1. COURSE OBJECTIVES
The emergence of the multimodal transport has been facilitating growing international trade and logistics. The reason is there has always been a close asscoication between transport and trade, and efficient transport services are a prerequisite to successful trading. Therefore, understanding the interrelationship between different modes of transport used in international trade is very important and imperative. This course aims at providing students with fundamental knowledge and skills related to multimodal transport. The specific contents of this course comprise of basic concepts of multimodal transport, multimodal transport operation, documentations of multimodal transport, import and export procedures, and alternative transport solutions.
2. COURSE CONTENTS
|
No. |
Contents |
Time Allocation |
Contribution to CLO |
|||
|
Hour(s) on the class |
Essays, exercise, Assignments… (3) |
Self-study with teacher’s tutorials (4) |
||||
|
Lecture (1) |
Practice, Seminar… (2) |
|||||
|
1 – 2 |
General knowledge on multimodal transport (MT) |
4 |
0 |
2 |
11 |
1,2,4 |
|
3 – 4 |
MT operations |
4 |
1 |
2 |
11 |
3,5 |
|
5 |
Documents of MT |
3 |
0 |
2 |
5.5 |
2,6 |
|
6 |
Import & Export Procedures |
3 |
0 |
2 |
5.5 |
6,7,8 |
|
7 – 8 |
Field trip |
8 |
0 |
0 |
11 |
8,9 |
|
9 |
Alternative Transport Solutions |
3 |
1 |
4 |
5.5 |
3,5 |
|
10 |
Specialist Services |
2 |
1 |
2 |
5.5 |
3,8 |
|
11 – 12 |
Seminar with experts |
0 |
8 |
2.5 |
11 |
2,3,5,9 |
|
13 – 14 |
Group presentation |
0 |
4 |
4 |
11 |
4,5,6,7,8 |
|
15 |
Revision |
3 |
0 |
2 |
5.5 |
1,5,7,8 |
|
Total (hour) |
30 |
15 |
22.5 |
82.5 |
||
3. COURSE ASSESSMENT
– Score ladder: 10
– Type of assessment
|
Form |
Content |
Criteria |
CLO |
Proportion |
|
|
Formative |
Attendance |
|
The number of attendances and participation in lesson |
1,2,3,4,5,6,7,8,9 |
10% |
|
Oral presentation: content (40%), teamwork (10%), present (10%), ask (20%), answer questions (20%) |
|
|
|||
|
Homework assignments: cases |
|
|
|||
|
Quizzes: multiple choice, sort answer |
|
|
|||
|
Self-assessment: case study |
|
|
|||
|
|
In-class discussions: discuss cases and solution |
|
|
||
|
|
Essay/Summaries |
|
|
||
|
Summative |
Mid-term |
Group assignment and presentation
|
|
4,5,6,7,8 |
30% |
|
Final term |
Essay/ wring test/ project report |
|
1,5,7,8 |
60% |
|
|
|
|
|
Total: |
100% |
|
Guidance: Base on learning outcomes, what teaching method, learning method and evaluation are needed to achieve these learning outcomes and evaluate the level of achieving learning outcomes. Department should build criteria to assess measuring level of course learning outcomes (according to Rubric)
- Types of assessment
- Requirement for assessment when suggesting assessment method
|
Value |
Measure exactly what is needed to be measured (assessment criteria/factor should be correlative with knowledge/skills demonstrating in respective learning outcomes). |
|
Reliability |
Assessment from two teachers/lecturers who evaluate the same task of student or from one teacher/lecturer in different time. |
|
Fairness |
Students are provided information about assessment criteria. Scoring bases on specific criteria. Students are completely instructed knowledge, skills needed to meet assessment criteria. |
- Assessment methods
|
Performance Based Outcomes |
Demonstration, presentation, simultation, role play, work sample, performace test (Trình diễn, thuyết trình, mô phỏng, đóng vai, bài kiểm tra mô phỏng công việc thực tế, thi đánh giá năng lực) |
Project, lab test, fieldwork, thesis, practicum, portfolios (Dự án, thực hành ở phòng lab, đi thực địa, luận văn, rèn luyện nghiệp vụ, hồ sơ) |
|
Knowledge Based Outcomes |
MCQs, short essay questions, posters (Thi trắc nghiệm, viết bài luận ngắn, posters) |
Case studies, long essay questions, critiques, journal/blogs (Nghiên cứu tình huống, viết bài luận dài, bài phê bình, bài báo/blog) |
|
Low Order Thinking Skills (Kỹ năng tư duy cấp độ thấp) |
High Order Thinking Skills (Kỹ năng tư duy cấp độ cao) |
SUITABLE ASSESSMENT METHODS (knowlegde)
|
Remember |
Understand |
Apply |
Analyse |
Evaluate |
Create |
|
MCQ |
MCQ |
Open questions (allow to use materials) |
Case study |
Evaluate published articles |
Create product model |
|
Standardized test |
Fill in the blank |
Group project |
Presentation |
Evaluation essay |
Thesis, dissertation, poster |
|
Quiz |
Quiz |
Practice, experiment |
Project |
Evaluate problems |
Compose |
|
Summarize book, documentary |
Speaking test |
Business model |
|||
|
Case study |
Start-up |