course portfolio drama eng 345.docx
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COURSE PORTFOLIO
FOR
DRAMA ENG 345
LEVEL FIVE
BY:
DR. SHAIMAA A. EL-ATEAK
1435/2014
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Table of Contents
Course Specs: ..........................................................................................2
Course Outline: ........................................................................................01
Course Report: ........................................................................................0
Mid-Term Exam: .......................................................................................20
Mid-Term Exam(Alternative): ................................................................................25
Mid-Term Exam Answer Key: ................................................................................28
Final Exam: ......................................................................................31
Final Exam (Alternatives): ....................................................................................33
Final Exam Answer Key: ......................................................................................37
Appendices: ............................................................................................................43
Mid-term Exam Samples:
Final Exam Samples:
The Course Results:
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Course Specification
A Course Identification and General Information
B Objectives
Institution : Imam Muhammad Ibn Saud Islamic University.
College/Department: College of Languages and Translation, Department of English Language and Literature
1. Course title and code: Drama ENG 345
2. Credit hours: Two Credit Hours.
3. Program(s) in which the course is offered.(If general elective available in many programs indicate this rather than list programs)
BA in English
4. Name of faculty member responsible for the course
5. Level/year at which this course is offered
Level Five / ThirdYear
6. Pre-requisites for this course (if any)
Drama Level Four ENG 244
7. Co-requisites for this course (if any)
None
8. Location if not on main campus
The Female Campus at Al-Nafl
1. Summary of the main learning outcomes for students enrolled in the course.
1. Students should obtain a comprehensive knowledge of the socio-cultural background of the
Elizabethan period.
2. Drama and theatre in the Elizabethan and Jacobean periods
3. Drama and the Five-Act Structure
4. Topology of the Elizabethan Theatre and its impact on the dramatic structure of the period
5. The theatrical and dramatic conventions of the period
6. An in-depth study of one of the tragedies of Shakespeare
2. Briefly describe any plans for developing and improving the course that are being implemented. (eg increased use
of IT or web based reference material, changes in content as a result of new research in the field)
1. Keep up with the new publications in the field.
2. Update the content of the course in light of recent research.
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C. Course Description
3. Additional private study/learning hours expected for students per week. (This should be an average :for the semester not a
specific requirement in each week)
Not Applicable.
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:
A brief summary of the knowledge or skill the course is intended to develop;
A description of the teaching strategies to be used in the course to develop that knowledge or skill;
The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned.
a. Knowledge
(i) Description of the knowledge to be acquired
1. 1. Define terms used in discussing Shakespeare'sJulius Caesar (conflict, protagonist, plot, resolution, and others).
2. Label different historical, artistic, ethical, and political elements and literary styles used in Elizabethan and Victorian Drama, thus be
able to evaluate literature for its historical significance, moral significance, and universality.
3. Outline the different literary historical periods.
4. Describe different forms of drama used during the Elizabethan, Restoration, and Victorian Ages.
5. Identify Elements of Shakespearean Drama.
1 Topics to be Covered
Topic No of
Weeks
Contact hours
Elizabethan drama: Historical Background. William Shakespeare + Elements ofShakespearean Tragedy.
1 2
Shakespeare'sMacbeth: Introduction and intellectual background 2 4Shakespeare's Macbeth: Textual analysis of Act One 2 4Shakespeare's Macbeth: Textual analysis of Act Two 2 4Shakespeare's Macbeth: Textual analysis of Act Three 2 4Shakespeare's Macbeth: Textual analysis of Act Four 2 4Shakespeare's Macbeth: Textual analysis of Act Five 2 4
Macbeth: Themes and Characters 1 2Macbeth: Revision and Students Presentations 1 2
2 Course components (total contact hours per semester):
Lecture: Lecture 30 Tutorial: 0 Practical/Fieldwork/Inte
rnship: 0
Other: term paper
Power-point presentation
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(ii) Teaching strategies to be used to develop that knowledge
-Assigned readings and written analyses of them.
-Lectures.
