Policies and procedures for inadequate student achievement

Actions to deal with situations where standards of student achievement is inadequate are as follows:

•    Provide extra time to those students who face problems in understanding the course;
•    The student with inadequate achievements are given unique homework;
•    Assign  academic advisors to students whose achievement is inadequate, who are responsible to establish clear guidelines for each course requirement required by the course syllabus;
•    Exam preparation activity for underachievers;
•    Tutoring sessions through Course Mentors;
•    Organization of summer sessions to remediate the course work;
•    Supplemental instruction program in course requirements completion and not re-teaching the course;
•    Learning to Learn Tutorship, where course assistants establish mixed teams with high achievers (who volunteer), that perform activities focused on assessment and study skills;
•    Peer assessment program, where optimal achievers guide the sub-optimal achievers in motivation and interest in the course;
•    Reduced course load program offered for those whose standard of achievement is inadequate;

Actions to deal with situations where standards of student achievement is inconsistently assessed are as follows:



•    Establishment of a list of criteria for exams that resemble international criteria;
•    Usage of multiple assessors in checking the exam work as foreseen in the Guidelines for Student Assessment of College ESLG;
•    The exams of inconsistently assessed students are reviewed by another faculty member to confirm the criteria;
•    Assessment is finally made by an Examination Committee composed of three other faculty members, excluding the course bearer. This is regulated by the Regulation on Administration of Examination and Student Achievement of College ESLG;
•    Train professors on Student Assessment Methods according to the Guidelines for Student Assessment;
•    Peer grading meetings to promote grading consistency where experienced and senior professors discuss with inexperienced novice professors about what constitutes good assessment practise;
•     Usage of rubrics as foreseen in the Guidelines for Student Assessment of College ESLG;
•    Usage of learning outcomes criterion-referenced assessment as described in Table 1 and 2 of Guidelines for Student Assessment of College ESLG.
 

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