living and Wellbeing group projects. Please note that during the Peer Assessment proces s, students will be required to provide
a written justification for their quantitative ratings of their groupmates. All team members are expected to complete the tea mwork evaluation for all other members
in the team (i.e., self-assessment is not required); see evaluation criteria in Appendix 3a and rating descriptors on Appendix 3b. The mark deduction, if any, will be
imposed on both the Healthy Living presentation and the Wellbeing presentation.
Note: Should a student fail to complete the teamwork evaluation of all other members in his/her group, 5% will be deducted from the student’s final team mark for
both the Healthy Living presentation and the Wellbeing presentation.
NOTES:
1. All assessments and qualitative comments are confidential, and we expect you to be constructive and fair in all your feedback and ratings. Team members will be able
to see the compiled qualitative comments given by their team members at mid and end semester but the average Peer Assessment score only at end semester.
2. Please note that the teaching team reserves the right to adjust students’ final team assignment marks based on additional considerations including gathered
information, certified special education needs (SEN), and medical diagnosis.
a. If you have certified special education needs (SEN) or medical concerns that might affect your contributions and collaboration, but you are having trouble
communicating your situation to your groupmates, please approach your tutor for a chat in advance.
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Appendix 3a: Teamwork Evaluation Criteria
Criteria (Weighs)
(For 6-members team)
Score from 1 to 91,2
(1: Never; 3: Rarely; 5: Occasionally; 7: Frequently; 9: Always)
Member A
Member B
Member C
Member D
Member E
Member name
a. Fulfilling one’s responsibilities duly (15%)
Behaved responsibly—such as attend meetings punctually and regularly; participate in
discussion; complete assigned tasks/roles punctually.
Score from 1 to 9
Qualitative comments/reasons
b. Fulfilling one’s responsibilities effectively (25%)
Behaved and contributed effectively—such as quality of work produced; creativity of ideas;
extensiveness of research and thinking.
Score from 1 to 9
Qualitative comments/reasons
c. Managing interpersonal relationships (30%)
Listened attentively to and sought inputs from others; helped team resolve conflicts and
achieved common understanding to function effectively; promoted respect for others and
differences; fostered camaraderie.
d. Providing support to others to achieve goals (30%)
Behaved fairly and ethically—such as sharing responsibilities and giving credits. Exhibited
group citizenship behavior—such as helping others to learn and complete their work
through guidance and encouragement; standing up for others when needed.
Score from 1 to 9
Qualitative comments/reasons
Score from 1 to 9
Qualitative comments/reasons
1
Score of 1 should be given only when a team member does not really deserve to be awarded any mark for the team assignment (i.e., zero mark) becaus e the member
either has not or has barely participated and/or contributed to the team assignment in any meaningful manner.
2
See detailed score descriptions for each criterion in Appendix 3b.
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Appendix 3b: Teamwork Evaluation Criteria – Score Descriptions
Please use the descriptors in to guide your evaluations. For example, if the peer exceeds the descriptor for “1” but does not yet meet the threshold described in “3”,
then select “2”
a. Fulfilling one’s responsibilities duly (15%)
1
2
3
4
5
6
7
8
9
Never
Rarely
Occasionally
Frequently
Always
Behaved responsibly—
Did not participate
Rarely participated
Occasionally
Frequently
Always participated
such as attend meetings
actively in team
actively in team
participated actively in
participated actively
actively in team
punctually and regularly; meetings at all (even
meetings.
team meetings.
in team meetings.
meetings.
participate in discussion; though he/she might
Rarely contributed
Occasionally
Often contributed
Always contributed
complete assigned
still be present.) Did
useful ideas that
contributed useful
useful ideas that
useful ideas that
tasks/roles punctually.
not contribute any
were relevant for
ideas that were
were relevant for
were relevant for
useful ideas that
getting the project
relevant for getting
getting the project
getting the project
were relevant for
completed. Rarely
the project completed.
completed.
completed.
getting the project
submitted work on
Occasionally
Frequently
Always submitted
completed. Did not
time and did so
submitted work on
submitted assigned
assigned work on
submit any or usable
rarely without
time and did so
work on time
time without
work on time and
prompting.
occasionally without
without prompting.
prompting.
never did so without
prompting.
prompting.
b. Fulfilling one’s responsibilities effectively (25%)
1
2
3
4
5
6
7
8
9
Never
Rarely
Occasionally
Frequently
Always
Behaved and contributed Quality could not be
Quality of work
Quality of work could
Quality of work was
Quality of work was
effectively—such as
evaluated because
could be improved
be improved; required
of reasonably
of highly acceptable
quality of work
nothing relevant or
vastly; required
some revisions before
acceptable
standards; required
produced; creativity of
usable was
major revisions
submission. Work
standards; required
no revision before
ideas; extensiveness of
submitted.
before submission.
reflected some effort
minor revisions
submission. Work
research and thinking.
Work reflected
in completing the
before submission.
reflected extensive
superficial effort in
project.
Work reflected
effort in completing
completing the
reasonable effort in
the project.
project.
completing the
project.
