FACULTY OF LANGUAGE STUDIES
BA PROGRAMME IN ENGLISH
ASSESSMENT BOOKLET
Guiding Principles and Procedures
Fifth edition
July 2012
Table of Contents
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4.
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ASSESSMENT: PRINCIPLES, RULES & PROCEDURES
1.1. Introduction
1.2. Some Basic Concepts
1.3. Learning Outcomes (LOs)
COURSE ASSESSMENT
2.1. Components of Course Assessment
2.2. Balance between Assessment Components
2.3. How to Pass the Course
2.4. Allocation of Marks
2.5. Notes on TMAs, MTAs, and Final Exams
2.6. Communication and Language Accuracy
GENERAL MARKING GUIDELINES
3.1. Before the Actual Marking Begins
3.2. Marking Instructions
GROUP AND ANONYMOUS MARKING
4.1. Group Marking Guidelines
4.2. Anonymous Marking: Policy and Procedures
COURSE ASSESSMENT COMMITTEES (CACs)
5.1. Committee Membership
5.2. Committee Main Responsibilities
5.3. Preparing Examinations Questions
5.4. Standardization of Exam Data
5.5. CAC Tasks at Standardization
COORDINATING AND MONITORING EXAMS AND TMAs
6.1. Assessment as Team Work
6.2. Branch Course Coordinator (BCC) Responsibilities
6.3. Branch Program Coordinator (BPC) Responsibilities
6.4. External Examiner (EE) Responsibilities
LEARNING OUTCOMES
7.1. Identifying and Assessing Intended Learning Outcomes of Courses
7.2. Program Learning Outcomes
7.3. Course Learning Outcomes
MARKING GUIDELINES
EXAM COMMITTEES (2010/2011)
9.1 Faculty Exam Committee (FEC) Members
9.2. Course Assessment Committees (CACs) and Members
ASSESSMENT COVER FORMS (2010/2011)
10.1. Sample TMA cover form for Level 1 & 2 Courses
10.2. Sample TMA cover form for Level 3 Courses
10.3. Sample MTA cover form for Level 1 & 2 Courses
10.4. Sample MTA cover form for Level 3 Courses
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1. ASSESSMENT: PRINCIPLES, RULES & PROCEDURES
1.1.
Introduction
In a multi-branch, as well as a multi-campus university like AOU, it is crucial to establish
a set of explicit and well-defined measures to be implemented in all branches. The
creation and implementation of such measures is crucial to all aspects of the teachinglearning process, particularly with regard to testing, for it is through examining the
performance of students on exam papers and other forms of assessment that an
establishment can make sure which course/programme objectives have been attained and
which have not.
The identification of relevant testing measures that should be implemented in all branches
is meant to guarantee that the same yard-stick is applied to all AOU students, starting
with the creation of exams, and assignments and ending with the approval of course final
results.
Course assessment is based on three main types of written work
1. Tutor-Marked Assignments (TMAs)
2. Mid-Term Assessment (MTAs)
3. Final Exams (FEs)
The main principles underlying the process of assessment at AOU are:
1. All forms of assessment should aim to test a set of well-defined Learning
Outcomes (LOs). This applies to TMAs, MTA, and FEs.
2. The creation and administration of all types of assessment is the work of teams,
not individuals (e.g. staff tutors, branch course coordinators, course chairs,
programme coordinators, faculty dean and external examiners).
3. The same measures should be applied to the marking of students' products in all
branches.
The following sections present, albeit briefly, some of the basic principles that are
relevant to assessment as well as the procedures suggested for the implementation of
these principles.
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1.2. Some Basic Concepts
1.2.1. Monitoring
The idea behind monitoring is to ensure that the same measures are used in teaching and
assessment throughout the branches. This is mainly manifested in:
1. Branch Course Coordinator (BCC) checking the marking of sample TMAs and
MTA and reporting on that,
2. Course Assessment Committee (CAC) members supervising the development of
assessment components and the implementation of assessment procedures,
3. External Examiner reviewing TMAs and Final Exams (+ Marking Guidelines),
4. Faculty Examination Committee (FEC) reviewing course results
1.2.2. Documentation
All acts of supervision, review and standardization should be properly documented in
both Arabic and English.
The following are examples of activities that should be documented:
1. BCC checking and reporting on samples of TMAs and MTAs marked by a certain
tutor.
2. CACs meetings
3. FEC meetings
1.2.3. Group Marking
Please see Section 3 below [General Marking Guidelines] and Section 4.1. [Group
Marking Guidelines] for details.
1.2.4. Anonymous Marking
Please see Section 4.2. below [AOU Policy on Anonymous Marking].
1.2.5 Standardization
Please see Section 5 below [Course Assessment Committees] for more details.
1.3. Learning Outcomes [LOs]
The term "learning outcomes" represents a central concept in assessment. It simply refers
to the objectives that we want our students to attain at the end of a particular
learning/teaching activity or at the conclusion of a certain course or programme:
(1) Unit/Block Learning Outcomes,
(2) Course Learning Outcomes,
(3) Programme Learning Outcomes.
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LOs are characteristically divided into four categories:
(1) knowledge and understanding,
(2) cognitive skills,
(3) key skills, and
(4) professional skills.
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2. COURSE ASSESSMENT
2.1. Components of Course Assessment
Course assessment is based on three main types of written works:
(i) Tutor-Marked Assignments (TMAs)
(ii) Mid-Term Assessment (MTA) (formerly quizzes)
(iii) Final Exams (FEs)
2.2. The Balance between Assessment Components
Students' course result will depend upon their achievements across the different
components of assessment, equally balanced between TWO MAJOR COMPONENTS:
(i) Continuous Assessment: This comprises:
 Course TMA(s), and
 Course MTA(s)
The two components represent 50% of the Overall Assessment Score (OAS), 20% and
30% respectively, AND
(ii) Final Assessment: This consists of:
 ONE FINAL EXAM
This component represents 50% of the Overall Assessment Score
2.3. How to Pass the Course
In order to pass the course, a student must obtain:
(i) An average of at least 50% across the different components of assessment (i.e.
Continuous Assessment and Final Assessment),
(ii) A minimum average of 20/50 on the Final Assessment.
(iii) A minimum average of 20/50 on Continuous Assessment comprising both TMA(s)
and MTA(s).
In all these assessment components, students will be assessed according to criteria which
are based on learning outcomes.
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2.4. Allocation of Marks
Specialization courses (8 credit hours)
All specialization courses are covered in one 16-week semester and students are required
to do the following tasks:
(i) Prepare one TMA,
(ii) Take one MTA, and
(iii) Sit for one final exam
The following table shows the distribution of marks for the various types of course
assessment in one-semester.
Components
CONTINUOUS ASSESSMENT
FINAL ASSESSMENT
Mark
Total Mark
TMA
20
50
MTA
30
FINAL EXAM
50
50
100
100
GRAND TOTAL
2.5. Notes on TMAs, MTAs & Final Exams
(i) Tutor-Marked Assignments (TMAs)
Students prepare one TMA for the whole semester. This assignment serves to invoke and
develop the investigative and research skills of students. TMA carry 20% of the overall
grade of the course.
(ii) Mid-Term Assessment (MTA)
MTAs are viewed to be another contributor to monitoring the progression of students'
achievement. They carry 30% of the overall grade of the course. Questions in MTAs
typically require short notes/answers/comments: e.g. definitions; exemplification;
completion; matching; writing one or two paragraphs, etc. In other words, they are not of
the open-ended essay type.
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(iii) Final Exams (FEs)
Final exams are typically of the essay type and are divided into three Sections/Parts each
covering one or two blocks/themes of the course as in the table below: Students will be
required to answer 3 questions in 3 hours.
Part
A
Questions
1
B
2&3
C
4&5
Notes
- ONE compulsory question, but there might be some option within
this question (e.g. defining seven key terms out of 10)
- The question typically deals with a very important/central topic
- This part consists of 2 questions
- Students answer one question only.
- Each question is meant to test a certain block/theme
- This part consists of 2 questions
- Students answer one question only.
- Each question is meant to test a certain block/theme
2.6. Communication & Language Accuracy
Students majoring in English Language and Literature are expected to possess a
reasonably high level of proficiency in English. In writing, they are expected to produce
well-written and well-developed essays that are error-free in terms of language accuracy.
Students' grades will be lowered if they make grammatical and vocabulary errors as well
as errors in writing mechanics (e.g. punctuation, capitalization, spelling) and errors in
presentation and paragraphing, etc.
The table below shows that in marking students' TMAs and other types of written work
including final exams, a certain percentage of the mark is determined by the student's
ability to write well and observe rules of grammar and writing mechanics
Course
Level
Level-1
Level-2
Level-3
Courses
Marks Deducted for
Improper / Unacceptable
Language Use
A123 A&B
A210 A&B; U210 A&B
EA300 A&B; E301 A&B; E303 A&B
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Up to 20%
Up to 20%
Up to 30%
3. GENERAL MARKING GUIDELINES
3.1.
Before the Actual Marking Begins
1. Branch Course Coordinator (staff tutor) meets with tutors of the course concerned and
mark a random sample of students’ exam scripts to ensure marking consistency.
2. In the meeting, branch course coordinator also reads and distributes the marking
instructions/answer keys, and General Marking Guidelines adopted by the University.
3. In courses which have more than one tutor, one tutor should mark some answers of
the answer script and another tutor should mark the rest of the answer script. This
type of group marking is meant to ensure marking uniformity and objectivity within
the same section/group, and over the different sections/groups. It is required by the
University as an effective tool toward standardization.
3.2.
Marking Instructions
1. Use a red ballpoint pen or red pen.
2. Marks should be written in the right-hand margin at the end of the student’s answer
and they should be ringed (circled).
3. Ticking is needed to ascertain what the marker had accepted. Markers are also
required to write notes/comments to justify the mark given for each answer. No page
should be left without some marking proof.
4. Candidate errors should be underlined, and a word of explanation added.
5. If a student answers more questions than required, mark only the first set of questions
that suffice to count as the minimum required.
6. An answer crossed through by a student should not be given any mark.
7. Marks of individual answers should then be transferred to the cover page of the exam
script, and should be added up, double-checked, recorded in numbers and in writing,
and signed alongside by the marker.
8. When the exam’s final mark is transferred to the student’s final assessment form,
double check all marks (continuous assessment, final exam, and final mark). The final
mark should be rounded to a whole digit.
9. All matters related to the marking of exams should be treated with strict
confidentiality.
10. Before marks are entered, markers should be invited to a meeting by the branch
course coordinator (staff tutor) to discuss marking issues and final results.
11. The branch programme coordinator should be informed by the course coordinator of
all such meetings. He is responsible for assuring uniformity across all courses of the
programme within the Branch
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4. GROUP AND ANONYMOUS MARKING
4.1. Group Marking Guidelines
The following guidelines are to be applied in the management of “group marking”, to
OU-based courses:

All sections/groups of any one particular course are pooled together, and marked
collectively by the Tutors: fulltime and part-time. BCCs should keep a record of
which Tutor marks which question for proper documentation.

Staff Tutors/BCCs must then check and mark samples of the Final scripts in order to
ensure a fair and consistent marking by the Tutors. This also should be documented.
As a guideline, it is suggested that rechecked samples represent around 5-10%,
depending on the total number of scripts.

In case of a course having one section only, scripts are marked by the Tutor or Staff
Tutor responsible for said section.

Arrangements for the place of actual marking are left to the discretion of the Branch
Director. However, it is possible, in principle, to distribute the scripts to the markers,
and have them rotate the scripts amongst them. This way, they may carry out the
marking outside the Branch premises. But it is then highly important to work out a
proper schedule in order to track down the scripts at any one time, and make sure that
marking is accomplished in due time.

In transmitting student marks to the HQ, it is important to utilize approved unified
forms for reporting marks and other statistics and information associated with the
same.
4.2. Anonymous Marking: Policy and Procedures
All examination scripts are to be marked anonymously. The purpose of anonymous
marking is to eliminate any possible bias in marking, on the one hand, and to reassure
students of the impartiality of the marking process, on the other hand. Procedures for
anonymous marking are explained below.
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1. At the Beginning of the Exam:

Invigilators should make sure that every student has written his/her Section
Number on the front cover of the examination answer book.
They also should make sure that every student has written his/her name and
University Registration Number in the box in the top right-hand corner of the
cover.

