This course seeks to comprehensively examine the pivotal role of instructional evaluation within the framework of curriculum assessment, employing a methodical and structured approach. The course will place significant emphasis on dissecting diverse methodologies, models, and strategies for assessing teaching effectiveness, rooted in the principles of interpretive and critical evaluation paradigms. Moreover, the course will engage in an in-depth exploration of pertinent issues and prevailing methodologies that exert influence over the contours of instructional evaluation, fostering an intellectually rigorous discourse on this subject matter.

The goal of this course is to explore the concepts of mathematical knowledge and mathematical thinking in mathematics education. Mathematical knowledge has positive relationship with mathematics teaching. Mathematical thinking is not the same as doing mathematics  at least not as mathematics is typically presented in our school system. School mathematics typically focuses on learning procedures to solve highly stereotyped problems. Professional mathematicians think a certain way to solve real problems, problems that can arise from the everyday world, or from science, or from within mathematics itself. The success in school mathematics is to learn to think inside-the-box. In contrast, a key feature of mathematical thinking is thinking outside-the-box  a valuable ability in todays world. This course helps to develop that crucial way of thinking. The course is intended to help the learners see mathematical knowledge and thinking as an integral and fundamental part of in mathematics education.

This graduate-level course provides an introduction to contemporary educational assessment principles and practices implicated in the design, development, administration, and analysis of educational assessment instruments. It exposes students to the foundational aspects of sound educational testing practices which include the validity/validation and the reliability/precision of the assessment measures from any set of items used in an educational instrument. It also exposes students to the operational features of assessment such as test development, scoring, analysis, and interpretation. The course will discuss various items and performance tasks in education including the cutting-edge, technology-enhanced items for computer-based test and the authentic performance-based tasks that resemble real-world problems. The course will cover the basic conceptual/theoretical issues underlying the Classical Test Theory framework of measurement. It will devote considerable time to the application of the model to real data situations/cases using relevant computer software. In sum, this course will provide conceptual and practical knowledge for test development in education. Essentially, it will facilitate students in aligning the assessment component to the instructional objectives, learning outcomes, and related 21st century classroom activities to ensure sound and fair testing practices.

This course examines school and society from the sociological perspectives. Topics covered are school as formal organizations, formal school status and roles, school and socialization, school culture, parental involvement, issues and problems in education and collaboration of NGOs in school.

This course introduces the student to the philosophy and concept of Islamic education. It will also discuss the function of philosophy in designing curriculum, methodology, and textbooks for Islamic education. This course will expose students to the history of Islamic education since the early days of Islam based on the evidence of the Qur'an and al-Hadith, students also study the history of Islamic education in the archipelago next in Malaya before and after independence. Further analysis of some Muslim thinkers like Ibn Khaldun education, a-Ghazali and al-Qabisi also discussed.

This course aims to guide students to understand and enhance effective teaching skills in order to impart the contents of Information and Communications Technology subjects in secondary school. Students will be guided to identify and select the most appropriate teaching and learning strategy, plan teaching and learning activities and organize teaching resources. Students will also be exposed to crucial management elements of computer laboratory and classroom with computers. Students will undergo micro teaching to showcase their teaching skills and analyse these skills clinically.

The aim of this course is to guide the students to master and practice the effective teaching skills in ELT. Through this course also hoped that students can choose and use appropriate methods and strategies to achieve the objectives of teaching and learning outcomes as well as able to make an assessment of the teaching process. In addition, students will also be introduced to the teaching practice through micro teaching.

This course develops an understanding of the nature and role of mathematics education. It focuses on the learning and teaching of a range of topics in the secondary school mathematics curriculum. The course will develop educators with an understanding of knowledge and pedagogy for mathematics teaching and learning. Mathematics teaching and learning theories will also be explored towards understanding the different methods to teach and the ways learners understand mathematical concepts and solve mathematics problems. Practical skills in managing teaching and learning in mathematics classrooms will also be discussed.

This course aims to guide students in understanding and mastering effective teaching skills to deliver the contents of the ICT subject for Secondary Schools. Students will also be guided in identifying and selecting appropriate teaching and learning strategies, planning teaching and learning activities and managing teaching aids. Students will also undergo micro-teaching activities to demonstrate their teaching skills