-Class and group discussion.-Summaries of the Acts studied.
(iii) Methods of assessment of knowledge acquired
-Quizz, midterm, and final exam.
-Assessment of individual/group presentations.
-Reading journal.
-Written assignments.
b. Cognitive Skills
(i) Cognitive skills to be developed
1. -Analyze literary works and modify different literary elements through an application of provided literary historical backgrounds.
2. Identify the theme of a play and support their interpretation with specific evidence from the text, including a consideration of visual and
structural elements.
3. Apply given literary terms to assigned readings.
4. Distinguish between literary periods.
5. Compare between dramatic genres (comedy vs. tragedyhistory vs. tragedy etc.)
6.
Criticize a given literary work and applying their own insights.
7. Answer questions coherently and concisely.
(ii) Teaching strategies to be used to develop these cognitive skills
-Written definitions of some literary terms / devices.
-A typed double-spaced essay on an issue the play deals with.
-Assignments for individual and group presentations.
(iii) Methods of assessment of students cognitive skills
-Essay quizzes.
-Written assignments.
-Formal debates.
-Individual / group presentations.
-Class participation.
-Discussions in groups and/or in pairs.
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility to be developed
1. Improve and refine their abilities to express and communicate ideas, feelings, and arguments effectively and persuasively,
so they can know what they believe and can work and lead as members of a team or community.
2. Respond critically to arguments (group discussions).
3. Choose suitable topics for presentations.
4. perform scenes from a literary work
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(ii) Teaching strategies to be used to develop these skills and abilities
1. Clarify expectations at the outset and throughout the semester.
2. Give students choices in selecting their topics.3. Require a timeline and evidence of work completed for projects and Research papers.
4. Assign group projects / presentations.
5. Include class participation as a component of the course assessment.
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility
1. Show and explain requirements and criteria to students before assignments so they know what Qualities are desirable to
be demonstrated.
1. Include journal and / or self-assessment that addresses issues such as conflict
2. Management and empathy with characters in plays studied.
3. Give feedback on group process along with feedback on content.
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
1. Skill in typing written assignments.
2. Ability to use PowerPoint to support a presentation.
3. Proficiency at selecting and using reputable websites for research.
4. Basic numerical skills.
(ii) Teaching strategies to be used to develop these skills
1.
Initial assessment of IT skills2. Require that written homework be typed in proper format.
3. Include use of PowerPoint as a necessary component of a presentation
4. Assign research papers that must include analysis of material taken from acceptable Websites.
(iii) Methods of assessment of students numerical and communication skills
1. Essay exams
2. Essay quizzes
3. Typed written assignments
4. Presentations
e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the level of performance required
Not Applicable
(ii) Teaching strategies to be used to develop these skills
Not Applicable
(iii) Methods of assessment of students psychomotor skills
Not Applicable
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5. Schedule of Assessment Tasks for Students During the Semester
Assessment Assessment task (eg. essay, test, group project, examinationetc.)
Week due Proportion of FinalAssessment
1 First Mid-term 9
t
2 Presentations 14
3 Research paper 15
4 Final Exam
D. Student Support
1. Arrangements for availability of faculty for individual student consultations and academic advice. (include amount of time faculty are available each week)
Two weekly office hours.
E Learning Resources
1. Required Text(s) Any introductory college textbook to drama.
2. Essential References
1. William Shakespeare. Macbeth
2. William B. Worthen. The Wadsworth Anthology of Drama. Heinle, 2003.
3.William B. Worthen. The Harcourt Brace Anthology of Drama. Heinle, 1999.
4. Lee A. Jacobs. The Bedford Introduction to Drama. Bedford, 2001.
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
Shakespeare Our Contemporary, by Jan Kott
Shakespearean Tragedies, by A. C. Bradley
Shakespearean Comedy, by H. B. Charlton
Shakespeare Criticism, Selected by Anne Ridler
Studies in drama (Journal)
Shakespeare survey (Journal)
Shakespeare Quarterly (Journal)
4-.Electronic Materials, Web Sites etc
Websites that give introductory information on the art of drama.