14
c. Managing interpersonal relationships (30%)
1
Never
Listened attentively to
Never listened to
and sought inputs from
others. Never
others; helped team
attempted to help
resolve conflicts and
team resolve
achieved common
conflicts. Never
understanding to
attempted to
function effectively;
achieve common
promoted respect for
understanding to
others and differences;
function effectively
fostered camaraderie.
as a team. Never
promoted respect
for others, with no
attempt to foster
camaraderie.
2
D. Providing support to others to achieve goals (30%)
1
2
Never
Behaved fairly and
Never took on a fair
ethically—such as
share of
sharing responsibilities,
responsibilities;
and giving credits.
never gave
Exhibited group
appropriate credits
citizenship behavior—
to others. Never
such as helping others to attempted to help
learn and complete their others learn; never
work through guidance
provided guidance
and encouragement;
and encouragement.
standing up for others
Never stood up for
when needed.
others when needed.
3
Rarely
Rarely listened to
others. Rarely
attempted to help
team resolve
conflicts. Rarely
attempted to
achieve common
understanding to
function effectively
as a team. Rarely
promoted respect
for others, with
rare attempts to
foster camaraderie.
4
5
Occasionally
Occasionally listened
to others, with
occasional attempts to
help team resolve
conflicts. Occasionally
attempted to achieve
common
understanding to
function effectively as
a team. Occasionally
promoted respect for
others, with
occasional attempts to
foster camaraderie.
6
7
Frequently
Frequently listened
to others, with
frequent attempts to
help team resolve
conflicts. Frequently
attempted to
achieve common
understanding to
function effectively
as a team.
Frequently
promoted respect
for others, with
notable attempts to
foster camaraderie.
8
9
Always
Always listened to
others, always
attempted to help
team resolve
conflicts. Always
attempted to
achieve common
understanding to
function effectively
as a team. Always
promoted respect
for others and
demonstrated
consistent attempts
to foster
camaraderie.
3
Rarely
Rarely took on a
fair share of
responsibilities;
rarely gave
appropriate credits
to others. Rarely
attempted to help
others learn; rarely
provided guidance
and
encouragement.
Rarely stood up for
others when
needed.
4
5
Occasionally
Occasionally took on a
fair share of
responsibilities;
occasionally gave
appropriate credits to
others. Occasionally
attempted to help
others learn;
occasionally provided
guidance and
encouragement.
Occasionally stood up
for others when
needed.
6
7
Frequently
Frequently took on a
fair share of
responsibilities;
frequently gave
appropriate credits
to others. Frequently
attempted to help
others learn;
frequently provided
guidance and
encouragement.
Frequently stood up
for others when
needed.
8
9
Always
Always took on a fair
share of
responsibilities;
always gave
appropriate credits
to others. Always
attempted to help
others learn; always
provided guidance
and encouragement.
Always stood up for
others when needed.
15
Appendix 3c: Peer Assessment Ratings and Corresponding Deductions (if any)
Each member’s average Peer Assessment score (out of 100% in Peerceptiv and rounded-up to integer) given by his/her team members will be used to determine both final
team assignment marks awarded to each member as follows:
Average Rating Range
(min: 1; max: 9)
Peerceptiv final score
(out of 100%)
Marks Deduction
(out of 100%)
Final Adjusted Marks
(out of 100%)
≥ 6.5
≥ 72
0%
Original team assignment mark (M%)
≥ 5.5 to < 6.5
≥ 61 to < 72
-5%
M% – 5%
≥ 4.0 to < 5.5
≥ 44 to < 61
-10%
M% – 10%
≥ 3.0 to < 4.0
≥ 33 to < 44
-15%
M% – 15%
> 1.0 to < 3.0
> 11 to < 33
-20%
M% – 20%
= 1.0
< 11
-M%
0%
Note: If a student fails to complete the Peer Assessment for all his/her other team members, an additional 5% deduction will be imposed on both the student’s final team
assignment marks.
Example:
1. If a team receives 88% and 83% for the HL and WB team assignments respectively and Member X who has completed the Peer Assessment for all other members in his/her
team receives an average Peerceptiv score of 50% (ie, 4.5 out of a 9-point scale), Member X’s adjusted scores for the HL and WB team assignments will be 78% and 73%
respectively (ie, a deduction of 10% per assignment).
2. If a team receives 88% and 83% for the HL and WB team assignments respectively and Member X who has NOT completed the Peer Assessment for all other members in
his/her team receives an average Peerceptiv score of 50% (ie, 4.5 out of a 9-point scale), Member X’s adjusted scores for the HL and WB team assignments will be 73%
and 68% respectively (ie, a deduction of 10% plus 5% per assignment).
16
Appendix 4: Assessment Criteria for Individual Written Assignment (30%)
PRACTICE:
Engagement in
the Process of
Change
(30 pts)
CONCEPT:
Application of
Course Content
in the Process of
Change
(30 pts)
Excellent
A+, A, A-
Good
B+, B
Adequate
B-, C+, C
Marginal
D+, D
Unsatisfactory
F
Illustrated clear and
practical steps taken to
enact one identified
lifestyle behaviour in ways
that are creative and
insightful.
