PLO vs PEO Matrix

PROGRAMME NAME Bachelor of Medical Imaging (Honours) FACULTY Health Sciences

PROGRAMME CODE HS242

PLO vs MOE
PEO vs PLO CLO
CLO vs
vs PLO
PLO iCGPA DATABASE
(PLEASE ENTER INFORMATION IN WHITE-COLOURED CELLS) LO

PROGRAMME EDUCATIONAL OBJECTIVES (PEO) - what the graduates are in 5 years time NEXT

The programme shall produce XXXXXXXXXXXXXXXXXXXXXX who are:

knowledgeable and technically competent in medical imaging discipline in-line with the industry requirement.
PEO 1

capable to solve medical imaging problems innovatively, creatively and ethically through sustainable approach.
PEO 2

effective in communication and demonstrate good leadership quality in an organization.

PEO 3

able to demonstrate entrepreneurship skills and recognize the need of life long learning for successful career advancement.
PEO 4

PROGRAMME LEARNING OUTCOMES (PLO) - what the students will be able to do upon graduation

At the end of this programme, students will be able to:

PEO 1 PEO 2 PEO 3 PEO 4 0
acquire and apply knowledge of science and medical imaging fundamentals to diagnostic radiography field (Knowledge in Specific Area)
PLO 1
demonstrate comprehensive technical competencies in the Medical Imaging field (Practical Skills)
PLO 2
utilise critical thinking and clinical reasoning skills to identify, analyse, evaluate and solve problems related to Medical Imaging and conduct research to enhance knowledge. (Thinking
PLO 3 and Scientific Skills)
communicate effectively both in written and spoken form with the healthcare team and community. (Communication Skills)
PLO 4
understand social culture, global and environmental responsibilities and ethics of Medical Imaging profession in order to function in a multi-disciplinary team related to the healthcare
PLO 5 industry (Social Skills, Teamwork and Responsibilities)
understand and commit professionally, ethically and with humane responsibility, in line with the Medical Imaging field and the healthcare industry. (Values, Ethics, Moral and
PLO 6 professionalism)
recognize the need for and to engage in life-long learning and management of information in the Medical Imaging and the healthcare industry. (Information Management and Life Long
PLO 7 Learning)
be self motivated, with entrepreneurship and managerial capabilities for career development. (Management and Entrepreneurship)
PLO 8
realize and demonstrate effective leadership responsibility as an individual, and in a group. (Leadership Skills)
PLO 9
 PLO vs MOE LO vs MEB (HE) Matrix

PROGRAMME NAME Bachelor of Medical Imaging (Honours) FACULTY Health Sciences

PROGRAMME CODE HS242

PLO vs MOE
PEO vs PLO
(PLEASE ENTER INFORMATION IN WHITE-COLOURED CELLS) LO

PROGRAMME LEARNING OUTCOMES (PLO) - what the students will be able to do upon graduation

Malaysian Qualification Framework (MQF)

Ministry of Education (MOE) Learning Outcomes
Learning Outcomes
At the end of this programme, students will be able to:

thinking and problem solving

Ethics, professionalism and

Communication , teamwork
Social skills, teamwork and

Scientific methods, critical

and lifelong learning skills
Values, ethics, moral and

Information management

Information management
Communication skills

Lifelong learning and

entrepreneurial skills
Critical Thinking and

and leadership skills

Entrepreneurial and
Social skills, and

Managerial skills
Leadership skills
professionalism

Managerial and
Practical Skills

Practical Skills
scientific skills

responsibility

responsibility
Knowledge

Knowledge

humanities

skills

skills
acquire and apply knowledge of science and medical imaging fundamentals to diagnostic
PLO 1 radiography field (Knowledge in Specific Area)

demonstrate comprehensive technical competencies in the Medical Imaging field (Practical Skills)
PLO 2
utilise critical thinking and clinical reasoning skills to identify, analyse, evaluate and solve
PLO 3 problems related to Medical Imaging and conduct research to enhance knowledge. (Thinking
and Scientific Skills)
communicate effectively both in written and spoken form with the healthcare team and
PLO 4 community. (Communication Skills)

understand social culture, global and environmental responsibilities and ethics of Medical
PLO 5 Imaging profession in order to function in a multi-disciplinary team related to the healthcare
industry (Social Skills, Teamwork and Responsibilities)
understand and commit professionally, ethically and with humane responsibility, in line with the
PLO 6 Medical Imaging field and the healthcare industry. (Values, Ethics, Moral and professionalism)

recognize the need for and to engage in life-long learning and management of information in the
PLO 7 Medical Imaging and the healthcare industry. (Information Management and Life Long Learning)

be self motivated, with entrepreneurship and managerial capabilities for career development.
PLO 8 (Management and Entrepreneurship)

realize and demonstrate effective leadership responsibility as an individual, and in a group.

PLO 9 (Leadership Skills)

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Faculty: Health Sciences PEO vs PLO PLO vs MOE CLO vs PLO

LO iCGPA
iCGPA DATABASE
DATABASE BLOOM'S
BLOOM'S
SAVE THIS WORKSHEET TO A
Programme: HS242 NEW FILE

Course: Medical Imaging

SAVE T0 SAVE T0 SAVE
SAVE T0
T0 SAVE
SAVE T0
T0 SAVE T0 SAVE T0 SAVE T0 SAV
Course Code: MRD536 Credit : 2 Part : 6 PART
PART 1
1 PART
PART 2
2 PART 3 PART 4 PART
PART 5
5 PART 6 PART 7 PAR

Suggested Teaching Suggested

Bloom's PLO Addressed by CLO SLT of TLA
Course Learning Outcomes Level
and Learning (TLA) Assessment TLA Selected
selected
Assessment Chosen
(only ONE PLO for each CLO) Strategies Strategies

PLO PLO PLO PLO PLO PLO PLO PLO PLO F2F +
CLO Verb Condition Standard C A P 1 2 3 4 5 6 7 8 9
0 0 0
NF2F
(%)

Explain: i) radiographic anatomy and physiology, ii) in cardiovascular imaging.

pathology, iii) imaging techniques and protocols, Lecture, Tutorial, TEST (10%)
Written Tests, Quiz,
1 and v) instrumentation C2 Case Study, Project,
Tutorial,
Presentation,
LECTURE 60 75 FINAL EXAM
(60%)