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5 Descri be the planning arrangements for periodicall y reviewing course ef fectiveness and plann ing for improvement.
Course specification will be checked every now and then.
Any new arrangements that are different from the one already recorded in the course description will be again recorded as a
report for future arrangements.
Strategies what worked best will also be recorded to remind me later of how effective they were. On the other hand, those
strategies that were not as effective as thought to be will also be recorded and other suggestions from myself, othercolleagues or students' feedback will be added to help in future planning for the course.
Name of Course Coordinator: Signature:
Male Campus Course Convener:
Female Campus Course Convener:
Name of Instructors:
Male Campus Course Instructors:Female Campus Course Instructors:
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Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
COURSE OUTLINE
First Semester, 1435(2014)
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Course Outline
COURSE CODE ENG. 345 COURSE LEVEL & YEAR Level 5/2013-14
COURSE TITLE Drama CREDIT HOURS 2 hours
PRE-REQUISITES ENG. 244 Drama L4 DURATION OF COURSE 1 semester
CO-REQUISITES None TOTAL STUDENT STUDYTIME 30 hours
COURSE TEACHER/S
Teachers Name Teachers Email Teachers Office Hours Teachers OfficeProf. Richard Andretta
Dr. Shaimaa El-Ateak [email protected] Sun./Mon./Tues. 3rd
class 2301 /3rd
floor
COURSE WEBSITE
COURSE OBJECTIVES & INTENDED LEARNING OUTCOMES
(a) Subject-specif ic skil ls (Knowledge Skil ls): the students by the end of the course should be able to:6. Define terms used in discussing Shakespeare'sJulius Caesar (conflict, protagonist, plot, resolution, and others).
7. Label different historical, artistic, ethical, and political elements and literary styles used in Elizabethan and Victorian Drama,
thus be able to evaluate literature for its historical significance, moral significance, and universality.
8. Outline the different literary historical periods.
9. Describe different forms of drama used during the Elizabethan, Restoration, and Victorian Ages.
10. Identify Elements of Shakespearean Drama.
(b) Core Academic ski ll s (Cogniti ve Ski ll s): students by the end of the course should be able to:8. Analyze literary works and modify different literary elements through an application of provided literary historical
backgrounds.
9.
Identify the theme of a play and support their interpretation with specific evidence from the text, including a consideration of
visual and structural elements.
10. Apply given literary terms to assigned readings.
11. Distinguish between literary periods.
12. Compare between dramatic genres (comedy vs. tragedyhistory vs. tragedy etc.)
13. Criticize a given literary work and applying their own insights.
14. Answer questions coherently and concisely.
(c) Personal and Key ski ll s: students should be able to:5. Improve and refine their abilities to express and communicate ideas, feelings, and arguments effectively and persuasively, so
they can know what they believe and can work and lead as members of a team or community.
6. Respond critically to arguments (group discussions).
7. Choose suitable topics for presentations.
8. perform scenes from a literary work
LEARNING/TEACHING METHODS
Teaching methods:
1. Lectures
2. Group and individual discussions
Learning strategies:
1. Acquiring the essential technique of "critical thinking."
2.
Realizing the way of effective interaction and the ability to produce rather than memorize.3. Acquiring intellectual tools necessary for comprehension and analysis of the dramatic text.
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ASSIGNMENTS
Homework:
1. A short paper intended to analyze a Victorian dramatic text, namely, Oscar Wilde's The Importance of BeingEarnest.
2.
In-class Presentations to be prepared in a form of group work.
ASSESSMENT& GRADING
Assessment Task Week due Marks
1 Mid-Term Exam 9th
20
2 Presentations 15th
10
3 Research Paper 14th
10
4 Final Exam 16t
60
COURSE CONDUCT
Make up exams :
This exam is not to be performed on the expense of other classes. In order to make up an examination due to an unexcused
absence, the student must supply a reason & accompanying evidence that satisfies the instructor.
