This document outlines the requirements for a statistics project assigned to students. It instructs students to work in groups of 4-5 members to conduct a survey comparing understanding of a chronic disease between male and female students. The survey must include at least 15 questions and interview a minimum of 200 targets. Students are assessed based on their understanding of comparative surveys, knowledge and application of statistical analysis, communication skills, and individual contribution. A report and infographic poster summarizing the findings must be submitted. Peer and self-assessment of contributions is also required.
This document outlines the requirements for a statistics project assigned to students. It instructs students to work in groups of 4-5 members to conduct a survey comparing understanding of a chronic disease between male and female students. The survey must include at least 15 questions and interview a minimum of 200 targets. Students must analyze and present the survey results in a report, poster, and completed survey forms. The project aims to provide hands-on experience collecting and analyzing statistical data. Assessment will consider understanding of comparative surveys, statistical analysis skills, communication skills, and individual contribution.
Maths project brief august 2014 project - statisticsleejanicee
This document provides instructions for a statistics project assigned to students in a mathematics course. It asks students to work in groups to conduct a survey comparing understanding of a chronic disease among two age groups. Students are tasked with developing survey questions, administering the survey to at least 200 people, analyzing the results, and presenting their findings. The project aims to provide hands-on experience with conducting surveys and analyzing statistical data. Students will be assessed based on their understanding of comparative analysis, statistical analysis skills, communication abilities, and individual contributions to their group.
This document outlines the requirements for a statistics project assigned to students. It instructs students to conduct a survey in groups of 4 or less on understanding of a common chronic disease in Malaysia. Students are asked to brainstorm survey questions, test the questions, interview at least 200 people, analyze the results, and submit a poster and report summarizing their findings. The assessment criteria focus on understanding statistics concepts, statistical analysis abilities, communication skills, and individual contribution to the group work. A rubric is also provided to evaluate students on these areas.
Maths project brief jan 2015 project - statisticsJenny Huoy Miin
This document outlines the requirements for a statistics project assigned to students. It instructs students to form groups of 4-5 members and conduct a survey comparing understanding of a chronic disease (such as stroke or diabetes) between male and female students. Students must design a 15+ question survey, interview at least 200 people total, analyze the results statistically, and submit a poster and report summarizing their findings. The assessment criteria evaluate students' understanding of comparative surveys, statistical analysis abilities, communication skills, and individual contributions to the group work.
This document provides information on the Mathematics module MTH30104 at the School of Architecture, Building & Design. The 4-credit, 18-week module covers topics including algebra, trigonometry, differentiation, integration, and statistics. Assessment includes a test, group assignment, final exam, and individual e-portfolio. The module aims to equip students with essential mathematical skills and analyze and solve problems using various principles. It is taught through lectures and self-directed study.
(Beutjer & Drogos) The Rest of the 7 Student-Centered Strategies of Assessmen...Jeremy
This document discusses strategies for student-centered formative assessment. It outlines that the learner will be able to define and apply Strategies 2, 3, and 6 which involve using examples of strong and weak work, providing descriptive feedback, and teaching focused revision. The document then provides details on each of these three strategies, including key ideas, implementation, examples, and activities to apply the strategies. It relates the strategies to questions about where the learner is going, where they are now, and how to close the gap.
Strategies 23 and 6 drogos and beutjer revisedJeremy
This document outlines how to apply strategies 2, 3, and 6 of formative assessment. Strategy 2 involves using examples of strong and weak student work. Strategy 3 is providing regular descriptive feedback. Strategy 6 is teaching students focused revision. The document explains each strategy and provides examples. It also has activities for readers to practice applying the strategies, including analyzing student work samples, revising feedback, and planning instruction around a learning target.
This document outlines the requirements for a statistics project assigned to students. It instructs students to work in groups of 4-5 members to conduct a survey comparing understanding of a chronic disease between male and female students. The survey must include at least 15 questions and interview a minimum of 200 targets. Students must analyze and present the survey results in a report, poster, and completed survey forms. The project aims to provide hands-on experience collecting and analyzing statistical data. Assessment will consider understanding of comparative surveys, statistical analysis skills, communication skills, and individual contribution.