2. At the End of the Exam:


At the end of the exam, the box in the top right-hand corner on each script is
folded and stuck down, thus obscuring the student's Name & Registration
Number.
Invigilators are also requested to make sure that the total number of scripts
collected from each exam hall match the number of students listed on the
Course/Section Register (Attendance List/Sheet) supplied; taking note of any
absentees.
3. Group Marking of Scripts:


Concerned Staff Tutors/BCCs will receive a sealed package of scripts, with
corners stuck down obscuring students’ names and IDs, together with the
normal Course/Section Register (Mark/Attendance Sheet).
Once the marking has been completed by (Staff) Tutors, the batch of scripts
(and the Course/Section Register) is handed over to the Program Coordinator or
the Course Coordinator OR Staff Tutor.
4. Recording Marks


Program Coordinator or Course Coordinator unfolds (or slits open) the topcorners of all scripts allowing the transfer of marks to the Course/Section
Register (Attendance/Mark Sheet) by name (and not by registration number).
Anonymity thus ends at this point.
Departments should make sure that there is a mechanism for ensuring that marks
have been accurately transferred from scripts to relevant mark grids.
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5. COURSE ASSESSMENT COMMITTEES (CACs)
For each individual course, a Course Assessment Committee (CAC) shall be formed by
the faculty dean.
The composition and responsibilities of the CACs are discussed below.
5.1.
Committee Membership



5.2.
General Course Coordinator (GCC)/Course Chair, serves as Committee chair
Two Branch Course Coordinators (BCC), as members; BCCs should have
proficient knowledge of course content
Course External Examiner
Committee Main Responsibilities





Identification of course learning outcomes, to serve as indicators for the
development of various required assessment components
Design and supervision of development of assessment components: TMA; MidTerm Assessment; and Final Exam; including Marking Guidelines
Standardization of exam data
Deciding on overall course results for each student toward course award
recommendations
Consideration of student appeals regarding course results
The External Examiner should be involved appropriately at all stages of assessment
development and considerations, especially in regard to:


5.3.
Review of proposed Assessment Material and associated Marking Guidelines
toward approval of the same.
Participation, by direct presence at CAC meetings at time of deliberations over
course results.
Preparing Examination Questions

The responsibility for creating the examination question paper should rest with the
CAC.

The current method of generating questions by soliciting proposals from BCC, ST
and Tutors is useful in encouraging involvement across the Branches and should
continue. However, where questions or whole papers are requested from
BCCs/tutors this should be against a specification provided by the CAC, which
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indicates the learning outcomes that are to be assessed and the size, style and
format of questions, and, of course, a requirement that a detailed marking
guide must also be provided. Given that proposals for examination questions
will be submitted from several/all Branches the tasks of the CAC will be
(i)
to judge the standard and quality of the offerings and,
(ii)
to build a balanced question paper that is a fair test for students.

Given that in most instances each CAC will have a multiplicity of proposals it
should be possible to create, for each examination, more than one question paper
of the correct standard. Having a reserve paper is good practice to cover the
unforeseen circumstances that might lead to the chosen paper becoming void.
The CAC should aim to create enough additional papers to meet the requirements
for all ‘make-up’ examinations. This approach would obviate the need to create
additional papers at Branch level.

Acceptance of each question paper and marking guide is subject to approval by
the External Examiner.
The process described for question paper production should be implemented for both
mid-term and final examinations.
5.4.
Standardization of Exam Data
The objective of standardisation is to ensure that the marking has been carried out
correctly, consistently and to the required standard across all markers, all questions and
all Branches and that the standard of the examination is comparable with those of
previous presentations (where they exist).
The inputs to the standardisation stage are:
(i) All the raw marking data
(ii) Reports from each BCC on the marking standards of each marker
(iii) A commentary from each BCC on the examination
(iv) Various analyses of the marking, including:
- question score profiles for each marker;
- question score profile for each question;
- overall examination score profile;
- comparison between the current and previous cohorts; (N.B. the examination
scripts are not required for this meeting.)
5.5.
CAC Tasks at Standardization
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The CAC has eight main tasks at standardization:
1) Assessing the consistency of the examination script marking completed by each
marker
2) Correcting any inconsistency by markers by scaling marks and/or remarking
3) Assessing the consistency between examination questions intended to be of equal
difficulty
4) Correcting any inconsistency between comparable questions usually by scaling
5) Assessing the overall standard of the examination in comparison with previous
examinations on the course
6) Correcting any variations in standards across examinations
7) Informing the External Examiner of the conclusions and decisions of the internal
CAC members at standardization
8) Selection of examination script to review prior to the award stage meeting
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6. COORDINATING AND MONITORING EXAMS & TMAs 1
6.1. Assessment as Team Work
As pointed out in Section 1 above, all forms of assessment are the result of team work, on
the one hand, and are consistently and systematically monitored at various stages both at
the branch level and the university level.
At the branch level the BCC and the BPC are directly involved in the process of
assessment as can be seen from the responsibility defined for each position. Similarly,
External Examiners and members of Faculty Exams Committee are involved in all
aspects of assessment as can be seen below.
6.2. Branch Course Coordinator (BCC) Responsibilities