Explain patient care and imaging techniques employed for in cardiovascular imaging.
patients with special condition
2 C5 TUTORIAL 8 10 ASSIGNMENT

Differentiate in a group work, various image acquisition and in cardiovascular imaging.

image post processing techniques
3 A4 GROUP WORK 12 15 GROUP WORK

Case Study, Project,

Presentation,
4 Tutorial, Group
Work,
Project,

Case Study, Project,

Project, Industrial
5 Group Work,
Discussion,
Attachment,

Total 80 100

*F2F = Face-to-face (any TLA and assessment done with academic sup
PLO PLO PLO PLO PLO PLO PLO PLO PLO
0 0 0
1 2 3 4 5 6 7 8 9 NF2F = Non Face-to-face (any TLA done WITHOUT supervision, includ
MRD536

PE PE PE PE
0
O1 O2 O3 O4
MRD536

i
 Learning OutcoTeaching a Assessment Strategy
LO1 knowledge; Lecture, TutWritten Tests, Quiz,
LO2 practical skills; Practical, Practical Tests,
LO3 problem solvingCase Study,Presentation, Essay,
LO4 communication Cases Study,Presentation,
LO5 social skills, te Case Study,Presentation, Project,
LO6 values, attitud Case Study,Written, Presentation, Project,
LO7 information manCase StudyProject, Portfolio,
LO8 managerial andCase Study,Project, Industrial Attachment,
LO9 leadership Case Study,Project, Industrial Attachment,
 REVISED BLOOM'S TAXONOMY INDICATOR v3.3 Click this button to see suggested
method of
method of assessment
assessment for
for action
action verb
verb
developed for UHEK, HEA UiTM / MNMY @2014 entered
entered

(Please enable Macro before using) Click this button to see explaination of
Bloom's Taxonomy for action verb
entered

Please TYPE your word in the box below:

BACK
display Word selection according to: C5

Appraise Assess Choose Compare Conceive Conclude Consider

Criticise Critique Decide Deduce Defend Describe Determine
Estimate Evaluate Explain Interpret Judge Justify Measure
Rate Recommend Revise Score Summarise Support Value

Bloom's Taxonomy for the word Display P2 P3 P4 P5 A5 0

C1 Remember A1 Receiving Phenomena P1 Perception

C2 Understand A2 Responding to Phenomena P2 X Set

C3 Apply A3 Valuing P3 X Guided Response

C4 Analyse A4 Organising Values P4 X Mechanism

C5 Evaluate A5 X Internalising Values P5 X Complex Overt Response

C6 Create P6 Adaption

P7 Origination

Revised Bloom's
Anderson, L. W., Krathwohl, D.R. (2001) Bloom, B.S., Mesia, B.B., Krathwohl, D.R. (1964) Simpson, E.J. (1972)
 C1
utton to see suggested
ssessment for
ssessment for action
action verb
verb C2
entered
entered C3
C4
tton to see explaination of
xonomy for action verb C5
entered C6

A1
BACK
A2
Contrast A3
Discriminate A4
Question A5
Weigh P1
P2
P3

P4
P5
P6
P7

uided Response

omplex Overt Response

 BLOOM'S TAXONOMY INDICATOR v3
DEVELOPED BY UHEK, HEA UiTM / MNMY @2013
BACK

Click this button to see suggeste

assessment for action verb e
Verb selected Display

Click this button to see explainatio

Bloom's Taxonomy for verb selected : P2 P3 P4 P5 A5 0 Taxonomy for action verb e

EXPLAINATION OF BLOOM'S TAXONOMY FOR VERB ENTERED

P2) Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets). E.G. Know
sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the "
phenomena" subdivision of the Affective domain.

P3) The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. E.G. Performs a mathematical equation as demonstrated. Follo
build a model. Responds hand-signals of instructor while learning to operate a forklif

P4) This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. E.G.Use a personal com
leaking faucet. Drive a car.

P5) The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This
performing without hesitation, and automatic performance. For example, players ofen utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by t
what the result will produce. E.G.Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano.
A5) Has a value system that controls their behaviour. The behaviour is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the
patterns of adjustment (personal, social, emotional). E.G. Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving
professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look.

0
 BACK

this button to see suggested method of

assessment for action verb entered

his button to see explaination of Bloom's

Taxonomy for action verb entered

etimes called mindsets). E.G. Knows and acts upon a

motor is closely related with the "Responding to

al equation as demonstrated. Follows instructions to

proficiency. E.G.Use a personal computer. Repair a

quiring a minimum of energy. This category includes

football, because they can tell by the feel of the act
no.
objectives are concerned with the student's general
ective approach in problem solving. Displays a
hey look.
 BLOOM'S TAXONOMY INDICATOR v3
DEVELOPED BY UHEK, HEA UiTM / MNMY @2013
BACK

Click this button to see suggeste

assessment for action verb e
Verb selected Display

Click this button to see explainatio

Bloom's Taxonomy for verb selected : P2 P3 P4 P5 A5 0 Taxonomy for action verb e

SUGGESTED METHOD OF ASSESSMENT FOR VERB ENTERED

P2) Mastery performance tests, Laboratory reports, Case presentation, Case assessment , Video skill assessment, Assessment of competence in simulation, Case History exercises, Clinical tutor evaluation, O
Clinical tutor assessment, OSCE, Web-based skills, Ward rating assessment, Special clinical skills exam

P3) Mastery performance tests, Laboratory reports, Case presentation, Case assessment , Video skill assessment, Assessment of competence in simulation, Case History exercises, Clinical tutor evaluation, O
Clinical tutor assessment, OSCE, Web-based skills, Ward rating assessment, Special clinical skills exam

P4) Mastery performance tests, Laboratory reports, Case presentation, Case assessment , Video skill assessment, Assessment of competence in simulation, Case History exercises, Clinical tutor evaluation, O
Clinical tutor assessment, OSCE, Web-based skills, Ward rating assessment, Special clinical skills exam

P5) Mastery performance tests, Laboratory reports, Case presentation, Case assessment , Video skill assessment, Assessment of competence in simulation, Case History exercises, Clinical tutor evaluation, O
Clinical tutor assessment, OSCE, Web-based skills, Ward rating assessment, Special clinical skills exam

A5) Reflective journals, Simulations, Case Study, PBL, Clinical tutor evaluation, Videotaped consultation, Case presentation, Portfolio, Critical incidents, Project, Log diary, Clinical experience record, Reflectiv
Clinical tutor rating

