HBEF2103 Educational Psychology Assignment September 2026: Active Learning and Alternative Assessment for Encik Haikal | OUM

HBEF2103 Educational Psychology Assignment, September 2026 Semester (OUM)

The September 2026 HBEF2103 assignment is built on a community learning centre scenario: a facilitator whose lecture-only sessions and weekly quizzes leave learners bored and anxious. You design one student-centred activity using scaffolding, peer tutoring or cooperative learning, propose two alternative assessments, reflect on intrinsic motivation, and join a forum discussion on the film Taare Zameen Par.

Specific Instructions

• Answer in Malay or English.
• Number of words: 2,500 – 3,000 words excluding references.
• Submit your assignment once only, in a single file, online.
• Submission due date: 2 November 2026.
• This assignment accounts for 50% of the total marks for the course.

Purpose

This assignment assesses students’ ability to apply student-centred teaching approaches (CLO3, C3) and demonstrate ethical awareness by proposing fair classroom assessment methods (CLO4, A3) grounded in the Educational Psychology module.

Part 1: Written Assignment (40 marks)

Scenario

At a community learning centre, a facilitator (Encik Haikal) discovers that the adult/youth learning sessions he conducts are receiving low engagement. Many participants feel bored because he relies solely on one-way lecturing methods (teacher-centred) and administers weekly written quizzes that induce high test anxiety among the participants. The participants are grouped as Group A, Group B and Group C (see the diagram in the assignment paper).

Encik Haikal aims to transform his delivery approach towards active, student-centred learning as well as design fairer assessment methods that do not rely strictly on conventional paper-and-pencil tests.

Assignment Questions (answer all sections)

1. Design of Active Learning Activity – Based on Topic 6 (Social Constructivist Approaches) and Topic 7 (Student-Centred Instruction): select ONE simple fundamental topic or skill (e.g. Effective Communication Skills, Financial Literacy, Digital Literacy or Basic Health Science); formulate ONE student-centred learning activity applying Scaffolding / Peer Tutoring OR Cooperative Learning; and explain clearly how the steps of the activity provide balanced opportunities for participation across Group A, Group B and Group C.
2. Design of Alternative Assessment and Evaluation Rubric – Based on Topic 10 (Classroom Assessment and Grading): propose TWO alternative assessment methods (e.g. Performance / Simulation Assessment or E-Portfolio Assessment) to replace conventional written tests.
3. Educational Psychology Reflection – Reflect on how integrating active learning activities with alternative assessment strategies can foster students’ intrinsic motivation (Topic 8).
4. Summary – Summarise the main points covered in the essay.

Part 2: Online Class Participation (10 marks)

Participate actively in the myINSPIRE forum after watching the film Taare Zameen Par, and discuss with reference to Topic 8 (Motivation and Classroom Anxiety) and Topic 10 (Classroom Assessment and Grading):

Answer

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