Maths project brief august 2014 project - statisticsleejanicee
This document provides instructions for a statistics project assigned to students in a mathematics course. It asks students to work in groups to conduct a survey comparing understanding of a chronic disease among two age groups. Students are tasked with developing survey questions, administering the survey to at least 200 people, analyzing the results, and presenting their findings. The project aims to provide hands-on experience with conducting surveys and analyzing statistical data. Students will be assessed based on their understanding of comparative analysis, statistical analysis skills, communication abilities, and individual contributions to their group.
This document outlines the requirements for a statistics project assigned to students. It instructs students to conduct a survey in groups of 4 or less on understanding of a common chronic disease in Malaysia. Students are asked to brainstorm survey questions, test the questions, interview at least 200 people, analyze the results, and submit a poster and report summarizing their findings. The assessment criteria focus on understanding statistics concepts, statistical analysis abilities, communication skills, and individual contribution to the group work. A rubric is also provided to evaluate students on these areas.
Maths project brief jan 2015 project - statisticsJenny Huoy Miin
This document outlines the requirements for a statistics project assigned to students. It instructs students to form groups of 4-5 members and conduct a survey comparing understanding of a chronic disease (such as stroke or diabetes) between male and female students. Students must design a 15+ question survey, interview at least 200 people total, analyze the results statistically, and submit a poster and report summarizing their findings. The assessment criteria evaluate students' understanding of comparative surveys, statistical analysis abilities, communication skills, and individual contributions to the group work.
This document provides information on the Mathematics module MTH30104 at the School of Architecture, Building & Design. The 4-credit, 18-week module covers topics including algebra, trigonometry, differentiation, integration, and statistics. Assessment includes a test, group assignment, final exam, and individual e-portfolio. The module aims to equip students with essential mathematical skills and analyze and solve problems using various principles. It is taught through lectures and self-directed study.
(Beutjer & Drogos) The Rest of the 7 Student-Centered Strategies of Assessmen...Jeremy
This document discusses strategies for student-centered formative assessment. It outlines that the learner will be able to define and apply Strategies 2, 3, and 6 which involve using examples of strong and weak work, providing descriptive feedback, and teaching focused revision. The document then provides details on each of these three strategies, including key ideas, implementation, examples, and activities to apply the strategies. It relates the strategies to questions about where the learner is going, where they are now, and how to close the gap.
Strategies 23 and 6 drogos and beutjer revisedJeremy
This document outlines how to apply strategies 2, 3, and 6 of formative assessment. Strategy 2 involves using examples of strong and weak student work. Strategy 3 is providing regular descriptive feedback. Strategy 6 is teaching students focused revision. The document explains each strategy and provides examples. It also has activities for readers to practice applying the strategies, including analyzing student work samples, revising feedback, and planning instruction around a learning target.
Maths project brief feb 2014 project - statisticsPatricia Kong
This document outlines the requirements for a statistics project in a mathematics course. Students will work in groups to conduct a comparative survey of individuals aged 18-20 and 21-23. They must brainstorm topics and questions, conduct interviews of at least 100 people total, analyze the results, and submit a poster and report summarizing their findings. The report must include an introduction, objectives, methodology, survey forms, statistical analysis, and conclusion. Students will be assessed based on their understanding of comparative analysis, statistical knowledge and analysis skills, communication abilities, and individual contributions to the group work.
Students are assigned a group project to conduct a comparative survey and statistical analysis. They must survey at least 200 people total, with 100 of each gender, on a topic they choose. They will analyze the survey results and submit a poster, report, and completed surveys. The report must include an introduction, objectives, methodology, analysis with calculations and diagrams, and conclusion. Students will be assessed on their understanding of comparisons and statistics, statistical analysis skills, communication skills, individual contribution, and peer evaluation.
Edu 702 group presentation (questionnaire) 2Dhiya Lara
The document provides information on preparing and administering a questionnaire for research. It discusses considerations for instrument selection including validity, reliability, and usability. It defines what a questionnaire is and provides tips for getting started, introduction, formatting questions, and common question types like Likert scales, ratings, rankings, and open-ended. It also covers piloting the questionnaire, considerations, advantages, disadvantages, and preparing the collected data for analysis.