Guidelines for assignments:Assignments are to be printed or clearly hand written on an A4 blank or lined plain paper.
Papers with designs or pictures will not be accepted. Marks will be deducted from all late work. Articles given to the
instructor should be documented, with author's name & publication's information.
Class attendance:
Attendance is taken in every class.Do not miss classbecause at least half of the class meetings depend on your active
participation in discussions, or doing an in-class writing assignment, so your attendance is noted: that is, you dont earnthe points for participation or assignments. Thus, your missing a class seriously affects your grade. In addition, Imam
University's policy is that a student's attendance should not be less than 80% or else he/she would be forbidden
entry in the finals.
Mobile phones must be turned off in the classroom; violating this rule will result in not taking the attendance of the
student. If a certain student enters late in class two times, on the third time her attendance will not be counted.
Academic Integrity:The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an
academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a
student demonstrate a high standard of individual honor in her scholastic work. Scholastic Dishonesty: any student who
commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes but is not limited to
cheating, plagiarism, the submission for credit of any work or materials that are attributable in whole or in part to another
person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt tocommit such acts. Plagiarism, especially from the web, from portions of papers for other classes, and from any other source
is unacceptable and will be dealt with accordingly.
Withdrawal from classes:
The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times
are announced in the department. Administration procedures must be followed. It is the student's responsibility to handlewithdrawal requirements from any class. You must do the proper paperwork to ensure that you will not receive a final
grade of "F" in a course if you choose not to attend the class once you are enrolled.
SYLLABUS PLAN
Registration, Drop and Add week
Week 1 Elizabethan drama: Historical Background. William Shakespeare + Elements of Shakespearean Tragedy.
Week 2 Shakespeare's Macbeth: Introduction and intellectual background
Week 3 Shakespeare's Macbeth: Textual analysis of Act One
Week 4 Shakespeare's Macbeth: Textual analysis of Act One
Week 5 Shakespeare's Macbeth: Textual analysis of Act Two
Week 6 Shakespeare's Macbeth: Textual analysis of Act Two
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Week 7 Shakespeare's Macbeth: Textual analysis of Act Three
Week 8 Shakespeare's Macbeth: Textual analysis of Act Three
Week 9 Mid-term Exam
Week 10 Shakespeare's Macbeth: Textual analysis of Act Four
Week 11 Shakespeare's Macbeth: Textual analysis of Act Four
Week 12 Shakespeare's Macbeth: Textual analysis of Act Five
Week 13 Shakespeare's Macbeth: Textual analysis of Act Five
Week 14 Shakespeare's Macbeth: Themes and Characters
Week 15 Shakespeare's Macbeth: Revision and StudentsPresentations
Fi nal Exams
.
INDICATIVE BASIC READING LIST
Required Texts & Materials:
Shakespeare, William. Julius Caesar. Wordsworth Editions. Retrieved from Google Books on 5
February 2013. Suggested Texts, Readings, & Materials: BRADBROOK,MURIEL C.Themes and Conventions in Elizabethan Drama.Cambridge: Cambridge University Press, 2nd edition 2002. BRADLEY,A.C.Shakespearean Tragedy.New York: Palgrave Macmillan, 2007.
CAVELL,STANLEY.Disowning Knowledge in Six Plays of Shakespeare.Cambridge: Cambridge University Press, 1987. GURR,ANDREW.The Shakespearean Stage, 15741642.Cambridge: Cambridge University Press, 1992. SHAUGHNESSY,ROBERT, ed. Shakespeare in Performance.New York: St. Martins Press, 2000.