0
 BACK

this button to see suggested method of

assessment for action verb entered

his button to see explaination of Bloom's

Taxonomy for action verb entered

xercises, Clinical tutor evaluation, Observed long case,

xercises, Clinical tutor evaluation, Observed long case,

xercises, Clinical tutor evaluation, Observed long case,

xercises, Clinical tutor evaluation, Observed long case,

linical experience record, Reflective case summary,

 0 0 0 0 0 0 0 0 0
Accept A3 Receiving
Acclaim A2 Responding
Accommodate A4 Organisation
Account C2 C6 Comprehension Create
Act A5
Adapt P6 Adaptation
Adhere A4
Aid A2
Alter C2 C6 A4 P6 Comprehension Create
Analyse C4 Analysis
Answer A2
Applaud A2 Responding
Apply C3 Application
Appraise C4 C5 Analysis Evaluation
Approve A2 Responding
Argue C6 Create
Arrange C6 A4 P7 Create Origination
Ascertain C4 Analysis
Ask A1
Assemble C6 P3 P4 P5 Create Guided Re
Assess C3 C5 Application Evaluation
Assist A2 A3 Valuing
Associate C4 Analysis
Attend A3 Receiving
Attribute C4
Balance A4 Organization
Begin C6 P2 Create Set
Break down C4 Analysis
Build C3 P3 P4 P5 P7 Guided Response Mechanical
Calculate C4 Analysis
Calibrate P3 P4 P5 Guided Response Mechanical
Categorise C4 C6 Analysis Create
Change C2 C3 P6 Comprehension Application
Choose C3 C5 A1 P1 Application Evaluation
Cite C1 Knowledge
Clarify C2 Comprehension
Classify C2 C3 C4 Comprehension Application
Collect C6 Create
Combine C6 A4 P7 Create Origination
Compare C2 C4 C5 A4 Comprehension Analysis
Compile C6 Create
Complete A3 A4
Comply A2
Comply with A2 Responding
Compose C6 P7 Create Origination
Comprehend C2
Compute C3 Application
Conceive C5 C6 Evaluation Create
Conclude C5 Evaluation
Conform A2
Consider C5 Evaluation
Construct C3 C6 P3 P4 P5 P7 Create Guided Re
Contrast C2 C4 C5 Comprehension Analysis
Convert C2
Copy P3
Create C6 P7 Create Origination
Criticise C4 C5 Analysis Evaluation
Critique C5
Debate C4 A3 Analysis Valuing
Decide C5
Deduce C5 Evaluation
Defend C2 C5 A4 Comprehension Evaluation
Define C1 Knowledge
Demonstrate C3 A3 P5 Application Complex Response
 Deny A3 Valuing
Depict C2 Comprehension
Derive C6 Create
Describe C1 C2 C5 A1 P1 Knowledge Comprehen
Design C6 P7 Crea Origination
Designate C4 Create
Detect P1 Perception
Determine C4 C5 Analysis Evaluation
Develop C6 Create
Devise C6 Create
Diagnose C4 Analysis
Diagram C4 Analysis
Differentiate C4 A3 P1 Analysis Perception
Direct C3 Application
Discover C2 C3 Comprehension Application
Discriminate C4 C5 A5 Analysis Evaluation
Discuss C2 A2 Comprehension
Dismantle P3 P4 P5 Guided Response Mechanical
1 1 Display P2 P3 P4 P5 A5 Set Guided Re
Dissect C4 P3 P4 P5 Analysis Guided Re
Distinguish C2 C4 P1 Comprehension Analysis
Distinguish between C4 Analysis
Divide C4 Analysis
Dramatise C3 Application
Elaborate C6 Create
Elucidate. C4 Analysis
Employ C3 Application
Engender C6 Create
Enlarge C6 Create
Erect A1
Estimate C2 C5 Comprehension Evaluation
Evaluate C4 C5 Analysis Evaluation
Evidence C3 Application
Examine C4 Analysis
Exemplify C2 Comprehension
Expand C6 Create
Experiment C4 Analysis
Explain C2 C5 C6 A3 A4 P2 Comprehension Create
Express C2 Comprehension
Extend C2 C6 Create
Extract C1 Knowledge
Fasten P3 P4 P5 Guided Response Mechanical
Find C1 C2 C4 Comprehension Analysis
Fix P3 P4 P5 Guided Response Mechanical
Follow A1 A3 P3
Form A2 A3
Formulate C2 C6 A4 Comprehension Create
Generalise C2 C6 A4 Comprehension Create
Generate C6 Create
Give C2 A1 Comprehension
Give examples C2 Comprehension
Greet A2
Grind P3 P4 P5 Guided Response Mechanical
Heat P3 P4 P5 Guided Response Mechanical
Help A2
Hold A1
Hypothesis C6
Identify C1 C4 A1 A4 P1 Knowledge Analysis
Illustrate C2 C3 C4 Comprehension Application
Illustrate how C4 Analysis
Image C6 Create
Increase A3 Valuing
Indicate C2 Comprehension
Infer C2 C4 Comprehension Analysis
Influence A5
Initiate C6 A3 P7 Create
Inquire C4
Inspect C4 Analysis
Integrate C6 A4 Create
Interpret C2 C3 C5 A5 Comprehension Application
Invent C6 Create
Invert C6
Investigate C4
Invite A3
Isolate P1
Join A3
Judge C5 Evaluation
Justify C2 C4 C5 A3 Comprehension Analysis
Know C1
Label C1 A2 Knowledge
List C1 C4 Knowledge
Listen A3 A5 Receiving
Locate C1 C2 A1 Knowledge Comprehension
Maintain objectivity A5 Characterization by a value complex
Make C3 P7
Manage C2 C3 C6 Comprehension Application
Manifest C3 Application
Manipulate C3 P3 P4 P5 Application Guided Re
Match C1 Knowledge
Match C2
Measure C1 C5 P3 P4 P5 Knowledge Evaluation
Memorise C1
Mend P3 P4 P5 Guided Response Mechanical
Mix P3 P4 P5 Guided Response Mechanical
Modify C3 C6 A4 A5 Application Create
Move P2 Set
Name C1 A1 Knowledge
Operate C3 Application
Order C5 A4 Synthesis
Organise C1 C6 A4 P4 P5 Knowledge Create
Originate C6 P7 Create Origination
Outline C1 C4 Knowledge Analysis
Paint C3
Paraphrase C2 Comprehension
Pattern C6 Create
Perform C2 A2 A5 Comprehension
Plan C6 Create
Point out C4
Point to A1
Pose C6 Create
Practice C3 A2 A5 Application
Predict C2 C3 C6 Comprehension Application
Prepare C3 C6 A4 Application Synthesis
Present C1 C2 C3 C6 A2 Knowledge Comprehen
Probe C4
Proceed P2 Set
Produce C3 C6 Application
Project C6 Synthesis
Pronounce C1 Knowledge
Propose C6 A3 A5 Create
Protest A3 Valuing
Qualifies A5
Question C4 C5 A5 Analysis Evaluation
Quote C1 Knowledge
Rate C5 Evaluation
React P2 P3 Set
Read A2 A3
Rearrange C6 P6 Create Adaptation
Recall C1 Knowledge
Recite C1 A2 Knowledge
Recognise C1 C2 C4 Comprehension Analysis
Recommend C5
Reconstruct C6 Create
Record C1 Knowledge
Recount C1 Knowledge
Reduce C4 Analysis
Relate C1 C2 C4 C6 A4 P1 Knowledge Comprehen
Relinquish A3 Valuing
Reorganise C6 P6 Create Adaptation
Rephrase C2 Comprehension
Reply A1
Report C2 C6 A2 A3 Comprehension Create
Represent C2 Comprehension
Reproduce C1 P3 Knowledge
Resolve C4 Analysis
Respect A5 Characterization by a value complex
Respond P2 P3 Set
Restate C2
Review C2 Comprehension
Revise C5 C6 A5 P6 Evaluate Create
Reword C2 Comprehension
Rewrite C2 C6 Comprehension Create
Role-play C6
Schedule C3 Application
Score C5 Evaluation
Select C1 C4 A1 A2 A3 P1
Separate C4
Serve A5
Share A3
Show C3 P2
Sit A1
Sketch C3 P4 P5
Solve C3 A5
State C1 P2
Study A3
Subdivide C4
Summarise C2 C5 C6
Support C5
Survey C4
Synthesise A4
Tell C1 C6 A2
Theorise C6 Create
Trace P3
Transform C2
Translate C2 Comprehension
Underline C1 Knowledge
Use C3 A1 Application
Use evidence A5 Characterization by a value complex
Utilise C3 Application
Value C5 Evaluation
Vary C2 P6 Comprehension Adaptation
Verify. C3 A5 Application
Volunteer A2 P2 Responding Set
Weigh C5 Evaluation
Work A3
Write C1 C6 A2 Knowledge Create
 0 0 0 0 0
1 Display P2 P3 P4
2 NO MATCHNO MATCHNO MATCHNO MATCH
3 NO MATCHNO MATCHNO MATCHNO MATCH
4 NO MATCHNO MATCHNO MATCHNO MATCH