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Edu 702 group presentation (questionnaire)Azura Zaki
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Action Research Preparation 2019-Mike R..pptxTezy Rangel
The document provides an overview of the key aspects of preparing an action research proposal, including understanding the purpose and processes of action research, determining a research problem, and identifying the benefits of conducting action research. It discusses the various components that should be included in an action research proposal such as the context and rationale, research questions, proposed intervention, research methods, work plan, cost estimates, and plans for dissemination. Templates for an action research proposal and basic research proposal are also presented.
This document summarizes an interactive masterclass on the TESTA (Transforming the Experience of Students Through Assessment) programme approach. The masterclass discusses the rationale for taking a programme approach to assessment, including addressing modular problems, curriculum problems, and student alienation. Methods discussed include conducting a TESTA programme audit and using an Assessment Experience Questionnaire and student focus groups to gather data. Key themes covered are high summative assessment loads, disconnected feedback between assignments, and student confusion about assessment goals and standards. Strategies presented to improve assessment include increasing formative assessment, providing more dialogic feedback, and helping students internalize assessment criteria.
Quantitative research involves counting and measuring to obtain precise results about a situation. Questionnaires are a common tool used, which involve defining a problem, developing questions, pretesting the questionnaire, distributing it with a cover letter, and following up with non-respondents. Questionnaires have advantages like broad coverage and economical administration but disadvantages like low response rates and inability to clarify ambiguous questions. Questions can be open-ended or structured with fixed responses, and scaling techniques like Likert scales are used to differentiate opinions. Question placement within the questionnaire is also important.
The document provides an overview of an evaluation workshop. It begins with welcoming participants and providing instructions. The agenda includes discussing the evaluation process and logic models, team logic modeling, asking good evaluation questions, and the balanced scorecard approach. It introduces the Golden LEAF Essential Skills Initiative being evaluated and the evaluation team. It discusses developing a culture of curiosity around data and ensuring data quality and consistency. The goal is to provide grantees with tools and strategies for conducting formative evaluations of their workforce development programs to support continuous improvement.
Zhao Yunkun received very positive feedback from students in the Risk Analytics for Financial Services tutorial. Students rated Zhao as highly effective, providing timely and useful feedback that enhanced students' thinking abilities and interest in the subject. Ratings for Zhao exceeded department and faculty averages. No areas for improvement were identified by students. The self-reflection section was left blank, perhaps indicating this was Zhao's first time receiving evaluations.
Quantitative research involves counting and measuring to obtain precise results about a situation. Questionnaires are a common tool used, with steps including defining the problem, developing questions, pretesting, distributing, and following up. Questionnaires have advantages like broad coverage and low cost but disadvantages like low response rates. Questions can be open-ended or structured with fixed responses, and scaling can measure opinions. Question placement and type should follow a logical sequence.
Quantitative research involves counting and measuring to obtain precise results about a situation. Questionnaires are a common tool used, with steps including defining the problem, developing questions, pretesting, distribution, and follow-up. Questionnaires can provide broad, anonymous coverage but have disadvantages like low response rates and unclear questions. Questions may be open-ended, multiple choice, or use scales. Question placement and type should follow a logical sequence.
Quantitative research involves counting and measuring to obtain precise results about a situation. Questionnaires are a common tool used, with steps including defining the problem, developing questions, pretesting, distribution, and follow-up. Questionnaires can provide broad, anonymous coverage but have disadvantages like low response rates and unclear questions. Questions may be open-ended, multiple choice, or use scales. Question placement and type should follow a logical sequence.
Quantitative research involves counting and measuring to obtain precise results about a situation. Questionnaires are a common tool used, which involve defining problems, questions, populations, developing and pretesting questionnaires, and following up. Questionnaires have advantages like broad coverage and low cost but disadvantages like low response rates. Questions can be factual, attitudinal, or structured/unstructured. Structured questions provide fixed responses while unstructured are open-ended. Scaling responses like Likert scales are used to differentiate opinions. Question placement should follow a logical flow from easy to difficult with sensitive questions asked later.
