The process of learning should include reflective participation and action that is dialogical and cooperative. Mutual learning must occur between facilitator and learner, thus enabling learners to believe in themselves. Ultimately, education must be a process of authentic humanization. It is in recognition of this that MLCU has sought to provide a university education that caters to the unique aspects of students in the region.

Learning is a continuous process and it is influenced by what is taught and how teaching and learning is delivered. The university focuses on enhancing learning rather than measuring learning and Continuous Formative Evaluation shifts the focus from testing to learning. It also caters to the different multiple intelligence, learning styles, and personalities of students. Tasks such as field trips, project work, group work, assignments and others reveal the capacity of learners better and give them better opportunities of understanding and improving themselves. Teachers can then plan improvements accordingly based on the formative results.

In its 17 years of existence, MLCU has evolved an academic model that has drawn from international and national conventions of the discipline of education and, to these, the University has added its own experience and research. In this manner, not a mosaic or a jigsaw, but a seamless integrative pluralism of learning is being accomplished.
    1. Continuous Formation Evaluation (CFE) Continuous Formation Evaluation (CFE) refers to any form of frequent assessment, such as test, essays, projects, interviews, presentations during the course in which the goal is to give students early and continuous feedback about their performance, to help the student correct gaps in knowledge and to improve during their semester.
    2. Formative Evaluation is developmental in nature. It focuses on the improvement of instruction and learning. Major function of formative evaluation is to get feedback about pupils’ learning and weaknesses in order to improve students’ achievement and instructional strategies. All types of classroom assessment such as informal tests, unit tests, questioning in class room teaching, home assignments and teachers’ observation of students’ responses constitute formative evaluation. Formative evaluation is a means of finding out what the students have mastered, which provide the basis for improvement of students’ achievement or learning.

      A continuous formative evaluation purpose is to evaluate student learning in order to give continuing feedback that can assist students recognize their strengths and shortcomings and target areas that require improvement. It also assists educators in identifying where learners are underperforming and addressing issues as soon as possible

    3. Approach to learning
      • Enhancing learning rather than measuring
      • Influences what is taught and how teaching and learning are delivered
      • Continuous Learning is a continuous process
      • Continuous Formative
      • Evaluation shifts the focus from testing to learning
      • Cater to the different multiple intelligence, learning styles, personalities
      • Tasks such as field trips, project work, group work, assignments, case studies, group discussions, class presentations, role plays, class test and class assignments
      • Reveal the strengths and weaknesses of learners more frequently and the learners have better opportunity to understand and improve themselves
      • Teachers can judge success and plan improvements based on the formative results
      • Early diagnosis of students’ interest in a particular subject

      Formative assessment broadly includes all activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning. This assessment encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests.
    4. Advantages of CFE for teachers and students Continuous Formative Evaluation provides direct and immediate feedback as results of formative assessments are provided on the spot or in the next class. In this way, students are more likely to take more responsibility on their learning and learn important lessons of self-evaluation, and goal setting. It also motivates students to improve not only in their academic performances but also in attendance and punctuality. From the annual survey, CFE was found to be less stressful and intimidating and facilitates better learning than summative examinations.
    5. Teacher led evaluation The University subscribes to the concept of ‘teacher-led’ evaluation. Accordingly, the teacher(s) of each subject/module shall be responsible for the evaluation and grading of the students. The teacher is responsible for the following:
      • Content and format
      • Cut off percentage for passing
      • Assessment plan
      • External assessment
      • Formative steps

    6. However, for courses subjected to the jurisdiction of a statutory council, the prescribed method of evaluation of that council shall be followed.
    7. Methods of assessment Frequent tests e.g. weekly, with immediate discussion of the questions and paper returned the following class and reviewed. Other methods of assessment that are used are assignments, presentations, individual and group projects, field work, study tour, peer evaluation, self-evaluation, journal review, internship reports and many more others.


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