AdaptationOrigination

Origination

MechanicalComplex Response

Complex Response

Complex Response
 Adaptation
Perception

Analysis

Origination
Evaluation

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MechanicalComplex R Origination
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Complex Response
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Origination

Perception

Application

Complex Response
MechanicalComplex Response
MechanicalComplex Response
Perception
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Complex Response

Complex Response

Organization

Complex Response
Complex Response

Application
 Characterization by a value complex

Evaluation

Comprehension
by a value complex

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MechanicalComplex Response

Guided Re MechanicalComplex Response

Complex Response
Complex Response
 Organization
Origination

Application

ApplicationSynthesis

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 ApplicationAnalysis Create Perception

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by a value complex

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NO MATCHNO MATCHNO MATCHC6) Iden C6) Iden C6) Iden C6) Iden C6) Iden C6) Identify compon C6) Essay C6) Essay C6) Essay C6) Essay
NO MATCHNO MATCHNO MATCHC6) Iden C6) Iden C6) Iden C6) Iden C6) Iden C6) Identify compon C6) Essay C6) Essay C6) Essay C6) Essay
NO MATCHNO MATCHNO MATCHC6) Iden C6) Iden C6) Iden C6) Iden C6) Iden C6) Identify compon C6) Essay C6) Essay C6) Essay C6) Essay
A5) Refle 0
C6) Essay C6) Essay Question, Report, Simulation, Clinical assessment, Observed long case, Problem Based Learning (PBL), Poster, Simulated patient interviews, Viva voce
C6) Essay C6) Essay Question, Report, Simulation, Clinical assessment, Observed long case, Problem Based Learning (PBL), Poster, Simulated patient interviews, Viva voce
C6) Essay C6) Essay Question, Report, Simulation, Clinical assessment, Observed long case, Problem Based Learning (PBL), Poster, Simulated patient interviews, Viva voce
atient interviews, Viva voce
atient interviews, Viva voce
atient interviews, Viva voce
Learning Assessment criteria
Outcome
:

Fail Third Lower Upper First

2nd 2nd
By the
end of the
module,
students
will be
able to:

use Unsubstan Limited Evidence Good Analytical

evidence tiated or evidence of findings developm and clear
appropri invalid of finding and ent shown conclusion
ately in conclusion and conclusion in s well
support , based on conclusion s argument grounded
of an anecdotes s grounded s based in theory
argumen and supported in theory on theory and
t. generaliza by the or or literature,
tions only literature literature literature showing
and and developm
theory beginning ent of
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synthesis concepts
A1 Ask 1 Appraise
A1 Choose 2 Assess
A1 Describe 3 Choose
A1 Erect 4 Compare
A1 Follow 5 Conceive
A1 Give 6 Conclude
A1 Hold 7 Consider
A1 Identify 8 Contrast
A1 Locate 9 Criticise
A1 Name 10 Critique
A1 Point to 11 Decide
A1 Reply 12 Deduce
A1 Select 13 Defend
A1 Sit 14 Describe
A1 Use 15 Determine
A2 Acclaim 16 Discriminate
A2 Aid 17 Estimate
A2 Answer 18 Evaluate
A2 Applaud 19 Explain
A2 Approve 20 Interpret
A2 Assist 21 Judge
A2 Comply 22 Justify
A2 Comply with 23 Measure
A2 Conform 24 Question
A2 Discuss 25 Rate
A2 Form 26 Recommend
A2 Greet 27 Revise
A2 Help 28 Score
A2 Label 29 Summarise
A2 Perform 30 Support
A2 Practice 31 Value
A2 Present 32 Weigh
A2 Read 33
A2 Recite 34
A2 Report 35
A2 Select 36
A2 Tell 37
A2 Volunteer 38
A2 Write 39
A3 Accept 40
A3 Assist
A3 Attend
A3 Complete
A3 Debate
A3 Demonstrate
A3 Deny
A3 Differentiate
A3 Explain
A3 Follow
A3 Form
A3 Increase
A3 Initiate
A3 Invite
A3 Join
A3 Justify
A3 Listen
A3 Propose
A3 Protest
A3 Read
A3 Relinquish
A3 Report
A3 Select
A3 Share
A3 Study
A3 Work
A4 Accommodate
A4 Adhere
A4 Alter
A4 Arrange
A4 Balance
A4 Combine
A4 Compare
A4 Complete
A4 Defend
A4 Explain
A4 Formulate
A4 Generalise
A4 Identify
A4 Integrate
A4 Modify
A4 Order
A4 Organise
A4 Prepare
A4 Relate
A4 Synthesise
A5 Act
A5 Discriminate
A5 Display
A5 Influence
A5 Interpret
A5 Listen
A5 Maintain objectivity
A5 Modify
A5 Perform
A5 Practice
A5 Propose
A5 Qualifies
A5 Question
A5 Respect
A5 Revise
A5 Serve
A5 Solve
A5 Use evidence
A5 Verify.
C1 Cite
C1 Define
C1 Describe
C1 Extract
C1 Find
C1 Identify
C1 Know
C1 Label
C1 List
C1 Locate
C1 Match
C1 Measure
C1 Memorise
C1 Name
C1 Organise
C1 Outline
C1 Present
C1 Pronounce
C1 Quote
C1 Recall
C1 Recite
C1 Recognise
C1 Record
C1 Recount
C1 Relate
C1 Reproduce
C1 Select
C1 State
C1 Tell
C1 Underline
C1 Write
C2 Account
C2 Alter
C2 Change
C2 Clarify
C2 Classify
C2 Compare
C2 Comprehend
C2 Contrast
C2 Convert
C2 Defend
C2 Depict
C2 Describe
C2 Discover
C2 Discuss
C2 Distinguish
C2 Estimate
C2 Exemplify
C2 Explain
C2 Express
C2 Extend
C2 Find
C2 Formulate
C2 Generalise
C2 Give
C2 Give examples
C2 Illustrate
C2 Indicate
C2 Infer
C2 Interpret
C2 Justify
C2 Locate
C2 Manage
C2 Match
C2 Paraphrase
C2 Perform
C2 Predict
C2 Present
C2 Recognise
C2 Relate
C2 Rephrase
C2 Report
C2 Represent
C2 Restate
C2 Review
C2 Reword
C2 Rewrite
C2 Summarise
C2 Transform
C2 Translate
C2 Vary
C3 Apply
C3 Assess
C3 Build
C3 Change
C3 Choose
C3 Classify
C3 Compute
C3 Construct
C3 Demonstrate
C3 Direct
C3 Discover
C3 Dramatise
C3 Employ
C3 Evidence
C3 Illustrate
C3 Interpret
C3 Make
C3 Manage
C3 Manifest
C3 Manipulate
C3 Modify
C3 Operate
C3 Paint
C3 Practice
C3 Predict
C3 Prepare
C3 Present
C3 Produce
C3 Schedule
C3 Show
C3 Sketch
C3 Solve
C3 Use
C3 Utilise
C3 Verify.
C4 Analyse
C4 Appraise
C4 Ascertain
C4 Associate
C4 Attribute
C4 Break down
C4 Calculate
C4 Categorise
C4 Classify
C4 Compare
C4 Contrast
C4 Criticise
C4 Debate
C4 Designate
 C4 Determine
C4 Diagnose
C4 Diagram
C4 Differentiate
C4 Discriminate
C4 Dissect
C4 Distinguish
C4 Distinguish between
C4 Divide
C4 Elucidate.
C4 Evaluate
C4 Examine
C4 Experiment
C4 Find
C4 Identify
C4 Illustrate
C4 Illustrate how
C4 Infer
C4 Inquire
C4 Inspect
C4 Investigate
C4 Justify
C4 List
C4 Outline
C4 Point out
C4 Probe
C4 Question
C4 Recognise
C4 Reduce
C4 Relate
C4 Resolve
C4 Select
C4 Separate
C4 Subdivide
C4 Survey
1 1 C5 Appraise
1 2 C5 Assess
1 3 C5 Choose
1 4 C5 Compare
1 5 C5 Conceive
1 6 C5 Conclude
1 7 C5 Consider
1 8 C5 Contrast
1 9 C5 Criticise
1 10 C5 Critique
1 11 C5 Decide
1 12 C5 Deduce
1 13 C5 Defend
1 14 C5 Describe
1 15 C5 Determine
1 16 C5 Discriminate
1 17 C5 Estimate
1 18 C5 Evaluate
1 19 C5 Explain
1 20 C5 Interpret
1 21 C5 Judge
1 22 C5 Justify
1 23 C5 Measure
1 24 C5 Question
1 25 C5 Rate
1 26 C5 Recommend
1 27 C5 Revise
1 28 C5 Score
1 29 C5 Summarise
1 30 C5 Support
1 31 C5 Value
1 32 C5 Weigh
C6 Account
C6 Alter
C6 Argue
C6 Arrange
C6 Assemble
C6 Begin
C6 Categorise
C6 Collect
C6 Combine
C6 Compile
C6 Compose
C6 Conceive
C6 Construct
C6 Create
C6 Derive
C6 Design
C6 Develop
C6 Devise
C6 Elaborate
C6 Engender
C6 Enlarge
C6 Expand
C6 Explain
C6 Extend
C6 Formulate
C6 Generalise
C6 Generate
C6 Hypothesis
C6 Image
C6 Initiate
C6 Integrate
C6 Invent
C6 Invert
C6 Manage
C6 Modify
C6 Order
C6 Organise
C6 Originate
C6 Pattern
C6 Plan
C6 Pose
C6 Predict
C6 Prepare
C6 Present
C6 Produce
C6 Project
C6 Propose
C6 Rearrange
C6 Reconstruct
C6 Relate
C6 Reorganise
C6 Report
C6 Revise
C6 Rewrite
C6 Role-play
C6 Summarise
C6 Tell
C6 Theorise
C6 Write
P1 Choose
P1 Describe
P1 Detect
P1 Differentiate
P1 Distinguish
P1 Identify
P1 Isolate
P1 Relate
P1 Select
P2 Begin
P2 Display
P2 Explain
P2 Move
P2 Proceed
P2 React
P2 Respond
P2 Show
P2 State
P2 Volunteer
P3 Assemble
P3 Build
P3 Calibrate
P3 Construct
P3 Copy
P3 Dismantle
P3 Display
P3 Dissect
P3 Fasten
P3 Fix
P3 Follow
P3 Grind
P3 Heat
P3 Manipulate
P3 Measure
P3 Mend
P3 Mix
P3 React
P3 Reproduce
P3 Respond
P3 Trace
P4 Assemble
P4 Build
P4 Calibrate
P4 Construct
P4 Dismantle
P4 Display
P4 Dissect
P4 Fasten
P4 Fix
P4 Grind
P4 Heat
P4 Manipulate
P4 Measure
P4 Mend
P4 Mix
P4 Organise
P4 Sketch
P5 Assemble
P5 Build
P5 Calibrate
P5 Construct
P5 Demonstrate
P5 Dismantle
P5 Display
P5 Dissect
P5 Fasten
P5 Fix
P5 Grind
P5 Heat
P5 Manipulate
P5 Measure
P5 Mend
P5 Mix
P5 Organise
P5 Sketch
P6 Adapt
P6 Alter
P6 Change
P6 Rearrange
P6 Reorganise
P6 Revise
P6 Vary
P7 Arrange
P7 Build
P7 Combine
P7 Compose
P7 Construct
P7 Create
P7 Design
P7 Initiate
P7 Make
P7 Originate
0 0 0
A1 A1) Awareness, willingness to hear, selected attention. E.G.Listen Listen to others with respect. Listen for and remember the name
to others with respect. Listen for and remember the name of of newly introduced people.
newly introduced people.