Quantitative research involves counting and measuring to obtain precise results about a situation. Questionnaires are a common tool used, with steps including defining the problem, developing questions, pretesting, distribution, and follow-up. Questionnaires can provide broad, anonymous coverage but have disadvantages like low response rates and unclear questions. Questions may be open-ended, multiple choice, or use scales. Question placement and type should follow a logical sequence.
The document discusses assessment at Middlesex County College. It defines assessment as gathering data to improve student learning and outlines the assessment process of identifying learning outcomes, assessment techniques, gathering and using data. The purpose of assessment is to evaluate programs and courses, guide decision making to improve student learning, and communicate effectiveness. Sample learning outcomes are provided for biology, psychology, and dental hygiene programs and courses. Templates for defining learning outcomes and assessment plans are also included to help faculty develop and implement the assessment process.
The document provides guidance on writing Chapter 1 of a research paper. It discusses introducing the topic, stating the objectives and importance of the study, defining the scope, and describing the methodology including use of primary and secondary data sources. It emphasizes exploring the topic, satisfying curiosity, and striving to explain relationships. It also addresses starting research, prioritizing resources, and identifying the central question. Testing instruments and samples are addressed as well as presenting findings.
This document provides a cost appraisal for the construction of The Loft residency project in Kuala Lumpur, Malaysia. The project involves the construction of two 37-story tower blocks with a total of 600 units and 119,210 square meters of gross floor area. The estimated total construction cost is RM281,646,037.93. This cost is broken down by functional elements such as substructure, structural frame, and services. Construction costs per square meter are also provided for different parts of the development.
This document outlines the organization and plans for a community service initiative organized by several teams to benefit Rumah Kebajikan Karunai Illam, an orphanage home for underprivileged children in Kepong, Malaysia. It lists the leadership roles and various teams involved in organizing the event, which will include icebreakers, games, arts and crafts, lunch, and a gift for the orphanage. The event is scheduled for October 20th and will require several planning meetings to coordinate the activities and roles for the successful event.
This document provides a breakdown and cost calculations for a proposed residential development project consisting of two 31-storey towers with 404 service apartment units over 7 floors of podium and 2 basement levels.
It includes a breakdown of the gross floor area and construction area by floor. It also provides the estimated construction costs by element including structure, architectural, mechanical and electrical works. The total estimated cost is RM284 million. Structure works make up 29% of costs, architectural 40%, M&E 30% and others 1%. Cost references from construction handbooks are provided to estimate the average cost per square meter.
This document provides a breakdown of construction costs for a benchmark project consisting of 2 tower blocks, a 6-storey parking structure, and 1-storey of amenities on a 119,210 sqm site. It allocates costs among basement, podium, and tower structures. The total estimated construction cost is RM130.9 million, with the basement accounting for RM15 million (11.45%), podium RM17.9 million (13.71%), and tower RM98 million (74.85%). Mechanical and electrical systems represent the largest cost component for the basement (27.04%) and podium (22.18%), while structural works are largest for the tower (49.36%).
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Quantitative research involves counting and measuring to obtain precise results about a situation. Questionnaires are a common tool used, which involve defining a problem, developing questions, pretesting the questionnaire, distributing it with a cover letter, and following up with non-respondents. Questionnaires have advantages like broad coverage and economical administration but disadvantages like low response rates and inability to clarify ambiguous questions. Questions can be open-ended or structured with fixed responses, and scaling techniques like Likert scales are used to differentiate opinions. Question placement within the questionnaire is also important.
The document provides an overview of an evaluation workshop. It begins with welcoming participants and providing instructions. The agenda includes discussing the evaluation process and logic models, team logic modeling, asking good evaluation questions, and the balanced scorecard approach. It introduces the Golden LEAF Essential Skills Initiative being evaluated and the evaluation team. It discusses developing a culture of curiosity around data and ensuring data quality and consistency. The goal is to provide grantees with tools and strategies for conducting formative evaluations of their workforce development programs to support continuous improvement.
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1. 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Foundation in Natural and Built Environments
MATHEMATICS [MTH10304]
Project – Statistics - (30%) –1st June 2015
INTRODUCTION
Statistics is a mathematical science which
involves the collection, analysis and interpretation
of data. Statistical analysis helps to understand
some process and possibly to make some
predictions based on the understanding.