Demonstrated excellent indepth thinking and
engagement in the process
of change, including
excellent use of visual
evidence.
Illustrated mostly clear and
practical steps taken to
enact one identified
lifestyle behaviour in ways
that are somewhat
creative and insightful.
Demonstrated good indepth thinking and
engagement in the process
of change including good
use of visual evidence.
Illustrated somewhat clear
and practical steps taken
to enact one identified
lifestyle behaviour in ways
that are conventional.
Demonstrated adequate
thinking and engagement
in the process of change
including some use of
visual evidence.
Provided superficial steps
to enact one identified
lifestyle behaviour in ways
that are not well thoughtout.
Demonstrated superficial
thinking and engagement
in the process of change,
with weak use of visual
evidence.
Provided unclear or
impractical steps to enact
one identified lifestyle
behaviour.
Demonstrated poor
thinking and engagement
in the process of change,
with no use of visual
evidence.
Excellent application of
relevant course content.
Evaluation of course
content related to the
process of change in ways
that are specific and
holistic.
Good application of
relevant course content.
Evaluation of course
content related to the
process of change in ways
that are mostly specific
and holistic.
Some application of
relevant course content.
Evaluation of course
content related to the
process of change in ways
that are somewhat specific
and holistic.
Vague application of
course content.
Evaluation of course
content related to the
process of change but lacks
specificity and congruence.
Poor to no discernible
application and evaluation
of course content with
little to no specificity and
congruence.
17
REFLECTION:
Reflection on the
Impact of the
Process of
Change
(30 pts)
Overall Quality
of Written
Assignment
(10 pts)
Excellent attempt to
critically reflect on the
evolution of behaviour
change journey over time.
Excellent description of the
impact of the behaviour
change journey related to
personal development of
healthy living and
wellbeing as an
undergraduate student.
Good attempt to critically
reflect on the evolution of
behaviour change journey
over time.
Good description of the
impact of the behaviour
change journey related to
personal development of
healthy living and
wellbeing as an
undergraduate student.
Adequate attempt to
critically reflect on the
evolution of behaviour
change journey over time.
Adequate description of
the impact of the
behaviour change journey
related to personal
development of healthy
living and wellbeing as an
undergraduate student.
Weak attempt to critically
reflect on the evolution of
behaviour change journey
over time.
Vague description of the
impact of the behaviour
change journey related to
personal development of
healthy living and
wellbeing as an
undergraduate student.
Poor to no attempt to
critically reflect on the
evolution of behaviour
change journey over time.
Poor to no description of
the impact of the
behaviour change journey
related to personal
development of healthy
living and wellbeing as an
undergraduate student.
Well-written with a clear
and coherent flow.
Generally well-written with Generally comprehensible
a clear and coherent flow. but lacking in coherence.
Generally poorly written
and lacking in coherence.
Poorly written, with little
to no coherence.
Accurate formatting and
referencing. Free of
grammatical and spelling
errors.
Mostly accurate formatting
and referencing. Mostly
free of grammatical and
spelling errors.
Formatting and
referencing were errorridden. Numerous
grammatical and spelling
errors.
Formatting and
referencing were
inaccurate and/or nonexistent. A substantial
amount of grammatical
and spelling errors.
Formatting and
referencing were
somewhat haphazard.
Quite a few grammatical
and spelling errors.
18
Appendix 5: Class Participation (10%)
Tutorial
Participation
(10 marks)
Participatory
Spirit
&
Overall Attitude
A+
A, A-, B+
B, B-
C, D
F band
Active participation and
engagement in tutorial
activities/padlet
discussion/group
discussion/sharing/reflecti
on exercises is observed
most of the time
Active participation in
tutorial activities/padlet
discussion/group
discussion/sharing/reflecti
on exercises is observed
sometimes. Some
moments of appearing
disengaged
Usually inactive with some
occurrence in active
participation in tutorial
activities/padlet
discussion/group
discussion/sharing/reflecti
on exercises. Student
appears disengaged quite
often
Rare occurrence in active
participation in tutorial
activities/padlet
discussion/group
discussion/sharing/
reflection exercises.
Student appears
disengaged very often
No or hardly any active
participation is observed
and seems generally
disengaged
Student displays positive,
supportive and respectful
attitude towards
classmates/tutor most of
the time
Almost always present for
classes
Takes initiative to
answer/ask questions most
of the time
Student displays positive,
supportive and respectful
attitude towards
classmates/tutor
sometimes
Student seems to display
negative, unsupportive
and disrespectful attitude
towards classmates/tutor
on some occasions
Usually present for classes
Takes initiative to
answer/ask questions
sometimes
Absent from classes quite
often
Takes initiative to
answer/ask questions on
some occasions
Student seems to display
negative, unsupportive
and disrespectful attitude
towards classmates/tutor
quite often
Absent from classes very
often
Student generally displays
negative, unsupportive
and disrespectful attitude
towards classmates/tutor
often
Almost always absent from
class
Doesn’t take initiative to
answer/ask questions at
all
Takes initiative to
answer/ask questions on
some rare occasions
19