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12 Principles of assessment 12.1 Assessment of learning and assessment for learning are both important for assuring the quality of student learning. Assessment of learning is to evaluate whether students have achieved the intended learning outcomes of the subjects that they have taken and have attained the overall learning outcomes of the academic programme at the end of their study at a standard appropriate to the award. Appropriate methods of assessment that align with the intended learning outcomes should be designed for this purpose. The assessment methods will also enable the teacher to differentiate students’ different levels of performance within the subject. Assessment for learning is to engage students in productive learning activities through purposefully designed assessment tasks. 12.2 Assessment will also serve as feedback to students. The assessment criteria and standards should be made explicit to students before the start of the assessment to facilitate student learning, and feedback provided should link to the criteria and standards. Timely feedback should be provided to students so that they are aware of their progress and attainment for the purpose of improvement. 12.3 The ultimate authority in the University for the confirmation of academic decisions is the Senate, but for practical reasons, the Senate has delegated to the Faculty/School Boards the authority to confirm the decisions of Boards of Examiners provided these are made within the framework of the General Assessment Regulations. Recommendations from Board of Examiners which fall outside these Regulations shall be ratified by the Academic Regulations Committee (ARC) and reported to the Senate. 13 Assessment methods 13.1 Students' performance in a subject can be assessed by continuous assessment and/or examinations, at the discretion of the individual subject offering Department. Where both continuous assessment and examinations are used, the weighting of each in the overall subject grade shall be clearly stated in the definitive programme document. The subject offering Department can decide whether students are required to pass both the continuous assessment and examination components, or either component only, in order to obtain a subject pass, but this requirement (to pass both, or either, components) shall be specified in the Definite Programme Document. Learning outcome should be assessed by continuous assessment and/or examination appropriately, in line with the outcome-based approach. 13.2 Continuous assessment may include tests, assignments, projects, laboratory work, field exercises, presentations and other forms of classroom participation. Continuous Assessment assignments which involve group work should nevertheless include some individual components therein. The contribution made by each student in continuous assessment involving a group effort shall be determined and assessed separately, and this can result in different grades being awarded to students in the same group. 13.3 Assessment methods and parameters of subjects shall be determined by the subject offering Department. 13.4 At the beginning of each semester, the subject teacher should inform students of the details of the methods of assessments to be used, within the assessment framework as specified in the definitive programme document. 13
14 Progression/Academic Probation/Deregistration 14.1 The Board of Examiners shall, at the end of each semester (except for Summer Term unless there are students who are eligible to graduate after completion of Summer Term subjects), determine whether each student is (i) (ii) (iii) eligible for progression towards an award; or eligible for an award; or required to be deregistered from the programme. 14.2 When a student has a Grade Point Average (GPA) (see Section 17.2 below) lower than 2.0, he will be put on academic probation in the following semester. If a student is able to pull his GPA up to 2.0 or above at the end of the semester, the status of "academic probation" will be lifted. The status of "academic probation" will be reflected in the examination result notification but not in the transcript of studies. 14.3 A student will have 'progressing' status unless he falls within any one of the following categories which may be regarded as grounds for deregistration from the programme: (i) (ii) (iii) the student has exceeded the maximum period of registration for that programme, as specified in the Definitive Programme Document; or the student's GPA is lower than 2.0 for two consecutive semesters and his Semester GPA in the second semester is also lower than 2.0; or the student's GPA is lower than 2.0 for three consecutive semesters. 14.4 The progression of students to the following academic year will not be affected by the GPA obtained in the Summer Term, unless Summer Term study is mandatory for all students of the programme and constitutes a requirement for graduation, and is so specified in the Definitive Programme Document. 14.5 A student may be de-registered from the programme enrolled before the time frame specified in Sections 14.3(ii) or 14.3(iii) above if his academic performance is poor to the extent that the Board of Examiners deems that his chance of attaining a GPA of 2.0 at the end of the programme is slim or impossible. 14.6 Where there are good reasons, the Board of Examiners has the discretion to recommend allowing students who fall into categories as stated in Sections 14.3(ii) or 14.3(iii) above to stay on the programme, and these recommendations should be presented to the relevant Faculty/School Board for final decision. 14.7 Under the current procedures, a student can appeal against the decisions of the Boards of Examiners to de-register him. If such an appeal was upheld by the Department/School concerned, the recommendation (to reverse the previous decision to de-register the student) should also be presented to the relevant Faculty/School Board for final decision. 14
Page 2: CONTENTS Page No. 1. General Progra
Page 5 and 6: 1.8 Entrance Requirements For admis
Page 7 and 8: Among the credits required for grad
Page 9 and 10: B. Discipline Specific Requirement
Page 11 and 12: 4.4 BSc(Hons) Food Safety and Techn
Page 13 and 14: The membership of the Programme Exe
Page 15: 10 Study Load 10.1 For students fol
Page 19 and 20: 17 Grading 17.1 Assessment grades s
Page 21 and 22: 18.5 For students taking the Major/
Page 23 and 24: Appendix A General University Requi
Page 25 and 26: Table 1.2.1: Framework of Chinese L
Page 27 and 28: 2. Cluster-Area Requirement (CAR) T
Page 29 and 30: Appendix B Suggested Study Patterns
Page 31 and 32: C. Students with HKDSE Level 3 or a
Page 33 and 34: G. Students with HKDSE Level 3 or a
Page 35 and 36: K. Students with HKDSE Level 3 or a
Page 37 and 38: O. Students with HKDSE Level 3 or a
Page 39 and 40: Appendix D Grades to Denote Overall
Page 41 and 42: Appendix F Different types of GPA,
Page 43 and 44: Appendix G Subject Description Form
Page 45 and 46: The organization and functions of c
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Page 49 and 50: • Self Study 66Hrs. • Hrs. Tota
Page 51 and 52: General Laboratory Techniques Micro
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Subject Description Form Subject Co
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Assessment Methods in Alignment wit
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intrapersonal development subject f
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Supplementary References: Barki, H.
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presentation in Putonghua in front
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Reading List and References 1. 路
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Reading List and References Course
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discussions and simulations. The pr
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Reading List and References Course
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Teaching/Learning Methodology The s
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texts. New Brunswick, N.J.: Rutgers
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Subject Synopsis/ Indicative Syllab
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Explanation of the appropriateness
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