This assignment is designed to provide students
with a hands-on experience on how to conduct a
survey, to organize and present the data.
OBJECTIVES OF THE PROJECT
1. To allow students to collect and organize statistical data.
2. To enable the students to apply the knowledge gained to analyse statistical data and draw conclusion from
the data.
LEARNING OUTCOMES OF THE PROJECT
1. To analyse and solve problems that involves various mathematical principles.
2. To collect, organize, present and draw conclusion for simple statistical data.
3. To understand and apply fundamental mathematical principles; statistics.
TASKS - METHODOLOGY
In a group of four (4) to five (5) members, you are required to complete the following tasks.
1. Assuming Kementerian Kesihatan Malaysia (Malaysian Health Ministry) engage you to conduct a survey.
They would like to study the understanding level of female and male students in Taylor’s
University on one of the common chronic diseases in Malaysia. This survey focuses to compare
how much male and female students understand about the diseases.
2. You are required to research the fact of one of the common chronic diseases in Malaysia, i.e. stroke, high
blood pressure, diabetics or etc. Compare the facts with understanding of each category of students to
conclude which group understands better on that disease.
2. 2
3. Each questionnaire must consists of minimum 15 questions (exclude the demographical
questions, i.e. age, sex and etc…). It is advisable to avoid open ended question and provide options
for every questions. Decide the answer to be numerical rating, numerical ranking, yes-no or etc. (Keep in
mind what you want to learn)
4. Print the interviewers’ question and answer list. Proceed to interview your targets. Each group must
survey/interview min 200 targets or 50 targets per member, whichever higher.
5. Administer the survey.
6. Tabulate and analyze the data.
SUBMISSION REQUIREMENT
1. One A2 sized printed infographic poster which summarises the findings of your survey
2. Survey report
3. Suggested format for survey report
a. Cover page
b. Table of Content
c. Introduction and objective of your survey (what you want to learn/compare in your survey)
d. Methodology – Briefly explain the surveying process and record of the survey process (images of
interviewing process and venues where the interview takes place)
e. An empty survey form and all responded survey forms
f. Analysis – Statistical analysis of each question, include all necessary calculation, diagrams and
etc. (Important: Not all measure is applicable to each question. Use of inappropriate
measures will result reduction in marks / grades)
g. Conclusion
ASSESSMENT CRITERIA
The assessment for this assignment will be based on
Understanding of Comparative survey
Knowledge and Understanding of statistical Analysis
Communication Skills
Individual contribution
MARKING CRITERIA
Refer to Assessment Rubric for Mathematics Project - Statistics
3. 1
Assessment Rubric for Mathematics Project – Statistics
TGC Criteria Excellent Good Satisfactory Poor Unsatisfactory
Understanding of Comparative
survey (5%)
Introduction and objectives of the
survey clearly defined and
explained
Demonstrate
excellent
understanding of
comparison survey
Demonstrate
considerate
understanding of
comparison survey
Demonstrate some
understanding of
comparison survey
Demonstrate
limited
understanding of
comparison survey
Fail to demonstrate
understanding of
comparison survey
5 4 3 2 1 - 0
Knowledge and Understanding
of statistical Analysis (15%)
Demonstrate ability to perform
statistical calculations and make
conclusion
Shows excellent
ability to perform
statistical
calculations
Shows
considerable ability
to perform
statistical
calculations
Shows some ability
to perform
statistical
calculations
Shows limited
ability to perform
statistical
calculations
Shows
unsatisfactory
ability to perform
statistical
calculations
15 - 13 12 - 10 9 - 7 6 - 4 3 - 0
Communication Skills (10%)
Ability to organize and convey the
information clearly, accurately,
creatively and easy to understand
Assignment
organization or
presentation is
clear, creative, and
precisely focused
Assignment
organization or
presentation shows
considerable
clarity, creativity
and focus
Assignment
organization or
presentation shows
some clarity,
creativity, or focus
Assignment
organization or
presentation shows
limited clarity,
creativity, or focus
Assignment
organization or
presentation shows
little clarity,
creativity or focus
10 - 9 8 - 7 6 - 5 4 - 3 2 - 0
** Individual contribution
(multiplier)
Demonstrate ability to contribute to
the team, to lead or work with
others team members
Significant
participation and
contribution to the
team.