Supervising tuition and presentation of relevant course material
Supervising and monitoring TMAs and MTAs
Participating in developing course content and presentation and providing the
Faculty with feedback from all relevant parties
Training tutors and making available to them all possible opportunities conducive
to professional development
Holding bi-weekly meetings with tutors
Monitoring tutorials
Monitoring tutor office hours
Giving demonstration tutorials or mini-tutorials
Holding training seminars for tutors
Participating in relevant generic and specific training workshops
Training tutors in monitoring and marking TMAs, MTAs, and final examinations
Providing semi-annual and annual reports about tutor performance as well as tutor
comments and suggestions concerning both content and presentation of the course
material.
Providing ongoing as well as semiannual and annual feedback reports about
TMAs and examinations prepared by course chairs
6.3. Branch Program Coordinator (BPC) Responsibilities
Appointed by the Branch Director in coordination with the respective Dean, the duties of
the BPC include:
1
Extracted from AOU 2006 Faculty Handbook & Academic Procedures of Operation.
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1. Coordinating with the Branch Director on the implementation and requirement
of the study program,
2. Coordinating among the different course coordinators,
3. Planning and implementing Branch academic student advising and related
matters,
4. Coordinating and follow up of course requirement needs:
- Preparing the Course Calendar
- Preparing TMAs
- Preparing Final Examinations
5. Drawing up Samples of: (for External Examiners Evaluation): TMAs;
Midterm Assessment; Final Exam Scripts;
6.4. External Examiner (EE) Responsibilities
1. Participating in the deliberations of the Course Assessment Committee and the
Faculty Council Examination Committee
2. Approving questions and marking guidelines suggested by CACs for TMAs
and final examinations
3. Reviewing and revising final examination scripts
4. Reviewing and revising TMAs
5. Submitting a report to the Chair of the Central Examination Committee in
which he/she provides a summary of his/her ideas and comments on final
examination papers, TMAs and assessment of both student and tutor
performance. This includes sampling all marked assessments of AOU
including MTAs and final examination papers.
Note: If an unresolved difference of opinion arises between the external examiners and
the Faculty Examination Committee(s), it shall be referred to and settled by the Central
Examination Committee
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7. LEARNING OUTCOMES
(Extracted and slightly adapted from: www.open.ac.uk)
7.1. Identifying and Assessing Intended Learning Outcomes of Courses
1. All courses should describe their learning outcomes in four categories
(i)
knowledge and understanding,
(ii)
cognitive skills,
(iii) key skills, and
(iv)
practical and professional skills
2. Existing courses should audit their teaching, learning and assessment material to
ensure that the intended learning outcomes are developed and assessed in the course.
3. Students should be given clear information, in appropriate language, about what
learning outcomes are and what they are for.
4. Activities and formative assignments should explicitly develop learning outcomes and
prepare students for summative assessment.
5. All summative assessment activities, including TMAs and exams, should identify
which learning outcomes are being assessed and this should be communicated to
students and tutors.
6. Mapping the assessment of learning outcomes for a course should ensure that any
options offered within an assignment address the same stated outcomes.
7. Course teams should check the substitution rule for their course to ensure that all
students have the opportunity to demonstrate that they have achieved all the learning
outcomes.
8. Marking schemes should use criteria relating to learning outcomes in advising tutors
how to mark assignments and decide on grades. Students should know what the
criteria are, and how they are linked to the allocation of marks.
9. Feedback from tutors should focus on the demonstration of learning outcomes and
identify where development is needed.
10. Monitoring of tutor marking and feedback should be related to learning outcomes,
and this should be made clear to tutors.
7.2. Program Learning Outcomes
BA (Hons) English Language and Literature: Learning Outcomes (as taken from the
original programme specification www.open.ac.uk
The programme provides the opportunity for students to develop and demonstrate
knowledge and understanding, qualities, skills and other attributes in the following areas:
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Area 1: Knowledge and understanding
On completion of the programme, you will have knowledge and understanding of:
 a substantial number of authors and texts that have been either written in English
or translated into English, including texts written in English outside the United
Kingdom;
 the character and conventions of the principal literary genres – poetry, fiction and
drama – and of other kinds of writing and communication;
 the history of English, its contemporary diversity, its role as a global language,
and its use in a range of contexts in different parts of the world;
 debates surrounding the historical and contemporary position of English in
relation to other languages and language varieties;
 how literature and language both reflect and impact upon cultural change and
difference; and of the way texts are written and received within literary, cultural
and socio-historical contexts;
 how language and literature may be described and analysed;
 the nature of linguistic evidence and different methods used in the collection and
analysis of language data;
 the different theoretical approaches to the study of literature, language and
literacy.
Area 2: Cognitive Skills
On completion of the degree, you will be able to:
 develop critical skills in the close reading and analysis of diverse texts;
 acquire complex information of diverse kinds from a variety of sources (such as
academic libraries, the Internet, CD-ROMs, and corpora);
 learn and use appropriate linguistic and critical terminology to describe and
analyse texts;
 synthesise information and ideas drawn from varied sources, and critically
evaluate alternative explanations, arguments and theories;
 engage with different interpretations of texts and relate abstract concepts and
theories to specific texts.
Area 3: Practical and professional skills
On completion of the degree, you will be able to:
 use and present English material in written and spoken form in a clear and
effective manner;
 edit and self-correct general and specialised English texts;
 demonstrate accurate and effective note-taking and summarising skills;
 use reference material successfully, including bilingual and monolingual
dictionaries ;
 demonstrate techniques for using English source materials;
 use communication tools, such as recordings, telephone-conferencing, ICTbased tools;
 transfer and use relevant key skills in the workplace context;
 use the more specific knowledge, analytical skills and methods of language and
literature studies as a strong basis for work in many professions (e.g. teaching
and translation).
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Area 4: Key/transferable skills
Communication: On completion of the degree, you will be able to:






communicate effectively in English in everyday situations and semi-specialised
contexts, using standard oral and written means of communication;
recognise and use successfully interactional strategies in order to ensure
successful communication;
identify relevant material from a variety of sources, including multimedia material;
read, synthesise and evaluate the significance of substantial quantities of
material;
present sustained and persuasive arguments cogently and coherently;
reference sources in an appropriate way.
Improving own learning and performance: On completion of the degree, you will be
able to:





work independently, scheduling tasks and managing time effectively;
study and learn more independently, and from a variety of different media and
teaching methods;
identify and use sources of support;
make use of feedback from your tutor to improve performance;
monitor and reflect on personal progress.
Information technology: On completion of the degree, you will be able to:


use information technology skills to access, store, manage and present data
effectively;
use the relevant computational tools and software packages, where appropriate,
for the analysis of data.
7.3. Course Learning Outcomes
Learning outcomes are what the student can expect to achieve if he/she takes full
advantage of the learning opportunities provided. They include:
1. knowledge and understanding,
2. cognitive skills,
3. key skills, and
4. professional skills
Below are the learning outcomes particularly relevant to the core (specialization) courses
in the BA Programme in English Language and Literature: A123A&B; A210A; A210B;
U210A; U210B; EA300A&B; E301A&B; E303A&B.
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A123A & B: An Introduction to the Humanities
(Prepared by Course Chair, Dr. Tahrir Hamdi, and approved by External Examiner, Professor
Graham Holderness)
Although A123 is delivered/divided into two administratively independent parts, the
learning outcomes refer to the totality of what you are expected to attain upon completion
of Part (II).
The course provides opportunities for you to develop and demonstrate the following
learning outcomes:
(A) Knowledge and Understanding
To be successful in your study of this course, you are expected to:
1. demonstrate a general knowledge of the various disciplines in the humanities
(literature, history, art history, philosophy and classical studies);
2. show an awareness of how so much in the humanities is based on
interpretation (hence the great deal of disagreement amongst specialists in any
given field);
3. develop an understanding of the different approaches or methodologies used
by practitioners of a particular discipline in the humanities;
4. demonstrate an understanding of the humanities as an interdisciplinary field of
study—progress/change in one discipline can be reflected in another;
5. develop an appreciation of and aesthetic response to the various disciplines
introduced in the course.
(B) Cognitive Skills
To be successful in your study of this course, you are expected to:
1. develop basic skills of analysis that are specific to the disciplines introduced
in the course—i.e. analysis of a historical text requires the asking of a certain
set of questions that may not be asked of a literary text.
2. develop ways of understanding and evaluating texts that are characteristic of
each discipline;
3. recognize and select major arguments and concepts and minor related
arguments;
4. develop an argument and support judgments and views with appropriate
evidence;
5. differentiate fact from opinion and weigh up conflicting data to reach a
balanced and reasoned conclusion;
6. develop awareness that disciplines in the humanities are products of the
cultures from which they arise and in order to understand a given work, one
should also understand its cultural and historical context.
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(C) Key Skills
To be successful in your study of this course, you are expected to:
1. apply specific methodology to work on individual texts, as well as
interdisciplinary study in the humanities;
2. write well-argued essays which demonstrate an ability to analyse texts and
their contexts;
3. apply analytical and critical thinking skills to studying at a higher level;
4. understand and effectively use feedback offered by the instructor to improve
future performance.
(D) Practical/Professional Skills
To be successful in your study of this course, you are expected to:
1. make independent judgments based on acquired knowledge and skills;
2. manage large amounts of information and use them accordingly, whether in
disciplines studied in the course or others not dealt with in the course;
3. organize time effectively and work independently, building on skills practiced
in the course;
4. use scholarly conventions appropriate to the disciplines studied.
A210A: Approaching Literature (I): The Realist Novel & Shakespeare and the Canon
(Prepared by Pran Pandit, approved by Elizabeth Cripps, Course External Examiner, and adapted by
Ibrahim Dawood, Course Chair)
The course will develop and demonstrate the following learning outcomes:
(A) Knowledge and understanding of:
1. a number of nineteenth century novels mostly written in English (one is translated
from Russian;
2. a number of Shakespeare's plays including history plays, a comedy and a tragedy;
3. the formal characteristics of the principal genres and sub-genres of literature
(novel, short story, plays, romance and realist novel, novel of growth, tragedy);
4. the different conventions used
in the genres (narrative technique and
characterization in novels; dramatic conventions and devices in Shakespearian
drama; English and Roman history plays, comedy and tragedy);
5. the central role of language in the creation of meaning in narrative and dramatic
texts;
6. the concept of canon and controversies regarding it;
7. relationships between literary texts (narrative and dramatic) and their contexts
(moral, social, and historical backgrounds);
8. critical theories for interpreting narrative and dramatic texts, like feminist,
postcolonial, and psychoanalytical;
9. key critical terms like, cultural stereotype, canon and performance.
(B) Cognitive skills:
21
To be successful in his/her study of this course, the student is expected to:
1. work with a novel, play or a critical text that is the product of a culture other than
that of the reader, and to appreciate the historical changes with reference to issues
like gender and race;
2. construct an argument, comparing and contrasting two or more literary texts
(novels, plays, characters, themes);
3. engage with literary criticism of the assigned novels and with Shakespearian
plays.
(C) Key skills:
To be successful in his/her study of this course, the student is expected to:
1. be able to write in an appropriate academic register, using scholarly conventions,
like acknowledging borrowings from other sources, like audio video, the internet,
and relevant critics, with proper referencing;
2. be able to read and synthesize from a large range of texts;
3. develop listening strategies, especially in relation to audio video course material,
and to gain an extended understanding of narrative and dramatic texts;
4. make effective use of feedback from a tutor to improve performance continually.
(D) Practical/professional skills
To be successful in his/her study of this course, the student is expected to:
1. be able to keep to the focus of a question while answering;
2. answer within the timescale and word-limit prescribed;
3. write an essay in the correct format, with proper beginning, and in logical and
coherent development;
4. use correct language: syntax, grammar, spelling, punctuation and quotation
marks;
5. use word processing skills effectively, to present a typed answer in a format that
aids understanding, using different fonts, highlighting devices, margins and
indentations.
A210B: Approaching Literature (II): Romantic Writings
(Prepared by Pran Pandit, approved by Elizabeth Cripps and adapted by Ibrahim
Dawood)
The course will develop and demonstrate the following learning outcomes:
(A) Knowledge and Understanding of:
1. a wide range of literary text, mostly poems written during the Romantic period
1780-1830;
2. the central role of language in the creation of meaning in a literary text (poems);
3. the formal characteristics of the poetic genres (lyric, ballad, sonnet, verse
narrative);
4. the different conventions used in the poetic genres (figurative language, rhyme
scheme, rhythm, and stanza form);
22
5. relationship between literary texts (poems) and their contexts (the moral, social,
and historical backgrounds);
6. critical theories for interpreting literary texts (poems), like feminist, postcolonial,
and psychoanalytical;
7. key critical terms like, cultural stereotype, cult of sensibility, Romantic
Renaissance, and allegory;
(B) Cognitive Skills:
To be successful in his/her study of this course, the student is expected to:
1. work with a text that is the product of a culture other than that of the reader, and
to appreciate the historical changes with reference to issues like gender and race;
2. construct an argument, comparing and contrasting two poetic texts;
3. engage with literary criticism of the texts.
(C) Key Skills:
To be successful in his/her study of this course, the student is expected to:
1. be able to write in an appropriate academic register, using scholarly conventions,
like acknowledging borrowings from other sources, like audio video, the internet,
and relevant critics ,with proper referencing;
2. be able to read and synthesize from a large range of texts;
3. develop listening strategies, especially in relation to audio-visual course material,
and to gain an extended understanding of texts;
4. make effective use of feedback from a tutor to improve performance continually.
(D) Practical/professional skills:
To be successful in his/her study of this course, the student is expected to:
1. be able to keep to the focus of a question while answering;
2. answer within the timescale and word-limit prescribed;
3. write an essay in the correct format, with proper beginning, and in logical and
coherent development;
4. use correct language: syntax, grammar, spelling, punctuation and quotation
marks;
5. use word processing skills effectively, to present a typed answer in a format that
aids understanding, using different fonts, highlighting devices, margins and
indentations.
U210A: The English Language: past, present, and future (I)
[Extracted and slightly adapted from U210 Assignment Book, the Open University, 2002]
(A) Knowledge and understanding
To be successful in his/her study of this course, the student is expected to demonstrate
knowledge and understanding of:
1. the history of English from the Old English period to the present day, recognizing
the relationship of linguistic history to social and political processes (Block 1);
23
2.
3.
4.
5.
6.
7.
variation and change in contemporary English in different parts of the world
(Block 2);
how spoken and written English may be used to differing effects in a range of
social and cultural contexts (Block 3);
stylistic, social and political issues surrounding the creative and literary use of
English (Block 4);
how English works, and how it may be described and analysed (parts of each
block);
the nature of linguistic evidence, and different methods used in the collection
and analysis of language data (parts of each block);
how your learning in different parts of the course may be integrated according to
the course themes: varieties of English; changing English; English in context;
status and meaning of English; English and identity; achieving things in English;
regulating English; discourses about English.
(B) Cognitive skills
To be successful in his/her study of this course, the student is expected to:
1.
identify and summarize the main points in an academic argument;
2.
critically evaluate alternative explanations and arguments;
3.
interpret and evaluate linguistic evidence;
4.
learn and use appropriate terminology for the study of language;
5.
apply the knowledge and understanding acquired from the course to the analysis
of spoken, written and multimodal texts in English.
(C) Communication skills
To be successful in his/her study of this course, the student is expected to:
1.
identify the purpose of an academic assignment, and plan a strategy for tackling
it;
2.
identify and evaluate the relevance of information from a variety of sources;
3.
identify the view points of authors of source material;
4.
synthesize and organize information from a range of sources;
5.
construct a coherent argument, supported by evidence and clearly focused on
the topic under discussion;
6.
present the argument clearly and in an appropriate academic style and format;
7.
provide appropriate academic references to the sources used in preparing written
work;
8. respond to feedback about improving the effectiveness of written communication
for academic purposes.
These learning outcomes are reflected in the assessment criteria that your tutor will take
into account when marking your TMA.
In addition to these outcomes, you can expect to acquire other 'generic' skills that would
apply to many second level courses. These would include practical skills such as
managing substantial amounts of information and organizing time effectively.
24
U210B: The English Language: past, present, and future (II)
[Extracted and slightly adapted from U210 Assignment Book, the Open University, 2002]
The course is generally divided into four main themes that are aimed at equipping
students with a wider understanding of the English language in its applied aspect:
learning English, teaching English, English and technology and Global English.
To be successful in his/her study of this course, the student is expected to demonstrate
knowledge and understanding of:
 the major theoretical debate on language learning
 the main theories of teaching English
 multimodality in using English
 the factors that led to the development of global English and arguments for and
against the spread of global English
More specifically the course provides the opportunity for you to develop and demonstrate
the following learning outcomes:
(A) Knowledge and understanding of
1. The basic theories in language learning, innatist perspectives and environmentalist
perspectives
2. Major trends in teaching English and the theoretical debate underpinning different
teaching practices
3. The effects of technology on the emergence of multimodal English
4. The negative and positive views associated with the spread of English
(B) Cognitive skills
To be successful in his/her study of this course, the student is expected to:
1. demonstrate ability to analyze and describe the main theories associated with
learning and teaching a language, using appropriate terminology
2. interpret multimodal texts, showing an understanding of how technology is
influencing the mergence of a new genre in English
3. critically evaluate the spread of global English in the light of alternative
explanations, arguments and theories
4. apply gained understanding to authentic linguistic data beyond the course material
(C) Key Skills
To be successful in his/her study of this course, the student is expected to demonstrate the
following competencies:
In relation to communication:
 identify and evaluate the relevance of information from a variety of sources
 synthesize and organize information and evaluate their significance critically
 construct a coherent argument, clearly focused on the topic under discussion
25




