Sejahtera Academic Framework (SAF)

122 121 The IIUM recognises that assessment is an important component of effective teaching and learning processes. The quality of assessment is vital to the University’s claim about the quality of its graduates, which defines the trust and confidence of stakeholders. Assessment determines the quality of student outcomes and shapes the learning that will take place - assessment is a catalyst for progress and reform in educational practices. IIUM views the assessment of students’ work seriously and as such, careful consideration is given to the whole process of assessment. The integrity of students’ assessment is of paramount importance because it concerns the students’ well-being and their future. As such, no students should be wrongly assessed and the assessment imposed on them should measure not only their knowledge, skills but, also to a certain degree, their worldview on how they will impact the community after they have graduated. Students ought to be appropriately assessed based on their performance in the formal curriculum as well as the co-curricular activities. This initiative is in line with IIUM vision and mission. While the world outside seems to view students as commodities or consumers, IIUM views students as individuals that can be developed as balanced and holistic human beings. In short, IIUM expects its students to be spiritually and professionally capable to function as responsible leaders and khalīfahs. Assessment in IIUM begins with the statement of assessment policy followed by the implementation of assessment processes and procedures, the training of members of staff as well as the monitoring review of the present assessment practices, including the best practices by other institutions and industries. The quality of assessment process in IIUM requires substantial contributions and cooperation from many parties. For the aspirations above to materialise, IIUM demands concerted and collective effort from the different offices, office bearers and individuals within the University system from all levels including the top management, the academic staff and non-academic staff as well as the students. The IIUM Assessment Policy (2018) underlines the University’s commitment towards the implementation of a transparent and state-of-the-art educational assessment practices. The Assessment Policy applies broadly to all types of assessment in the University’s undergraduate and postgraduate programmes. The policy covers multidimensional learning processes, accounting for the commonality, diversity, and distinctiveness of learning outcomes across programmes. The Assessment Policy serves as a guide for assessment practices for all IIUM academic programmes. This policy informs instructors, students, and other stakeholders about approaches to assessment. The policy also spells out how the University develops and uses tests, examinations, and other means of ASSESSMENT assessment techniques in making decisions about students’ learning and capabilities. This enables IIUM to strategise, benchmark and set standards for the performance, monitoring, recognition, and evaluation of its assessment methods and approaches. In general, the assessment practices are expected to: • provide a fair, reliable and valid basis for the assignment of grades or awards for students’ work and performance; • promote students’ mastery of concepts and skills by providing adequate modelling, practice, monitoring, and feedback on students’ performance; • direct progressive development of complex learning outcomes, which include the attainment of generic competency, i.e., language competencies, communication, information literacy, research and inquiry, personal and intellectual autonomy, and the understanding of professional, social, moral, and Islamic values through the use of meaningful and authentic assessment tasks; • record and aggregate student achievements against the predetermined learning outcomes; • assist instructors in evaluating the effectiveness of their teaching; • facilitate the revision and improvement of the curriculum, courses, and programmes; and • define and protect academic standards (including autonomy) deemed necessary for the purpose of accountability The assessment activities consummate the teaching and learning experience in IIUM. Appropriate assessment techniques are used formatively and summatively throughout the teaching and learning process. The formative assessment occurs during instruction. It is normally flexible and ongoing, and its primary aim is to determine the extent to which IIUM students have achieved sufficient mastery of specific concepts, skills or competencies. On the other hand, the summative assessment takes place towards the conclusion of instructions. It is normally formal and structured, and its primary purpose is to certify students’ achievement in different courses. In terms of test formats, IIUM recognises the importance of using different and multiple test formats depending on the needs of different areas of specialisations and kulliyyahs. Tests in IIUM range from paper-and-pencil to computer-based, direct to indirect and from discrete to integrative tests. In addition, test formats that stem from alternative assessment frameworks such as practical-based and performance-based tests are also finding their ways