This document provides course specifications for an unspecified course. It includes sections for course identification details, objectives and learning outcomes, content, teaching and assessment, student support, learning resources, quality evaluation, and approval data. The objectives section describes the overall goals and main objective of the course. Learning outcomes are aligned with knowledge, skills, and values domains and describe what students will know and be able to do upon completing the course. The content section lists course topics and their contact hours. Teaching strategies and assessment methods are aligned with learning outcomes. Assessment includes assignments, exams, and other tasks. Student support and learning resources are also outlined. The quality evaluation section describes assessing teaching effectiveness, learning outcomes achievement, and resource quality.

2. COURSE SPECIFICATIONS
Edited by Dr Mohamed Ghobara
Quality consultant

3. Who will use it?
Teaching Staff
Students
External examiners
Academic reviewers
Professional bodies- Syndicate
Employers
3

4. Course Specifications are
The Basis for Course and
Program evaluation
4

6. A. Course Identification

7. Course Title:
Course Code:
Program:
Department:
College:
Institution:

8. Table of Contents
A. Course Identification ................................................................................................... 3
6. Mode of Instruction (mark all that apply)............................................................................... 3
B. Course Objectives and Learning Outcomes .............................................................. 3
1. Course Description................................................................................................................. 3
2. Course Main Objective ........................................................................................................... 3
3. Course Learning Outcomes..................................................................................................... 3
C. Course Content............................................................................................................. 4
D. Teaching and Assessment............................................................................................ 4
1. Alignment of Course Learning Outcomes with Teaching Strategies and Assessment
Methods....................................................................................................................................... 4
2. Assessment Tasks for Students............................................................................................... 4
E. Student Academic Counseling and Support.............................................................. 5
F. Learning Resources and Facilities .............................................................................. 5
1.Learning Resources.................................................................................................................. 5
2. Facilities Required .................................................................................................................. 5
G. Course Quality Evaluation.......................................................................................... 5
H. Specification Approval Data....................................................................................... 6

9. 1. Credit hours:
2. Course type
a. University College Department Others
b. Required Elective
3. Level/year at which this course is offered:
4. Pre-requisites for this course (if any):
5. Co-requisites for this course (if any):

10. No Mode of Instruction
Contact
Hours
Percentage
1 Traditional classroom
2 Blended
3 E-learning
4 Distance learning
5 Other
6. Mode of Instruction (mark all that apply)

11. ➢ Blended learning combines classroom and online education.
➢ With e-learning, students can be together in the classroom
with an instructor while working through their digital lessons
and assessments. E-learning is designed to be used in
combination with a variety of other in-person teaching
methods.
➢ When using distance learning, students work online at home
while the teacher assigns work and checks in digitally.
Distance learning is a method for delivering instruction solely
online, not as a variation in your teaching style.

12. No Activity
Contact
Hours
1 Lecture
2 Laboratory/Studio
3 Tutorial
4 Others (specify)
Total
7. Contact Hours (based on academic semester)

13. B. Course Objectives and
Learning Outcomes

14. 1. Course Description
2. Course Main Objective

15. 1. Course Description: (Ex. Histology course)
This course starts with the description of the electron microscopic
structure of the cell and its components, the basic structural unit of
the human body. The knowledge about the structural characteristics
of the four basic tissue types and the relation to their functional
capabilities are clarified. The normal histological structure of various
body organs and systems are described enabling the students to
know the characteristic structural features of different organs and cell
types present in each one and relate the structural variations to
specific organ and system function. Explanation of the relation
between the endocrine system and both the structural & functional
variations in some other systems, especially male and female
reproductive is offered.

16. 2. Course main objectives
 A collection of the course-specific goals
that are derived from the overall
objectives of the education programe.
 They are written in a general manner
concentrating on the knowledge and skills
that the course intends to develop in the
students.

17. 3. Course Learning Outcomes

18. Course Learning Outcomes (CLOs) are:
• The knowledge, skills and values which should
be gained by the students completing the
course.
• CLOs are statements that describe what the
students will know and will be able to do and the
values to be acquired or reinforced after
completing the course.