A2 A2) Active participation on the part of the learners. Attends and Participates in class discussions. Gives a presentation. Questions
reacts to a particular phenomenon. Learning outcomes may new ideals, concepts, models, etc. in order to fully understand
emphasise compliance in responding, willingness to respond, or them. Know the safety rules and practices them.
satisfaction in responding (motivation) E.G. Participates in class
discussions. Gives a presentation. Questions new ideals,
concepts, models, etc. in order to fully understand them. Know
the safety rules and practices them.

A3 A3) The worth or value a person attaches to a particular object, Demonstrates belief in the democratic process. Is sensitive
phenomenon, or behavior. This ranges from simple acceptance to towards individual and cultural differences (value diversity). Shows
the more complex state of commitment. Valuing is based on the the ability to solve problems. Proposes a plan to social
internalisation of a set of specified values, while clues to these improvement and follows through with commitment. Informs
values are expressed in the learner's overt behaviour and are management on matters that one feels strongly about.
ofen identifiable. E.G.Demonstrates belief in the democratic
process. Is sensitive towards individual and cultural differences
(value diversity). Shows the ability to solve problems. Proposes a
plan to social improvement and follows through with
commitment. Informs management on matters that one feels
strongly about.

A4 A4) Organises values into priorities by contrasting different
values, resolving conflicts between them, and creating an unique
value system. The emphasis is on comparing, relating, and
synthesising values. E.G. Recognizes the need for balance between
freedom and responsible behavior. Accepts responsibility for ones
behavior. Explains the role of systematic planning in solving
problems. Accepts professional ethical standards. Creates a life
plan in harmony with abilities, interests, and beliefs. Prioritizes
time effectively to meet the needs of the organization, family, and
self.
Recognizes the need for balance between freedom and
responsible behavior. Accepts responsibility for ones behavior.
Explains the role of systematic planning in solving
problems. Accepts professional ethical standards. Creates a life
plan in harmony with abilities, interests, and beliefs. Prioritizes
time effectively to meet the needs of the organization, family, and
self.
A5 A5) Has a value system that controls their behaviour. The
behaviour is pervasive, consistent, predictable, and most
importantly, characteristic of the learner. Instructional objectives
are concerned with the student's general patterns of adjustment
(personal, social, emotional). E.G. Shows self-reliance when
working independently. Cooperates in group activities (displays
teamwork). Uses an objective approach in problem solving.
Displays a professional commitment to ethical practice on a daily
basis. Revises judgments and changes behavior in light of new
evidence. Values people for what they are, not how they look.
C1 C1) Recall the information, testing factual information
C2 C2) Paraphrase information or construct meaning from content.
E.G. Understand the meaning, translation, interpolation, and
interpretation of instructions and problems. State a problem in
one's own words.
C3 C3) Solve a problem by directly applying something he has
previously learned. E.G. Use a concept in a new situation or
unprompted use of an abstraction. Applies what was learned in
the classroom into novel situations in the work place.
Shows self-reliance when working independently. Cooperates in
group activities (displays teamwork). Uses an objective approach
in problem solving. Displays a professional commitment to
ethical practice on a daily basis. Revises judgments and changes
behavior in light of new evidence. Values people for what they
are, not how they look.
Understand the meaning, translation, interpolation, and
interpretation of instructions and problems. State a problem in
one's own words.
Use a concept in a new situation or unprompted use of an
abstraction. Applies what was learned in the classroom into novel
situations in the work place.
C4 C4) Identify component concepts on his own (without having Separates material or concepts into component parts so that its
been shown specifically how to so). E.G. Separates material or organizational structure may be understood. Distinguishes
concepts into component parts so that its organizational structure between facts and inferences.
may be understood. Distinguishes between facts and inferences.

C5 C5) Examine a product that he or someone else has created and Make judgments about the value of ideas or materials.
evaluate that product by comparing it to specific standards that
require the application of cognitive concepts and principles. E.G.
Make judgments about the value of ideas or materials.

C6 C6) Identify component concepts on his own (without having
been shown specifically how to so) and actually uses the
component skills to solve the problem. E.G. Builds a structure or
pattern from diverse elements. Put parts together to form a
whole, with emphasis on creating a new meaning or structure.
Builds a structure or pattern from diverse elements. Put parts
together to form a whole, with emphasis on creating a new
meaning or structure.

