End of Semester 2 (2012/2013) Remark

Time flies and the second semester of 2012/2013 academic year reaches its end. It had been a really enjoyable time lecturing this batch of students. I am really impressed by their results. For the first time I have student scored full marks in the Final Exam, and there are 43 students or 35% scored either A or A-. This is really impressive to me! I knew they really worked hard for this course, and they deserved the excellent grade!! It's a pity that UPSI does not have A+ for those who score 90 and above, there are two people who did that! Congratulations!

However, this is also the first time I failed so many students in one course (10%). From the feedback and criticism given by those who submitted the make-good assignment, I wrote the following blog (http://gbl4malaysia.blogspot.com/2013/06/how-to-prepare-interactive-lecture-notes.html), intend to revise my lecture notes for next semester--making them interactive.

However, there are some matters I need to clarify here:
1. I knew that English language is their barrier to learn Design Aesthetics, I PURPOSELY prepared lecture notes in ENGLISH to force them read, write and speak English. They should get ready before taking my course.

2. They should try to understand my notes through ENGLISH instead of translating them into Malay. Mistranslated notes is worse than not having notes. If they want to be professional designers, English is the number one language they need to master now!

3. I knew some of them will be lazy and copy my answers when writing reflection and reflexion in learning journal. But when they actually did that, they lost the opportunity to think for themselves. Some students actually did in-class reflexion during my lecture and then they wrote their reflection after class, and compared their own two versions of answers. Those who copied my answers should really learn from the hardworking students.

4. I did noticed students who came in late or did their own work at the back of the lecture hall--in fact, as adult learners, they have the right to do whatever they want. I respect their right as long as they can score in the course, it doesn't really matter to me.

5. By reading their Learning Journal and Final Exam paper scripts, I noticed there are students who face reading difficulty (dyslexia), I have informed them in person to meet me next semester and I will arrange specific support and learning aid for them.

For those who failed this course and intend to retake this course next semester, they can see me in person during Week 1 of next semester. I will arrange special class and group for them. Hopefully they don't feel shy and demotivated. Not everybody can pass in one shot, even me have multiple failing experience in life. What's important, I survive and shine!

Plagiarism again!! This time is worse as it happens in Make-good Assignment

I had been working hard to revise the students' mid-term grade through the analysis of the Make-good Assignment. I REALLY READ what they wrote because I tried to give as many marks as I can. However, I feel really sad when I discovered plagiarism among the students. Plagiarism (meniru) is a SERIOUS academic offence. Apart from give ZERO score to both parties who involved, I am considering take disciplinary action against both parties.

When I re-checked the Make-good Assignment submission all-over again, I discovered another pair of problematic students. I feel really sad and upset... My intention of giving this make-good assignment is to help weak students to survive, but I never thought such good deed would turn into a sour experience. I rather spend time doing other works then checking whether there are any other student who plagiarize or not. Really wasting my precious time...

Uncertainty of Peer-assessment

After marking the group assignment, I was surprised by the low mark given by most of the students to their peers. This prompted me to reveal the scores on Facebook course group so that the students understand the complexity of being judged by others—assessment is a combination of subjective, objective, relative and emotive judgment.

As predicted, when students knew how others judged them, they began to argue on issues related to peer-assessment. I managed to moderate the situation to avoid aftermath conflict. One issue that is worth highlighting: when this course is offered without prerequisite, there is no such thing as "senior" or "junior", i.e. every student is treated as blank slate--John Locke's Blank Slate Theory. 

In fact, this learning process is very useful for the students to realise what would happen when they join the creative industry later in their life. They have to compete with all designers, regardless of their social, academic and economic background. Everybody is on the same arena to judge each other's work. To gain high score, you need to work hard to EARN it, not really because you are senior that you deserve higher mark, or vice versa.