develop a good academic practice in the acknowledgement of source material and
presentation of bibliographies
present written work to a high standard
respond to tutor feedback about improving the effectiveness of written
communication
develop the skills of independent research
In relation to practical and professional skills:
 work independently, scheduling tasks and managing time effectively
 handle substantial amounts of complex information
 assess the value of evidence critically
 make independent judgments
 construct coherent written arguments, supported by relevant evidence,
appropriately referenced
These learning outcomes are reflected in the assessment criteria that your tutor will take
into account when marking your TMA.
In addition to these outcomes, you can expect to acquire other 'generic' skills that would
apply to many second level courses. These would include practical skills such as
managing substantial amounts of information and organizing time effectively.
EA300A&B: Children’s Literature
[extracted from www.open.ac.uk]
Although EA300 is delivered in two administratively independent parts, the learning
outcomes refer to the totality of what you are expected to attain upon completion of Part
(II). The course provides opportunities for you to develop and demonstrate the following
learning outcomes.
(A) Knowledge and understanding
1. Knowledge and understanding of key critical and theoretical debates in the field of
children’s literature.
2. Knowledge and understanding of different theoretical and analytical approaches to
children’s literature
3. Knowledge and understanding of the relationships between the historical development
of children’s literature and changing conceptions of childhood and of literature.
4. Knowledge and understanding of the nature of children’s literature as a site for
ideological indoctrination and struggle
5. Knowledge and understanding of the importance of material conditions of production,
circulation and consumption of children’s literature.
6. Knowledge and understanding of the significance of change and diversity in children’s
lives as reflected in children’s literature.
26
(B) Cognitive (or thinking) skills
1. Analyse and critically evaluate arguments and evidence, from a variety of sources,
relating to particular theoretical and analytical approaches to the study of children’s
literature.
2. Recognise the implicit and explicit assumptions within children’s literature about
different discourses on childhood.
3. Demonstrate the ability to compare and contrast children’s books from both thematic
and critical perspectives.
4. Use appropriate literary, critical and linguistic terminology to describe and discuss
specific theories, concepts and evidence.
5. Synthesise information and ideas from different sources, including personal
experience, in order to reach your own conclusions.
(C) Key (or transferable) skills
1. Read academic and other texts critically, identifying and evaluating positions and
arguments.
2. Communicate complex ideas effectively in writing, using the appropriate academic
genre and style.
3. Construct a coherent argument, supported by evidence and clearly focused on the topic
under discussion.
(D) Practical/professional skills
1. Carry out literary, stylistic and multimodal analysis of children’s literature.
2. Articulate arguments and develop a synthesis.
3. Plan and undertake research, abstracting and synthesising information from a variety of
sources.
4. Evaluate social, political and ethical issues relevant to children’s literature.
E301A&B: The Art of English
[extracted and slightly adapted from: www.open.ac.uk]
Although E301 is delivered/ divided into two administratively independent parts, the
learning outcomes refer to totality of what you are expected to attain upon completion of
Part (II).
The learning outcomes for E301 reflect the fact that the course aims to introduce the
student to various approaches to the study of language and literacy. It is not focused on
introducing him/her simply to information on language, but rather is asking him/her to
27
take a critical stance on the way in which the subject may be studied and researched. As a
result the learning outcomes do not relate specially to particular blocks of the course, but
apply across the whole course.
(A) Knowledge and understanding
Upon completing this course, the student is expected to demonstrate knowledge and
understanding of:
1. how English (and other languages) may be used creatively, both in everyday and
more literary texts and practices;
2. the diverse forms that creativity/verbal art may take in English; how these relate
to the affordances of different modes and media, genres and social/cultural
contexts;
3. the role of different participants - authors, designers, audiences (listeners, readers,
viewers) - in the construction of ‘artful’ texts and practices;
4. different theories of creativity/verbal art, including those that focus on ‘local’
interactional functions and those that appeal to more general explanations - sociopsychological, neurological, evolutionary;
5. different theoretical and analytical approaches to the study of English/language
(including those that privilege texts, those that privilege contexualised language
practices, those that insist on a critical approach to texts/practices); the relative
strengths and limitations of these approaches;
6. a wide range of terminology for describing English language texts and practices;
7. how your learning in different parts of the course may be integrated according to
the central conceptual strands of the course: how meaning is collaboratively
produced through spoken, written and multi-modal communication; the
relationships between language and context, language and identity, language and
social/cultural diversity, language and power.
(B) Cognitive skills
To be successful in his/her study of this course, the student is expected to:
1. critically evaluate the strengths and limitations of particular theoretical and
analytical approaches to the study of language;
2. apply different approaches to the study and analysis of spoken and written
language (including linguistic/textual approaches, ethnographic and practicebased approaches, semiotic and multimodal approaches, literary approaches and
critical approaches);
3. describe and analyse both relevant formal properties of spoken and written texts
and how these are used for a range of purposes by speakers and writers;
4. use appropriate terminology to describe and discuss specific theories, concepts
and evidence;
5. synthesise different points of view, and personal research data in order to reach
your own conclusions;
28
6. relate theoretical concepts to concrete experience;
7. design and carry out a small-scale research project requiring the interpretation and
analysis of language data;
8. demonstrate autonomy in selecting appropriate topics/data for analysis and in
carrying out project work.
(C) Key skills: communication and application of number
To be successful in his/her study of this course, the student is expected to:
1. abstract and synthesise information from a variety of sources;
2. communicate effectively in writing, selecting an appropriate genre, style and
register;
3. make effective use of ICT (such as word processing and the ability to access, sift
and use electronic information);
4. plan and undertake research;
5. make independent and analytical judgments;
6. use and evaluate a variety of means to analyse language data;
7. evaluate social, political and ethical issues related to language use;
8. work independently, demonstrating initiative, self-organisation and timemanagement.
(D) Practical/professional skills
To be successful in his/her study of this course, the student is expected to develop
abilities in:
1. read academic and other texts critically, identifying and evaluating positions and
arguments;
2. develop research skills, including the ability to gather, sift and organise material
and to evaluate its relevance and significance;
3. use ICT, including the Internet, to access information;
4. select and synthesise the main points of information, or of an argument, from a
variety of sources;
5. exercise critical judgement about sources of evidence;
6. develop good practice in the acknowledgement of source material and in the
presentation of bibliographies, using appropriate academic conventions;
7. construct a coherent argument, supported by evidence and clearly focused on the
topic under discussion;
8. present written work to a high standard using the appropriate register and style;
9. evaluate your own writing, and respond to feedback about improving the
effectiveness of writing.
10. understand, interpret and discuss statistical data in the form of graphs, tables and
figures.
29
E303A&B: English Grammar in Context
Although E303 is delivered in two administratively independent parts, the learning
outcomes refer to totality of what you are expected to attain upon completion of Part (II).
In broad terms, you will acquire:
 an understanding of the major characteristics of English grammar
 skills in grammatical analysis and interpretation in order to gain an insight into
how English ‘works’ in real-life contexts
 skills in applying grammatical understanding in order to evaluate and, where
appropriate, improve the quality of spoken and written texts.
More specifically, the course provides opportunities for you to develop and demonstrate
the following learning outcomes.
(A) Knowledge and understanding
If you successfully complete the course you will have an understanding of:
1. the major characteristics of English grammar, and how the language may be
described and analysed, using appropriate linguistic terminology (based broadly
on a functional grammatical model)
2. the nature of linguistic evidence and different methods used in the collection and
analysis of language data
3. the relevance of grammar to a range of real-life contexts.
(B) Cognitive skills
If you successfully complete the course, you will be able to:
1. analyse and describe major grammatical structures in English, using appropriate
terminology and specialised software
2. interpret spoken and written linguistic data, showing an understanding of how
grammatical forms relate to meaning
3. critically evaluate grammatical evidence, in the light of alternative explanations,
arguments and theories
4. construct an extended academic argument, supported by evidence and following
academic conventions
5. apply such analysis and description, interpretation, critical evaluation and
argumentation to authentic linguistic data beyond the course materials.
(C) Key skills
If you successfully complete the course:
(a)
In relation to the key skill of Communication you will be able to:
30
1.
2.
3.
4.
identify and evaluate the relevance of information from a variety of sources
synthesise and organise information and evaluate its significance critically
construct a coherent argument, clearly focused on the topic under discussion
develop good academic practice in the acknowledgement of source material
and presentation of bibliographies
5. present written work to a high standard
6. respond to tutor feedback about improving the effectiveness of written
communication
7. develop the skills of independent research.
(b) In relation to the key skill of Application of Number you should be able to:
1. understand, interpret and discuss statistical data in the form of graphs, tables
and diagrams.
(c) In relation to the key skill of Information Technology you should be able to:
1. understand, interpret and discuss corpus linguistic data with the help of a
concordancer.
(D) Practical and/or professional skills
If you successfully complete the course, you will be able to:
1. work independently, scheduling tasks and managing time effectively
2. handle substantial amounts of complex information
3. assess the value of evidence critically (including simple statistical data)
4. make independent judgements
5. construct coherent written arguments, supported by relevant evidence,
appropriately referenced
6. plan and undertake small-scale research.
31
8. MARKING GUIDELINES
A
B
to
B+
C
to
C+
D
Content
Excellent answers showing confident and wideranging knowledge of core material, good
understanding of any relevant theory, and a
capacity to address the question in a structural,
direct and effective way, thoughtfully and with
insight. Originality of thoughts or ideas from
outside the course is an added asset.
Examples are to the point.
Very good answers showing secure knowledge
of course materials. Adopting an analytical
approach and providing relevant discussion
covering most of the key issues. Distinguished
from A answers by being less insightful or by
showing less comprehensive knowledge of the
course.
Competent
answers
reflecting
adequate
knowledge of the more directly relevant course
material and concepts, with reasonable structure
and adequate coherence related to the question
set.
Answers which omit some concepts/evidence
and/or lack coherence/structure, and/or make
minor errors while still demonstrating basic
understanding.
Or Bare pass answers which show awareness of
some relevant material and attempt to relate it to
the question.
-
-
F
Answers which attempt to draw upon relevant
material but do not reflect sufficient knowledge
of the course and/or neglect the focus required
by the question, and/or are incomplete in some
important aspects whilst being acceptable in
others.
32
-
Language & Organization
Has an introduction defining plan of
essay.
Body divided into several paragraphs.
Conclusion which directly relates
arguments to topic.
Evidence that essay has been edited.
Error-free grammar & register.
Wide range of specialized terminology.
First four criteria above maintained
Demonstrates extensive grammar
control.
Terminology specialized but less
varied.
Introduction and/or conclusion short but
still satisfactory.
Evidence of editing.
Less grammar control than above.
Good range of specialized terminology.
Introduction and/or conclusion short but
acceptable.
no evidence of editing.
Few grammatical errors that impede
communication.
Above average range of specialized
terminology.
Slightly confused introduction and/or
conclusion, but body still fair.
No evidence of editing.
Some error types that impede
communication.
Fair range of specialized terminology.
No introduction and /or no conclusion.
Body badly organized or irrelevant.
Poor grammar control (extremely limited
range of grammar & register).
Limited or not specialized range of
terminology.
9. EXAM COMMITTEES
9.1 Faculty Exam Committee (FEC) Members




Prof Ahmad Majdoubeh, Dean of FLS, Chair
Prof Saleh Al-Salman, HQ, member
Dr Maher Ben Moussa, HQ, member
Dr Stephen Bygrave, Chief External Examiner, member
9.2. Course Assessment Committees (CACs) and Members (2012-2013)

A123A&B: An Introduction to the Humanities
- Chair: Tahrir Hamdi (Course Chair); Jordan
- External Examiner: Prof; Steven Bygrave
- Members: Heba Badreldin (Egypt) & Pran Pandit (Kuwait)

A210A&B: Approaching Literature
- Chair: Dima Tahboub (Course Chair); Jordan
- External Examiner: Stephen Bygrave
- Members: Chekra Allani (Kuwait) & Nidal Al-Mousa (Jordan)

U210A&B: The English Language: past, present, and future
- Chair: Hayat Al-Khatib (Course Chair); Lebanon
- External Examiner: Dr. Victorina Gonzales-Diaz
- Members: Manar Shalaby (Egypt), & Laila Lakhwa (Oman)

EA300A&B: Children’s Literature
- Chair: Maher Ben Moussa (Course Chair); (HQ)
- External Examiner: Stephen Bygrave
- Members: Pran Pandit (HQ, Kuwait Branch), Tahrir Hamdi (Jordan)

E301A&B: The Art of English
- Chair: Yusuf Shaddouh (Course Chair); (Kuwait)
- External Examiner: Mr John Charles Smith
- Members: Najib Al-Shehabi (Kuwait) Hayat Al-Khatib (Lebanon)

E303A&B: English Grammar in Context
- Chair: Ismael Safieh (Course Chair); (Kuwait)
- External Examiner: Mr John Charles Smith
- Members: Ghurmallah Alghamdi (KSA) & Hayat Khatib (Lebanon)
33
10. ASSESSMENT COVER FORMS 2012/2013
10.1. Sample TMA cover form for Level 1 & 2 Courses
Tutor Marked Assignment (TMA)
FACULTY OF LANGUAGE STUDIES
A123A/B TMA COVER FORM (2012/2013)
Branch:
Course Title:
Student Name:
Section Number::
Program:
Course Code:
Student ID:
Tutor Name:
Mark Allocated
to TMA
20%
STUDENT MARK
for content : a max of 20
marks
marks deducted for lang. &
communication errors: a maximum of 4
marks
Earned
Mark
Notes on plagiarism:
A. According to the Arab Open University By-laws, “the following acts represent cases of cheating
and plagiarism:
 Verbatim copying of printed material and submitting them as part of TMAs without proper
academic acknowledgement and documentation.
 Verbatim copying of material from the Internet, including tables and graphics.
 Copying other students’ notes or reports.
 Using paid or unpaid material prepared for the student by individuals or firms.
B. Penalties for plagiarism ranges from failure in the TMA to expulsion from the university.
Declaration: I hereby declare that the submitted TMA is my own work and I have not copied any other
person’s work or plagiarized in any other form as specified above.
Student Signature:
TMA feedback: (PT3)
34
10.2. Sample TMA cover form for Level 3 Courses
Arab Open University
Tutor Marked Assignment (TMA)
FACULTY OF LANGUAGE STUDIES
E303A/B TMA COVER FORM (2012/2013)
Branch:
Course Title:
Student Name:
Section Number::
Program:
Course Code:
Student ID:
Tutor Name:
Mark Allocated
to TMA
20%
STUDENT MARK
for content : a max of
20 marks
marks deducted for lang. &
communication errors: a maximum
of 6 marks
Earned
Mark
Notes on plagiarism:
A. According to the Arab Open University By-laws, “the following acts represent
cases of cheating and plagiarism:
 Verbatim copying of printed material and submitting them as part of TMAs
without proper academic acknowledgement and documentation.
 Verbatim copying of material from the Internet, including tables and
graphics.
 Copying other students’ notes or reports.
 Using paid or unpaid material prepared for the student by individuals or
firms.
B. Penalties for plagiarism ranges from failure in the TMA to expulsion from the
university.
Declaration: I hereby declare that the submitted TMA is my own work and I have not copied any other
person’s work or plagiarized in any other form as specified above.
Student Signature:
TMA feedback: (PT3)
35
10.3. Sample MTA cover form for Level 1 & 2 Courses
FACULTY OF LANGUAGE STUDIES
A123A/B MTA COVER FORM (2012/2013)
Part (I): STUDENT INFORMATION (to be completed by student)
1. Name:
2. Registration No:
3. Section No:
5. E-mail:
Part (II): TUTOR'S REMARKS (to be completed by tutor)
Tutor's Name:
Date MTA held:
TUTOR'S REMARKS:
Mark Allocated
to MTA
30%
Signature:
Date returned:
STUDENT MARK
For Content : a
max of 30
marks
Marks deducted for
language &
communication errors:
a maximum of 6
marks
36
Earned Mark
10.4. Sample MTA cover form for Level 3 Courses
FACULTY OF LANGUAGE STUDIES
E300A/B MTA COVER FORM (2012/2013)
Part (I): STUDENT INFORMATION (to be completed by student)
1. Name:
2. Registration No:
3. Section No:
5. E-mail:
Part (II): TUTOR'S REMARKS (to be completed by tutor)
Tutor's Name:
Date MTA held:
TUTOR'S REMARKS:
Mark Allocated
to MTA
30%
Signature:
Date returned:
STUDENT MARK
For Content : a
max of 30
marks
Marks deducted for
language &
communication errors:
a maximum of 9
marks
37
Earned Mark