Demonstrate
excellent
leadership.
Considerate
participation and
contribution to the
team.
Demonstrate
considerate
leadership.
Average
participation and
contribution to the
team.
Demonstrate some
leadership.
Limited
participation and
contribution to the
team.
Demonstrate
limited leadership.
Fail to participate
and contribute to
the team.
Demonstrate poor
leadership.
Max 1 Max 0.8 Max 0.6 Max 0.4 Max 0.2
4. 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Modern Architecture Studies in Southeast Asia (MASSA) Research Unit
Foundation in Natural and Built Environment (FNBE)
PEER ASSESSMENT FORM (PRIVATE & CONFIDENTIAL) MATH0103 (Mathematics)
Write the proficiency level from the rubric that fits each group members’ participation in the box under the collaboration skill. Include
your own name in the list. For ranking, use “1” for the group member that you feel contributed the most to the work, followed by other
group members in order of contributions. The ranking should reflect the participant level of each member.
Name of Group Member Participation Leadership Communication Cooperation
Time
Management
TOTAL
(Out of 25)
RANK
1.
2.
3.
4.
5.
6.
5 4 3 2 1
Participation Group member participated
fully and was always on
task in class.
Group member often
participated, was usually on
time and did their task well,
and immediately, if
prompted.
Group member sometimes
participated, occasionally
wasted time or sometimes
worked on unrelated
material.
Group member was often
missing, contributed
minimally or often worked
on unrelated material.
Group member did not
participate, wasted time, or
worked on unrelated
material.
Leadership Group member assumed
leadership in an appropriate
way when necessary by
helping the group stay on
track, encouraging group
participation, posing
solutions to problems, and
having a positive attitude.
Group member occasionally
assumed leadership in an
appropriate way,
inconsistently, and
generally helped to
maintain good group
participation, and having a
positive attitude.
Group member usually
allowed others to assume
leadership or often
dominated the group.
Group member seldom
assumed leadership and
occasionally undermined
the leadership of others.
Group member did not
assume leadership or
assumed it in a
nonproductive manner and
generally behaved in a
manner detrimental to the
overall attitude of the group.
Communication Group member listened
carefully to others’ ideas.
Group member offered
detailed, constructive
feedback when appropriate.
Group member often
listened to others’ ideas and
offered feedback that was
usually relevant and
appropriate.
Group member sometimes
listened to others and
interrupted them. Group
member occasionally
offered constructive
feedback, but sometimes
the comments were
inappropriate or not useful.
Group member often did
not listen to others.
Feedback was seldom
given and usually
inappropriate o unhelpful.
Group member did not
listen to others and often
interrupted them. Group
member did not offer
constructive or useful
feedback.
Cooperation Group member treated
others respectfully and
shared the workload fairly.
Group member usually
treated others respectfully
and often tried to share
workload fairly.
Group member sometimes
treated others
disrespectfully or did not
share the workload fairly.
Group member often
treated others
disrespectfully and often
tried to distribute workload
unfairly.
Group member treated
others disrespectfully or did
not share the workload
fairly.
Time
Management
Group member completed
assigned tasks on time.
Group member completed
most of the task assigned
on time.
Group member sometimes
did not complete the
assigned tasks on time and
occasionally forced the
group to make last-minute
adjustments and changes
to accommodate missing
work.
Group member did not
complete most of the tasks
assigned on time.
Group member did not
complete most of the
assigned tasks on time and
often forced the group to
make last-minute
adjustments and changes
to accommodate missing
work.
5. 2
List down some of the main tasks that had been assigned to you for this assignment and briefly describe your performance:
1. ____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________________________________________________
2. ____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________________________________________________
3. ____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________________________________________________
You may also list any other contributions that you feel you have made for your team:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
__________________________________________________________________________________________________
Briefly comment on the contributions of other group member, particularly those you feel contributed more or less than expected:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
__________________________________________________________________________________________________
Student’s Signature: ________________________________ Date: ________________________________
Student’s Name: ________________________________ Student ID: ________________________________
This section for comments by Lecturers / Tutors: