1st ICLIM - 2016
Permanent URI for this collectionhttp://repository.kln.ac.lk/handle/123456789/14900
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Item Design and development of a desired Graduate Profile (GP) for the BA (Honors) Degree program in Library and Information Science (BLISC) conducted by the Department of Library and Information Science (DELIS), University of Kelaniya, Sri Lanka(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Weerasooriya, W.A.; Weerasinghe, M.K.; Wanigasooriya, Priyanwada; Piyarathana Thero, Lagumdeniye; Suraweera, S.A.D.H.N.; Chamara, K.A.T.The principal objective of this paper is to explore the design and development a Graduate Profile for the BLISC honors degree, at the DELIS, University of Kelaniya, Sri Lanka and to map it with the K-SAM model (Knowledge is what student can and should know, Skills is what they can and should do, Attitude is how they think and behave and should, Mindset is how they perceive and should perceive the world) developed by the University Grants Commission (UGC) Sri Lanka. Graduate Profiles are the descriptions of attributes like the knowledge, skills, attitudes and behavioral elements (characteristics, qualities, ethics and norms, way of behavior, vision, mission, mindset, world of work are also considered) which a parent university or the educational authority expects from its graduates through the contact and non-contact hours with a view to position these graduates as universal citizens recognized with competent, social, cultural, good mannered, employable and environment friendly groups fitting local, regional, national and international demands and requirements. This is a result of a qualitative study performed on the basis of action research, content, needs and SWOT analysis and observation and experience matching and also of an ongoing study covering the BLISC degree program and its undergraduates. All the local and foreign curriculum standards relevant to study were also used. The 14 attributes expected from the BLISC Graduates are the 1.Subject Knowledge Capable (K), 2.Skilled (S), 3.Behavior Changer (A), 4.Information Literate and Lifelong Learner (SAM), 5.Language and Communication Competent (SAM), 6.Researcher and Scholar (SAM) 7.Analytical and Critical Thinker (SM), 8.Agent of Attitudes (A), 9.Planner and Time Manager (SA) 10.Problem Solver (SAM), 11.Environment and Social Friendly Group (AM) 12.Courageous Leader (SA) 13.Honest and Cultural Obedient Person (AM) 14.Dedicated Serviceman (K-SAM) and the final goal expected from GP is to develop a Visionary Global Citizen. How the BLISC undergraduates realize the major domains of K-SAM developed by the UGC are marked and mapped with the 14 attributes of the proposed GPabove. The attributes are mapped and embedded in the BLISC Degree program. There are altogether 42 study units in the curriculum and out of that, 26 are theory papers, 11 independent assignment based units, three practical or laboratory based units, 01 industrial training unit and the independent dissertation, altogether 42 units positioning in total 123 credits. While total study units attempt to inculcate the Knowledge domain of the undergraduates, 22 units develop Skills and 08 address the Attitudes and 6 units focus the Mindset domain. The dissertation and the industrial training units both play a major role in K-SAM. In addition to the BLISC curriculum, the field trip, library workshop method, Library and Information Science Student Association, three students’ societies namely English, IT and Library and all other creative and social functions like Teachers Day have been planned to improve these four domain K-SAM introduced by the UGC. Everything is directed to achieve the objectives of the GP.Item Introduction of Assignment Assessment System for Higher Education in Sri Lanka(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Suraweera, S.A.D.H.N.; Weersooriya, W.A.; Weerasinghe, M.K.The Sri Lanka Qualifications Framework (SLQF) has been introduced into the Higher Education sector for improving many vital aspects of learning and assessing the learning process. In response to this framework, assessment procedures must be included when the syllabus is designed. However, in the syllabus it only explains methods of evaluation and allocation of marks as an assessment procedure (See Table 1). Methods of Evaluation Allocation of marks Examination 75% Assignments/Performances 20% Attendance 05% Total 100% Table 1 – Example for Assessment Procedure It does not clarifies assessment criteria and therefore students do not know what exactly his or her lecturer expects from them to gain 20% of marks from total for his or her assignment. On the other hand absence of proper assessment criteria may also impact on lecturer when he or she mark the assignment. This study fills these gaps by introducing rubrics. Rubrics have become popular with academics especially in developed countries like New Zealand as a means of communicating expectations for an assignment, providing focused feedback on works in progress, and grading final products. Heidi Andrade defined rubric as “a document that articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor”. Rubrics can be used to grade student work but they can serve another, more important, role as well. For example, Rubrics can teach as well as evaluate. When used as part of a formative, student-centred approach to assessment, rubrics have the potential to help students develop understanding and skill, as well as make dependable judgments about the quality of their own work. Students should be able to use rubrics in many of the same ways that teachers use them—to clarify the standards for a quality performance, and to guide ongoing feedback about progress toward those standards. Introduction of said assignment assessment system have implications for academics in higher education and practice in the forms of development of policies.