19. The importance of LOs
 Know what you are doing
 Know why you are doing it
 Know what students are learning as a
result
 Changing because of that information

20. Characteristics of Good
Learning Outcomes
1. Measurable/Assessable
2. Clear to the student & instructor
3. Integrated, developmental, transferable
4. Use specific standards as a basis, not an end
5. “In order to” get to the uniqueness and real-world
application of the learning
6. Use a variety of learning domains

21. OBE → Outcome-Based Education
➢ Outcome-based education is a method of teaching that
focuses on what students can actually do after they are
taught.
➢ All curricula and teaching decisions are made based on
how best to facilitate the desired outcome.
➢ This leads to a planning process in reverse of traditional
educational planning.
➢ The desired outcome is selected first, and the curriculum
is created to support the intended outcome.

22. Avoid learning outcomes which are too broad in
scope, such as ‘Recall the fundamental
concepts of Structural, Mechanical and
Electrical Engineering.’
Avoid learning outcomes which are too narrow in
scope.
Avoid overloading your modules with too much
content.
Things to avoid…

23. NQF Domains of Learning Outcomes
Learning Outcomes are aligned with the three
domains of learning provided in the National
Qualification Framework 2020.
➢ Knowledge & Understanding
➢ Skills, and
➢ Values
Domains of learning apply to both Program
and Course learning outcomes
Keep in mind both Program & Course LOs

24. Knowledge & Understanding

25. Knowledge & Understanding
The main information to be gained and the
concepts that should be understood from
the course.
the ability to recall, understand, and present
information, including:
 knowledge of specific facts,
 Knowledge & understanding of concepts,
principles and theories.
 knowledge of procedures.

26. skills

27. cognitive skills:
▪ What the course will assist in developing
in the students such as: analysis,
capability for creative thinking, problem
identification and solving, ..….etc.
▪ cognitive skill allow us to process the
large amount of information we receive
every day in life.

28. Communication, Information Technology and Numerical
Skills:
Including the ability to:
 Communicate effectively in oral and written form,
-Written → the student is able to (or trained to ) write
structural reports or essay in accordance with the standard
scientific guidelines.
-Oral → present reports in seminars or group meetings,
discuss results, defend his/her ideas ..... etc.
 IT skills → choose and use appropriate computer program
packages, electronic filing management, locate and
download online data..
 Use basic mathematical and statistical techniques.

29. psychomotor skills:
The ability of the student, after completing the course, to
apply and adopt the topics into professional
applications.
Examples: The student should be able to:
1. Use appropriate lab equipment and tools to .....
2. Design and perform experiments in the lab and field
within proper technical, safety and ethical framework.
3.Collect, store, preserve and handle samples and
specimens.
4. Inject and dissect …

30. Values

31. Values are global principles that guide people’s
lives. Values which can be acquired during
learning may include:
▪ Demonstrating integrity and professional &
academic ethics.
▪ Participate in finding constructive solutions for
some societal issues.
▪ commitment to responsible citizenship.

32. ▪ Self-evaluation of the level of learning and
performance,
▪ Insistence on achievement and excellence,
▪ Making logical decision supported by
evidence and arguments independently.

33. ▪ Leadership with flexibility and effectiveness
▪ Teamwork with active participation and
collaboration
▪ Endurance responsibility for professional
development

34. Other values which can be reinforced during learning may include:
➢ Patience and sustainability
➢ Responsibility
➢ Honesty
➢ Discipline
➢ Punctuality
➢ Compassion
➢ Autonomous learning
➢ Openness

35. NQF Learning Domains Suggested Verbs
Knowledge &
understanding
list, name, record, define, label, outline, state, describe,
recall, memorize, reproduce, recognize, record, tell, write
differentiate, subdivide, explain.
Skills
Cognitive Skills estimate, summarize, write, compare, contrast, diagram,,
criticize, calculate, analyze, compose, develop, create,
prepare, reconstruct, reorganize,, predict, justify, rate,
evaluate, plan, design, measure, judge, justify, interpret,
appraise
Communication,
Information
Technology, and
Numerical skills
demonstrate, calculate, illustrate, interpret, research,
question, operate, appraise, evaluate, assess, and criticize
Psychomotor
skills
demonstrate, show, illustrate, perform, employ, manipulate,
operate, prepare, produce, draw, diagram, examine,
construct, assemble, experiment, and reconstruct
Values
demonstrate, participate, show, lead, endure, evaluate,
respect, collaborate, insist, sustain, appreciate

36. CLOs
Aligned
PLOs
1 Knowledge and Understanding
1.1
1.2
1.3
1...
2 Skills:
2.1
2.2
2.3
2...
3 Values:
3.1
3.2
3.3
3...

37. C. Course Content

38. N
o
List of Topics
Contact
Hours
1
2
3
4
5
...
Total

39. Development of Learning Outcomes
in Domains of Learning
For each of the domains of learning indicate:
 The knowledge , skills or values the course is
intended to develop.
 The teaching strategies to be used.
 The methods of student assessment to be used
in the course to evaluate learning outcomes in
the domain concerned.

40. Assessment
(how students’
achievement is
assessed)
Content
( What is taught)
CLOs
Methods
(how it is taught)

41. D. Teaching and Assessment

42. Teaching strategies:
The methods, which are used by teacher to help students to
achieve the LOs for the course.
Selecting teaching methods: The two most critical factors
in selecting teaching methods are
1- choosing a variety of methods, and
2- choosing methods that are appropriate for achieving the
learning outcomes (LOs).

43. Student Assessment:
➢ Write down the assessment methods used, such as
written examinations (midterm, regular, at the end of
term), class activities (reports, discussions, practicals ...
etc.).
➢ Time schedule: specify the date for each assessment in
the semester/year span.
➢ Weighting system: identify the percentage of marks
allocated to each assessment mentioned above.

44. 1. Alignment of Course Learning Outcomes with
Teaching Strategies and Assessment Methods
Code Course Learning Outcomes
Teaching
Strategies
Assessment
Methods
1.0 Knowledge and Understanding
1.1
1.2
…
2.0 Skills
2.1
2.2
…
3.0 Values
3.1
3.2
…

45. 2. Assessment Tasks for Students
# Assessment task*
Week
Due
Percentage of
Total
Assessment
Score
1
2
3
4
5
*Assessment task (i.e., written test, oral test, oral presentation, group project,
essay, etc.)

46. 2. Assessment Tasks for Students
# Assessment task*
Week
Due
Percentage of
Total
Assessment
Score
1 Assignments OR Case Studies
All over
the
course
5%
2 Mid-Term Exam Weak 8 15%
3
Other Assessment Methods: e.g. Quizzes,
Internet searches, HomeWorks, Exercises,
Class activity, Scratch Cards, Presentations,
Group work……etc.
All over
the
course
10%
4 Final Practical Exam Weak 16 30%
5 Final written Exam Weak 18 40%
*Assessment task (i.e., written test, oral test, oral presentation, group project, essay, etc.)

47. E. Student Academic Counseling and Support
Arrangements for availability of faculty and teaching staff for
individual student consultations and academic advice :
The faculty and teaching staff are available as 2 office hours twice weekly
according to an announced schedule.

48. F. Learning Resources and Facilities
Required
Textbooks
Essential
References
Materials
(Journals, Reports, etc.)
Electronic
Materials
(Web Sites, Facebook, Twitter, etc.)
Other
Learning
Materials
(Computer-based programs/CD, professional standards
or regulations, and software.)
1. Learning Resources

49. 2. Facilities Required
Item Resources
Accommodation
(Classrooms, laboratories,
demonstration rooms/labs,
etc.)
Technology Resources
(AV, data show, Smart Board,
software, etc.)
Other Resources
(Specify, e.g. if specific
laboratory equipment is
required, list requirements or
attach a list)

50. G. Course Quality Evaluation

51. Evaluation
Areas/Issues
Evaluators Evaluation Methods
Evaluation areas (e.g., Effectiveness of teaching and assessment,
Extent of achievement of course learning outcomes, Quality of
learning resources, etc.)
Evaluators (Students, Faculty, Program Leaders, Peer Reviewer,
Others (specify)
Assessment Methods (Direct, Indirect)

52. Evaluation
Areas/Issues
Evaluators Evaluation Methods
Evaluation of teaching Student Surveys (indirect)
Effectiveness of
teaching
Faculty and Program
Leaders
Analysis of students’
results (direct)
Quality of learning
resources
Faculty and Students Interviews, (indirect)
Evaluation areas (e.g., Effectiveness of teaching and assessment,
Extent of achievement of course learning outcomes, Quality of
learning resources, etc.)
Evaluators (Students, Faculty, Program Leaders, Peer Reviewer,
Others (specify)
Assessment Methods (Direct, Indirect)

53. H. Specification Approval Data
Council /
Committee
Reference No.
Date

54. Thanks for your kind
attention and listening