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Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
COURSE REPORT
First Semester, 1435(2014)
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Course Report
For Guidance on the completion of this template, please refer to of Handbook 2
Internal Quality Assurance ArrangementsInstitution: Al-Imam Muhammad Ibn Saud Islamic University
College/ Department: College of Languages and Translation, Department of English Language and Literature
A Course Identification and General Information
1. Course title and code: Drama ENG 345
2. If course is taught in more than one section indicate the section to which this report applies: 441, 442, 443,
444, 445, 446
3. Year and semester to which this report applies: First Semester, 1434/1435 (2013/2014)
4. Name of faculty member responsible for the course: Dr. Shaimaa El-Ateak
5. Location (if not on main campus)
Al-Nafl Campus for Female Students
B- Course Delivery
1 Coverage of Planned Program
Topics Planned
Contact
Hours
Actual
Contact
Hours
Reason for Variations if there is
a difference of more than 25% of
the hours planned
Introduction to the Elizabethan Age and
Shakespeares contemporaries.2 2 No variations
Shakespeare's Macbeth: Introduction andintellectual Background 2 2 No variations
Shakespeare's Macbeth: Act I Reading and
Interpretation4 4 No variations
Shakespeare's Macbeth: Act II Reading and
Interpretation4 4 No variations
Shakespeare's Macbeth: Act III Reading andInterpretation
4 4 No variations
Mid-Term Exam2 2 No variations
Shakespeare's Macbeth: Act IV Reading andInterpretation
4 4 No variations
Shakespeare's Macbeth: Act V Reading andInterpretation
4 4 No variations
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Shakespeare's Macbeth: Themes and Characters2 2 No variations
Shakespeare's Macbeth: Revision and StudentsPresentations
2 2 No variations
2. Consequences of Non Coverage of TopicsFor any topics where significantly less time was spent than was intended in the course specification, or
where the topic was not taught at all, comment on how significant you believe the lack of coverage is for theprogram objectives or for later courses in the program, and suggest possible compensating action if you
believe it is needed.
Topics (if any) not Fully Covered Significance of Lack of
Coverage
Possible Compensating Action
Elsewhere in the Program
.
All the topics have been covered
N/A N/A
3. Effectiveness of Planned Teaching Strategies for Intended Learning Outcomes set out in the Course
Specification. (Refer to planned teaching strategies in Course Specification and description of Domains of
Learning Outcomes in the National Qualifications Framework)
Domains List Teaching Strategies set
out in Course Specification
Were these
Effective?
Difficulties Experienced (if any) in
Using the Strategy and Suggested
Action to Deal with Those
Difficulties .No Yes
a. Knowledge Lectures
Discussion
Reading the original texts
literary criticism (Aristotlestheory)
Students do not read original textbeforehand. The teacher selects the
major parts of the original text and
asks the students to read themaloud.
b. Cognitive
Skills
Lectures.
Discussion
Critical thinking using
comparison and contrast
individual and team papers
The students are very weak in
writing. This affects their abilities
in discussion and making effective
arguments
c. Interpersonal
Skills andResponsibility
Group work
Individual discussions
d. Numerical and
Communication
SkillsNot Applicable
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e Psychomotor
Skills (if
applicable)
Not applicable.
4. Summarize any actions you recommend for improving teaching strategies as a result of evaluations in
table 3 above.
Equip the classroom with multimedia technology.
Conducting remedial sessions in reading and writing for all students.
C. Results
1 Number of students starting the course:
2Number of students completing the course:
3 Distribution of Grades (If percentage marks are given indicate numbers in each 5 percentile group)
No
OR
% No % No
A 5 95-
100
2 70-74 26
B 26 90-94 3 65-69 33
C 49 85-89 9 60-64 44
D 77 80-84 17 < 60 11
F 11 75-79 23
Denied Entry 2 Denied Entry 2
In Progress 0 In Progress 0
Incomplete 0 Incomplete 0
Pass Pass
Fail Fail
Withdrawn 11 Withdrawn 11
4 Result Summary:
Passed: No Percent Failed No Percent
Did not complete No Percent Denied Entry No Percent
181
170
157 92.35 6.4711
11 6.07 2 1.18
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5 Special factors (if any) affecting the results
1. Students are very weak in writing in general and in essay writing in particular.
2. Students depend largely on memorization not on understanding.
6. Variations from planned student assessment processes (if any) ( See items C 4 and 5 in the Course
Specification.)
a.Variations (if any) from planned assessment schedule (C5 in Course Specification)
Variation Reason
N/A N/Ab. Variations (if any) from planned assessment processes in Domains of Learning (C4 in Course
Specification)
Variation Reason
N/A N/A
7 Verification of Standards of Achievement (Eg. check marking of a sample of papers by others in the
department. See G4 in Course Specification) (Where independent report is provided a copy should be
attached.)