P1 P1) The ability to use sensory cues to guide motor activity. This
ranges from sensory stimulation, through cue selection, to
translation. E.G. Detects non-verbal communication cues.
Estimate where a ball will land afer it is thrown and then moving
to the correct location to catch the ball. Adjusts heat of stove to
correct temperature by smell and taste of food. Adjusts the height
of the forks on a forklif by comparing where the forks are in
relation to the pallet.
Detects non-verbal communication cues. Estimate where a ball
will land afer it is thrown and then moving to the correct location
to catch the ball. Adjusts heat of stove to correct temperature by
smell and taste of food. Adjusts the height of the forks on a forklif
by comparing where the forks are in relation to the pallet.
P2 P2) Readiness to act. It includes mental, physical, and emotional
sets. These three sets are dispositions that predetermine a
person's response to different situations (sometimes called
mindsets). E.G. Knows and acts upon a sequence of steps in a
manufacturing process. Recognize one's abilities and limitations.
Shows desire to learn a new process (motivation). NOTE: This
subdivision of Psychomotor is closely related with the
"Responding to phenomena" subdivision of the Affective domain.
Knows and acts upon a sequence of steps in a manufacturing
process. Recognize one's abilities and limitations. Shows desire to
learn a new process (motivation). NOTE: This subdivision of
Psychomotor is closely related with the "Responding to
phenomena" subdivision of the Affective domain.

P3 P3) The early stages in learning a complex skill that includes Performs a mathematical equation as demonstrated. Follows
imitation and trial and error. Adequacy of performance is achieved instructions to build a model. Responds hand-signals of instructor
by practicing. E.G. Performs a mathematical equation as while learning to operate a forklif
demonstrated. Follows instructions to build a model. Responds
hand-signals of instructor while learning to operate a forklif

P4 P4) This is the intermediate stage in learning a complex Use a personal computer. Repair a leaking faucet. Drive a car.
skill. Learned responses have become habitual and the
movements can be performed with some confidence and
proficiency. E.G.Use a personal computer. Repair a leaking faucet.
Drive a car.

P5 P5) The skillful performance of motor acts that involve complex Maneuvers a car into a tight parallel parking spot. Operates a
movement patterns. Proficiency is indicated by a quick, accurate, computer quickly and accurately. Displays competence while
and highly coordinated performance, requiring a minimum of playing the piano.
energy. This category includes performing without hesitation, and
automatic performance. For example, players ofen utter sounds
of satisfaction or expletives as soon as they hit a tennis ball or
throw a football, because they can tell by the feel of the act what
the result will produce. E.G.Maneuvers a car into a tight parallel
parking spot. Operates a computer quickly and accurately.
Displays competence while playing the piano.
P6 P6) Skills are well developed and the individual can modify
movement patterns to fit special requirements. E.G. Responds
effectively to unexpected experiences. Modifies instruction to
meet the needs of the learners. Perform a task with a machine
that it was not originally intended to do (machine is not damaged
and there is no danger in performing the new task).
Responds effectively to unexpected experiences. Modifies
instruction to meet the needs of the learners. Perform a task with
a machine that it was not originally intended to do (machine is not
damaged and there is no danger in performing the new task).

P7 P7) Creating new movement patterns to fit a particular situation Constructs a new theory. Develops a new and comprehensive
or specific problem. Learning outcomes emphasise creativity training programming. Creates a new gymnastic routine.
based upon highly developed skills. E.G.Constructs a new theory.
Develops a new and comprehensive training programming.
Creates a new gymnastic routine.
0
A1) Reflective journals, Simulations, Case Study, PBL, Clinical tutor
evaluation, Videotaped consultation, Case presentation, Portfolio, Critical
incidents, Project, Log diary, Clinical experience record, Reflective case
summary, Clinical tutor rating

A2) Reflective journals, Simulations, Case Study, PBL, Clinical tutor

evaluation, Videotaped consultation, Case presentation, Portfolio, Critical
incidents, Project, Log diary, Clinical experience record, Reflective case
summary, Clinical tutor rating

A3) Reflective journals, Simulations, Case Study, PBL, Clinical tutor

evaluation, Videotaped consultation, Case presentation, Portfolio, Critical
incidents, Project, Log diary, Clinical experience record, Reflective case
summary, Clinical tutor rating

A4) Reflective journals, Simulations, Case Study, PBL, Clinical tutor

evaluation, Videotaped consultation, Case presentation, Portfolio, Critical
incidents, Project, Log diary, Clinical experience record, Reflective case
summary, Clinical tutor rating
A5) Reflective journals, Simulations, Case Study, PBL, Clinical tutor
evaluation, Videotaped consultation, Case presentation, Portfolio, Critical
incidents, Project, Log diary, Clinical experience record, Reflective case
summary, Clinical tutor rating

C1) Essays, Report , Short answer questions, Reflective case summary,

Videotaped consultation, Reflective journals/portfolios, Critical incident
analysis, Concept mapping, Case based article, Critical appraisal

C2) Essays, Report , Short answer questions, Reflective case summary,

Videotaped consultation, Reflective journals/portfolios, Critical incident
analysis, Concept mapping, Case based article, Critical appraisal

C3) Essay Question, Report, Simulation, Clinical assessment, Observed long

case, Problem Based Learning (PBL), Poster, Simulated patient interviews,
Viva voce
C4) Essay, Report, Critical incident analysis, Assessing Peer feedback,
Critical evaluation of the literature, Critique on an issue, Reflective journal
writing, Seminar presentation

C5) Essay, Report, Critical incident analysis, Assessing Peer feedback,

Critical evaluation of the literature, Critique on an issue, Reflective journal
writing, Seminar presentation

C6) Essay Question, Report, Simulation, Clinical assessment, Observed long

case, Problem Based Learning (PBL), Poster, Simulated patient interviews,
Viva voce

P1) Mastery performance tests, Laboratory reports, Case presentation,

Case assessment , Video skill assessment, Assessment of competence in
simulation, Case History exercises, Clinical tutor evaluation, Observed long
case, Clinical tutor assessment, OSCE, Web-based skills, Ward rating
assessment, Special clinical skills exam
P2) Mastery performance tests, Laboratory reports, Case presentation,
Case assessment , Video skill assessment, Assessment of competence in
simulation, Case History exercises, Clinical tutor evaluation, Observed long
case, Clinical tutor assessment, OSCE, Web-based skills, Ward rating
assessment, Special clinical skills exam

P3) Mastery performance tests, Laboratory reports, Case presentation,

Case assessment , Video skill assessment, Assessment of competence in
simulation, Case History exercises, Clinical tutor evaluation, Observed long
case, Clinical tutor assessment, OSCE, Web-based skills, Ward rating
assessment, Special clinical skills exam

P4) Mastery performance tests, Laboratory reports, Case presentation,

Case assessment , Video skill assessment, Assessment of competence in
simulation, Case History exercises, Clinical tutor evaluation, Observed long
case, Clinical tutor assessment, OSCE, Web-based skills, Ward rating
assessment, Special clinical skills exam

P5) Mastery performance tests, Laboratory reports, Case presentation,

Case assessment , Video skill assessment, Assessment of competence in
simulation, Case History exercises, Clinical tutor evaluation, Observed long
case, Clinical tutor assessment, OSCE, Web-based skills, Ward rating
assessment, Special clinical skills exam
P6) Mastery performance tests, Laboratory reports, Case presentation,
Case assessment , Video skill assessment, Assessment of competence in
simulation, Case History exercises, Clinical tutor evaluation, Observed long
case, Clinical tutor assessment, OSCE, Web-based skills, Ward rating
assessment, Special clinical skills exam

P7) Mastery performance tests, Laboratory reports, Case presentation,

Case assessment , Video skill assessment, Assessment of competence in
simulation, Case History exercises, Clinical tutor evaluation, Observed long
case, Clinical tutor assessment, OSCE, Web-based skills, Ward rating
assessment, Special clinical skills exam
 PLO vs MOE
PEO vs PLO LO CLO vs PLO iCGPA DATABASE
LO
(PLEASE EDIT DATA IN WHITE-COLOURED C

Course Credit Part PLO Assmt % Marks PLO Assmt % Marks PLO Assmt % Marks PLO

0
0

Course Credit Part PLO Assmt % Marks PLO Assmt % Marks PLO Assmt % Marks PLO

0
0

Course Credit Part PLO Assmt % Marks PLO Assmt % Marks PLO Assmt % Marks PLO

0
0

Course Credit Part PLO Assmt % Marks PLO Assmt % Marks PLO Assmt % Marks PLO
 0
0

Course Credit Part PLO Assmt % Marks PLO Assmt % Marks PLO Assmt % Marks PLO

0
0

Course Credit Part PLO Assmt % Marks PLO Assmt % Marks PLO Assmt % Marks PLO

0
0

Course Credit Part PLO Assmt % Marks PLO Assmt % Marks PLO Assmt % Marks PLO

0
0

Course Credit Part PLO Assmt % Marks PLO Assmt % Marks PLO Assmt % Marks PLO
 0
TOTAL 0

PLO1 PLO2 PLO3 PLO4 PLO5

Total no.of course 0 No.of course 0 0 0 0 0
WHITE-COLOURED CELLS ONLY)

Assmt % Marks PLO Assmt % Marks MQF1 MQF2 MQF3 MQF4 MQF5 MQF6 MQF7 MQF8

GPA
CGPA

Assmt % Marks PLO Assmt % Marks MQF1 MQF2 MQF3 MQF4 MQF5 MQF6 MQF7 MQF8

GPA
CGPA

Assmt % Marks PLO Assmt % Marks MQF1 MQF2 MQF3 MQF4 MQF5 MQF6 MQF7 MQF8

GPA
CGPA

Assmt % Marks PLO Assmt % Marks MQF1 MQF2 MQF3 MQF4 MQF5 MQF6 MQF7 MQF8
 GPA
CGPA

Assmt % Marks PLO Assmt % Marks MQF1 MQF2 MQF3 MQF4 MQF5 MQF6 MQF7 MQF8

GPA
CGPA

Assmt % Marks PLO Assmt % Marks MQF1 MQF2 MQF3 MQF4 MQF5 MQF6 MQF7 MQF8

GPA
CGPA

Assmt % Marks PLO Assmt % Marks MQF1 MQF2 MQF3 MQF4 MQF5 MQF6 MQF7 MQF8

GPA
CGPA

Assmt % Marks PLO Assmt % Marks MQF1 MQF2 MQF3 MQF4 MQF5 MQF6 MQF7 MQF8
 GPA
CGPA

PLO6 PLO7 PLO8 PLO9 PLO10 PLO11 PLO12 MQF1 MQF2 MQF3 MQF4 MQF5 MQF6 MQF7 MQF8
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Marks Grade
0 0
0 0
1
0 0 8 10.00 2
0 0 5.00
0 0
0 0 7 0.00 3
0 0
0 0
0 0 6 4
0 0 5
iGPA ###
iCGPA ###

Marks Grade
0 0
0 0
1
0 0 8 10.00 2
0 0 5.00
0 0
0 0 7 0.00 3
0 0
0 0
0 0 6 4
0 0 5
iGPA ###
iCGPA ###

Marks Grade
0 0
0 0 1
0 0 8 10.00 2
0 0
5.00
0 0
0 0 7 0.00 3
0 0
0 0
0 0 6 4
0 0 5
iGPA ###
iCGPA ###

Marks Grade
0 0
0 0
1
0 0 8 10.00 2
0 0 5.00
0 0
0 0 7 0.00 3
0 0

6 4
5
 5.00

7 0.00 3

0 0
0 0
6 4
0 0 5
iGPA ###
iCGPA ###

Marks Grade
0 0
1
0 0
8 10.00 2
0 0
0 0 5.00
0 0
7 0.00 3
0 0
0 0
0 0
6 4
0 0
0 0 5
iGPA ###
iCGPA ###

Marks Grade
0 0
0 0 1
0 0 8 10.00 2
0 0 5.00
0 0
0 0 7 0.00 3
0 0
0 0
0 0 6 4
0 0 5
iGPA ###
iCGPA ###

Marks Grade
0 0
0 0
1
0 0 8 10.00 2
0 0 5.00
0 0
0 0 7 0.00 3
0 0
0 0
0 0 6 4
0 0 5
iGPA ###
iCGPA ###

Marks Grade
0 0
0 0 1
0 0 8 10.00 2
0 0 5.00
0 0
0 0 7 0.00 3

6 4
5
 8 10.00 2

5.00

7 0.00 3
0 0
0 0
0 0 6 4
0 0 5
iGPA ###
iCGPA ###