MIUC Open-book Examinations – 3rd August 2020

Re: MIUC Open-book Examinations.

Open-book Examinations is an Inquiry mode (Inquiry-Based Learning) or a Research process (Research-Based Learning) of assessment. It can be quantitative but, in our case, it should be qualitative. That is why I am hereby providing some “indicators” for the quality we wish to get.

Before such an undertaking, let me first of all acknowledge a fact: Students may find this new assessment practice better than face-to-face examinations (F2F) because it mitigates the stress of invigilation, of limited time, of reproducing contents (rote learning), etc. But, it is not so easy since it requires a certain level of integration of the theoretical & practical information. Such practices, while they show clearly a certain level of autonomy in the research, they certainly put students under strict levels of mastery and competency.

MIUC students shall therefore be provided with Three (3) inquiry or research questions and they will be requested to answer Two (2) only, but extensively, following the criteria or indicators below.

1. Students:

MIUC students (active Infobits, Skills / Competence and Values Constructors) will be expected (outcomes), but not limited, to:

1. Clarify which aspect (s) of the selected Topic they are researching on – striving to be specific when setting the boundaries or limits;
2. Use Library materials and, where necessary, conduct a web search of the selected Theme;
3. Conduct a review of the academic literature on the selected topic or Argument;
4. Organize and present primary (& secondary) concepts / data in a systematic way;
5. Use these key concepts to formulate headings to the questions (and ad hoc discussions);
6. Generates new concepts, possibilities and feasible actions;
7. Construct arguments & explanations relevant to a meaningful knowledge domain;
8. Apply appropriate evidences to design an action plan relevant to a knowledge domain;
9. Reflect on thinking processes by utilizing certain perspectives in the analysis and explanations with reference to the relevancy of the the selected Argument or Theory;
10. Develop a conclusion about the selected Topic or Theme and justify their position.

1. Lecturers:

The above outcomes and the following objectives are somehow the result of a combination of B. Bloom’s Taxonomy (1956); Anderson, L.W. & Krathwohl, D. (2001) in B. Bloom’s Revised Taxonomy; Biggs, J. B. & Collis, K.F. (1982) The SOLO (Structure of the Observed Learning Outcome) Taxonomy; & Dr. John Willison (2020), The “Models of Engaged Learning & Teaching (MELT).”

By setting calibrated inquiry or research questions, each individual Lecturer shall engage his / her students in an independent research that helps them to:

1. Develop an elaborated view of the field of knowledge or knowledge domain;
2. Engage with up-to-date scholars or theorists in the research field;
3. Learn to handle unfamiliar material and become critical (Critical & Creative thinking);
4. Develop their research skills & confidence in investigating new concepts & perspectives;
5. Sharpen their skills in analysis, evaluation and synthesis of ideas and arguments;
6. Learn to analyse and meet explicit criteria or indicators;
7. Learn to structure a comparative analysis with possibilities to constrast or differ strikingly;
8. Learn to construct a sustained argument, substantiated with reference to accurate evidences;
9. Improve skills in written communication & develop the ability to plan & present their work.

For instance, given a particular Topic or Theme or Argument or Theory by Lecturer X or Y, students shall expect Task instructions like the following:

1. From the Literature review, identify 3 or 4 key terms, ideas and / or concepts and use them as sectional headings for their answer.
2. Under each of the student’s headings, they shall organize the relevant information and data according to the context in which they are presented.
3. Identify 2-3 potentially interesting / useful references that explain well the Topic or Theme.
4. Indicate the origins of all information and demonstrate integration of materials from the various sources in relation to each of the key concepts / ideas documented.
5. Present and discuss evidences of understanding (e.g. provision of definitions and explanations) of all scientific data and the context in which they are presented.
6. Provide a logical linkage of key concepts, findings & their synthesis into a coherent summary.
7. Their research presentation shall comprise: i) introductory sentences, ii) body of discussion of key areas and findings, and iii) concluding sentences.

1. the theories, methods, and

Assessment / Evaluation:

The Assessment tasks and Marking rubrics or Marking system shall satisfy the following explicit criteria:

Using Marking rubrics of scripts (70%), the students shall be categorized into levels of mastery, i.e.

• Level 1 (F): less than 20
  • Students with poor or little preparation to the Examination.
• Level 2 (Attempt): 20-30
  • Students attempted the Task but do not achieve minimal requirements.
• Level 3 (Below pass / bare credit): 31-40
  • Students researched at the level of a closed inquiry and require a high degree of structure / guidance.
• Level 4 (Credit): 41-50
  • Students researched at the level of a closed inquiry & require some structure / guidance.
• Level 5 (Distinction): 51-60
  • Students researched independently at the level of a closed inquiry.
• Level 6 (High Distinction): 61 and above
  • Students researched at the level of an open inquiry, within structured guidelines.

Be academically prepared,

Br. Dr. Albert Nzabonaliba (fms)

Principal, MIUC

Tel (WhatsApp): +254 720 947 037

Email: principal@miuc.ac.ke; nzabonaliba@gmail.com