Method(s) of Verification Conclusion
Second marking policy has been
adoptedThe standards of achievement have been verified
and no variations detected
D Resources and Facilities
1. Difficulties in access to resources or facilities
(if any)
The rooms are not well-equipped with
technological devices
2. Consequences of any difficulties experienced forstudent learning in the course.
The teacher overcomes these difficulties by purchasing
a portable data show projector and using it in class.
E. Administrative Issues
1 Organizational or administrative difficulties
encountered (if any)
None
2. Consequences of any difficulties experienced for
student learning in the course.
None
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F Course Evaluation
1 Student evaluation of the course:
(Attach Survey Results if available)
a List the most important criticisms and strengths
Strengths
Students have opportunities for reading original texts
Discussions with the students.
Using Power-Point presentations, audio and video clips of the original text.
Criticism
Two contact hours a week for each group is not enough for the students to read andunderstand the texts.
Students are very weak in writing. This affects their grades. Students cut and paste papers from the internet without exerting any effort to understand
and paraphrase what they get.
b Response of instructor or course team to this evaluation
The suggestion is still under study
2. Other Evaluation -- What evaluations were received?Specify and attach reports where available. (eg. By head of department, peer observations, accreditation
review, other stakeholders etc):
No peer review process has been conducted for this course
a List the most important criticisms and strengths
weak reading and writing skills
Students feedback
Positive teacher-student relationship
Positive response from students regarding the concepts of the texts and the assignments
b Response of instructor or course team to this evaluation
Positive response
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G Planning for Improvement
1. Progress on actions proposed for improving the course in previous course reports:
Actions proposed in the most recent previous course
report(s)
conducting remedial sessions in reading and
writing skills
State whether each action was undertaken, the
impact, and if the proposed action was not
undertaken or completed, give reasons.
Not completed yet
2. Other action taken to improve the course this semester/year
Provide a brief summary of any other action taken to improve the course and the results achieved. (For
example, professional development for faculty, modifications to the course, new equipment, new teaching
techniques etc.)
Additional team assignments were added to enhance students class presentations.
3. Action Plan for Next Semester/Year
Actions Required
Equipping the classrooms with audio-visual
aids
Equipping the classrooms with technology
Remedial sessions in reading and writing
Completion Date
First Semester 2013-2014
Person Responsible
Quality Assurance and
Development Unit
(Professional DevelopmentCommittee)
4. Recommendations to Program Coordinator (if Required)
Implementing the required action plan
(Recommendations by the instructor to the program coordinator if any proposed action to improve the
course would require approval at program, department or institutional level or that might affect othercourses in the program.).
Equipping the classrooms with audio-visual aids
Equipping the classrooms with technology
Conducting remedial sessions in reading and writing
Name of Course Instructor: Dr. Shaimaa Ahmed El-Ateak
Signature: Shaimaa Date Report Completed: 6/1/2014
Received by Program Coordinator Date: 8/1/2014
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Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
MID-TERM EXAM
First Semester, 1435(2014)
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Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
MID-TERM EXAM
ALTERNATIVE
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Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
MID-TERM EXAM
ANSWER KEY
First Semester, 1435(2014)
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Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
FINAL EXAM
First Semester, 1435(2014)
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Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
FINAL EXAM
ALTERNATIVES
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Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
FINAL EXAM
ANSWER KEY
First Semester, 1435(2014)
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Kingdom of Saudi Arabia
The National Commission for Academic Accreditation &
Assessment
APPENDICES
MID-TERM EXAM SAMPLES
FINAL EXAM SAMPLES
FINAL RESULTS
First Semester, 1435(2014)