COURSE CONTENT FOR CC0005 HEALTHY LIVING & WELLBEING

Academic Year AY24/25 Semester 1

Course Coordinators Ms. Nurliyana Daros and Mr Norman New
Course Code CC0005
Course Title Healthy Living & Wellbeing
Pre-requisites NA
No of AUs 3
Contact Hours 39 hours [1(online) + 2 (in class) contact hours per week]

Course Aims
This course is one of the NTU 2025 Education – Interdisciplinary Collaborative Core (ICC) courses. It aims
to provide multi-disciplinary competence in a cross-disciplinary, collaborative learning environment,
with student interaction and collaboration across schools as a key learning foundation. As the title
connotes, the main objective of this compulsory undergraduate course is to examine what constitutes
living a good, healthy, and flourishing life.

According to research, individuals around the world pursue this “flourishing life” in different ways, be it
through improving one’s physical fitness, seeking authentic relationships with others, or making a
positive change in the environment. Thus, knowing and understanding how the different components
of a “good life” contribute to one’s overall functioning is critical to one’s healthy wellbeing. The latter,
in turn, affords many benefits such as better health (physical, mental, and emotional health) and
stronger relationships.

By the end of this course, students would have developed an awareness of what constitutes living a
healthy and flourishing life, both of which indirectly contribute to a successful undergraduate education.

Intended Learning Outcomes (ILO)

By the end of this course, you should be able to:
1. Describe what healthy living and wellbeing means to you as an undergraduate student.
2. Identify common health and mental issues (including knowing the sources of help) in Singapore
and how this knowledge would benefit you and the people around you.
3. Demonstrate coping strategies for developing resilience and self-care, playing an active role in
living a healthy and meaningful life.
4. Distinguish between healthy and unhealthy communication styles, and apply empathic
communication and conflict resolution strategies for healthier relationships.
5. Recognise the importance of self-determination, values-based actions, wisdom, and creativity in
the pursuit of personal growth and self-actualization.
6. Explain health and mental health care issues at a global level, in relation to understanding
Singapore perspectives.
7. Discern between facts and myths of common health issues related to nutrition, fitness, and
diseases.
8. Evaluate the consequences of health-related behaviours on longevity and health-adjusted life
expectancy.
9. Collaborate effectively on health and wellbeing issues in cross-disciplinary teams.

Course Content
1. The body-mind-spirit connection for healthy living and wellbeing
2. Health and Wholeness
3. Health and Disease
4. Health and Nutrition
5. Health and Fitness
6. Health and Maturation
7. Understanding Stress and Fostering Self-care
8. Building Mental Health Awareness and Resources
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 9. Nurturing Healthy Relationships and Social Wellness
10. Aspiring Personal Growth and Self-actualization
11. Cultivating Wisdom and Creativity for a Flourishing Life

Assessment (includes both continuous and summative assessment)

Component ILO Related Weighting Team / Assessment

Tested Programme LO Individual Rubrics
or Graduate
Attributes
1. Check your Competence 10% Individual 5 lectures each
understanding 1 to 8 for HL and WB,
questions 1% for
embedded in completing the
online lectures Learning
(Learning Module for each
Modules) lecture.
2. HL Group 1, 2, 3, 6 Character, 20% Group Appendix 1
Assignment to 9 Competence and
with Presentation Cognitive Agility

3. WB Group 1, 2, 3, 4, Character, 20% Group Appendix 2

Assignment 5&6 Competence and
with Presentation Cognitive Agility

4. Peer 9 Character and (Determines Individual Appendix 3a-3c

Assessment Competence final individual
mark accorded
for both group
presentations)
5. Individual 1 to 8 Character, 35% Individual Appendix 4
Written Competence and
Assignment Cognitive Agility

6. Class 1 to 9 Character, 12% Individual Appendix 5

Participation Competence and
Cognitive Agility

7. Pre/Post 1 to 9 Character, 3% Individual Appendix 6

Course Survey Competence and
Cognitive Agility

Total 100%

Description of Assessment Components:

Assessment 1: There are 5 online lectures for Healthy Living (HL) and 5 online lectures for Wellbeing
(WB). You will need to complete all the “check your understanding questions” that are interwoven into
the online lectures. You will earn 1% for the completion of these questions for each lecture. You may
complete the lectures in the order of your choosing by its due date. Please refer to the Week 1 Tutorial
slide deck and the announcements posted on NTULearn for the relevant deadlines.

Assessment 2: You will carry out a group project pertaining to HL, develop and give a short in-class group
presentation that summarises the lessons learnt. The grading rubric for this assessment is presented in
Appendix 1.
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Assessment 3: You will carry out a group interview with someone who has overcome challenges, develop
and give a short in-class group presentation to impart the wisdom the interviewee acquired. The grading
rubric for this assessment is presented in Appendix 2.

For Assessment 4: After the completion of the first group project, you and your groupmates will have the
opportunity to provide formative feedback to each other. This is an ungraded component and designed
to address any concerns regarding group dynamics ahead of the second presentation project.

At the end of the semester, you will be rated by your groupmates for your overall contributions to both
group projects (Assessments 2 and 3). Your Peer Assessment will reflect your performance on multiple
dimensions as per the rubric in Appendix 3a. Your marks for Assessments 2 and 3 will be adjusted based
on your average Peer Assessment score per Appendix 3b. You should rate their peer members fairly and
reasonably, and provide constructive feedback where applicable.

You will be able to access your average Peer Assessment score from the start of Week 14. Your Peer
Assessment rating will be used to determine the corresponding deductions as per Appendix 3c. If you
think that your score is not commensurate with your contribution to the group projects, you have one
week within which to submit to your instructors all supporting evidence (eg, draft work, group email
correspondence, chat messages, etc.). Otherwise, your score will be considered final. Based on the
veracity of your explanation and submitted evidence (including other collected information), the course
coordinators and instructors may maintain or adjust your average peer assessment score accordingly.
Please note that emails that have no supporting evidence will be dismissed without further
consideration.

Assessment 5: You are tasked to apply what you have learnt about HL and WB in an individual written
assignment on the given topic(s). The assessment rubric for Assessment 5 is presented in Appendix 4.

Assessment 6: Class participation is assessed based on your level of engagement and participation in the
tutorials. The grading rubric can be found in Appendix 5.

Assessments 2, 3 and 4 are intended to help the students reflect on and reshape their perspectives (and
perhaps lifestyle) to cultivate a positive impact on their own lives and those around them.

Formative feedback

Feedback is central to this course. You will receive both written and verbal feedback throughout the
course. For example, you will receive immediate feedback on the “check your understanding” questions
interwoven into the lectures, verbal/written feedback on your presentations from your tutors, and
formative feedback from your group mates in the middle semester regarding your contributions.
Students are encouraged to consult their instructors throughout the course concerning their
understanding and progress in the course.

Learning and Teaching approach

Approach How does this approach support you in achieving the learning
outcomes?

Hybrid Team- This course adopts a Team Based Learning Approach that incorporates a
Based Learning Flipped Classroom teaching pedagogy.

Each week, students first acquire the relevant foundational knowledge by

completing a recorded online lecture and/or assigned readings before
attending the tutorial class. Throughout the recorded lecture, a series of

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 multiple-choice questions or true/false questions will be interwoven for
students to check their understanding.

During tutorials, students go through activities facilitated by the tutors

relating to the topic of the week and the pre-lesson materials. In so doing,
students not only master the fundamental knowledge required for this
course, but also develop individual learning abilities and attitudes towards
active learning and application of acquired knowledge.

Reading and References

1. Sutton, A. (2016). Measuring the Effects of Self-Awareness: Construction of the Self-Awareness
Outcomes Questionnaire. European Journal of Psychology, 12, 645-658.
2. Eurich, T. (2018). What Self-Awareness Really Is (and How to Cultivate It). (2018, January 4).
Harvard Business Review. https://hbr.org/2018/01/what-self-awareness-really-is-and-how-to-
cultivate-it
3. Lin, S.H., Huang, Y.C. (2014). Life Stress and Academic Burnout. Active Learning in Higher
Education, 15(1), 77-90.
4. Lazarus and Folkman's psychological stress and coping theory. In C. L. Cooper & J. C. Quick
(Eds.), The handbook of stress and health: A guide to research and practice (pp. 351–364). Wiley
Blackwell.
5. Suldo, S. M., Parker, J. S., Shaunessy-Dedrick, E., & O’Brennan (2019). Chapter 14 - Mental Health
Interventions. J. A. Fredricks, A. L. Reschly, & S. L. Christensen (Eds.), Handbook of Student
Engagement Interventions. Academic Press.
6. Gulliver, A., Griffiths, K.M., Christensen, H. (2010). Perceived barriers and facilitators to mental
health help-seeking in young people: a systematic review. BMC Psychiatry, 10, 113.
7. Litteken, C., & Sale, E. (2018). Long-Term Effectiveness of the Question, Persuade, Refer (QPR)
Suicide Prevention Gatekeeper Training Program: Lessons from Missouri. Community Mental
Health Journal, 54, 1-11.
8. Ntoumanis, N., Ng, J. Y. Y., Prestwich, A., Quested, E., et al. (2021). A meta-analysis of self-
determination theory-informed intervention studies in the health domain: effects on
motivation, health behavior, physical, and psychological health. Health Psychology Review, 15,
214-244.
9. Banmen, J. (2002). The Satir Model: Yesterday and Today. Contemporary Family Therapy 24(1),
7-22.
10. Rosenberg, M. B. (2015). Nonviolent Communication: A Language of Life: Life-Changing Tools for
Healthy Relationships. Puddle Dancer Press.
11. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination
theory perspective: Definitions, theory, practices, and future directions. Contemporary
educational psychology, 61, 101860.
12. Seligman, M.E.P. (2018). PERMA and the building blocks of well-being. The Journal of Positive
Psychology, 13(4), 333-335.
13. Kristjánsson, K., Fowers, B., Darnell, C., & Pollard, D. (2021). Phronesis (practical wisdom) as a
type of contextual integrative thinking. Review of General Psychology, 25(3), 239-257. Cameron,
M., Crane, N., Ings, R., & Taylor, K. (2013). Promoting wellbeing through creativity: how arts and
public health can learn from each other. Perspectives in Public Health, 133, 52-59.
14. Henriksen, D., Richardson, C., & Shack, K. (2020). Mindfulness and creativity: Implications for
thinking and learning. Thinking skills and creativity, 37, 100689.
15. Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic
performance: A systematic review. Educational research review, 17, 63-84.
16. Seligman, M. E. P. (2006). Learned optimism: How to change your mind and your life. Vintage.

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 17. Depow, G. J., Francis, Z., & Inzlicht, M. (2021). The experience of empathy in everyday
life. Psychological Science, 32(8), 1198-1213.
18. Lee, R.M. and Robbins, S.B. (1998) The Relationship between Social Connectedness and Anxiety,
Self-Esteem, and Social Identity. Journal of Counseling Psychology, 45, 338-345.
19. de Wied, M., Branje, S.J. and Meeus, W.H. (2007), Empathy and conflict resolution in friendship
relations among adolescents. Aggressive Behaviour, 33, 48-55.
20. Teague, M., Mackenzie, S., & Rosenthal, D. (2021). Your health today: Choices in a changing
society. (8th edition). McGraw-Hill.
21. Powers, S., & Dodd, S.L. (2020). Total Fitness and Wellness (8th edition). Pearson Education Inc.
22. McArdle, W.D., Katch, F.I., & Katch, V.L. (2022). Exercise Physiology: Nutrition, Energy and
Human Performance. (9th Edition). Wolters Kluwer Health.

Course Policies and Student Responsibilities

(1) General

You are expected to complete all assigned pre-class readings and activities, attend all tutorial classes
punctually, and complete all the scheduled assignments by the due date. It is your responsibility to keep
abreast with all course announcements and follow up on class activities and discussion should you miss
any tutorial class. You are expected to actively participate in all tutorial discussions and activities.

(2) Absenteeism

Absence from class without a valid reason will affect your overall course grade. Valid reasons include
falling sick supported by a medical certificate and participation in NTU’s approved activities supported
by an excuse letter from the relevant bodies.

Note: If you are unable to attend a tutorial, please notify your course instructor via email before the
class begins.

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Academic Integrity

Good academic work depends on honesty and ethical behaviour. The quality of your work as a student
relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set of values
shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared
values.

As a student, it is important that you recognise your responsibilities in understanding and applying the
principles of academic integrity in all the work you do at NTU. Not knowing what is involved in upholding
academic integrity does not excuse academic dishonesty. You need to actively equip yourself with
strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion, and
cheating. If you are uncertain of the definitions of any of these terms, you should go to the Academic
Integrity Website for more information.

On the use of technological tools (such as Generative AI tools), different assignments have different
intended learning outcomes. Students should refer to the specified assignment instructions on their use
and requirements and/or consult your instructors on how you can use these tools to help your learning.

Course Coordinators

Ms. Nurliyana Daros (Healthy Living) Nurliyana.daros@ntu.edu.sg

Mr. Norman New (Wellbeing) Norman.new@ntu.edu.sg

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Planned Weekly Schedule

Week Topic ILO Readings/ Activities

Week 1 Foundation: The body-mind-spirit connection 1 Individual Written
for healthy living and wellbeing Assignment Available
(Introduction to a Mindful classroom)
Healthy Living Topics
Week 2 / 8 Health and Wholeness 1, 2, 7
Week 3 / 9 Health and Disease 1, 2, 7 HL Group Assignment
Available
Week 4 / 10 * Health and Nutrition 1, 2, 6,
7, 8
Week 5 / 11 * Health and Fitness 1, 2,
6 ,7, 8
Week 6 / 12 * Health and Maturation 1, 2, 6,
7, 8
Week 7 / 13 HL Assignment In-class Group Presentation 1, 2, 6, First Group
7, 8 Presentation due in
respective Tutorial
Groups; Formative
Peer Assessment due
at 1800 hours (6pm)
on Friday of Week 7.

Recess Week
WellBeing
Week 8 / 2 Understanding Stress and Fostering Self Care 1, 2, 3
Week 9 / 3 * Building Mental Health Awareness and 1, 2, 3 WB Assignment
Resources Available
Week 10 / 4 * Nurturing Healthy Relationships and Social 1, 2, 3,
Wellness 4, 5
Week 11 / 5 Aspiring Personal Growth and Self- 1, 2, 3,
Actualization 4, 5
Week 12 / 6 * Cultivating Wisdom and Creativity for a 1, 2, 3,
Flourishing Life 4, 5
Week 13 / 7 WB Assignment (University Life Interview) In- 1, 2, 3, Second Group
class Group Presentations 4, 6 Presentation due in
respective Tutorial
Groups; Final Peer
Assessment due at
1800 hours (6pm) on
Friday of Week 13.

Week 14 Individual Written Assignment due Individual Written

Assignment due at
1800 hours (6pm) on
Monday of Week 14.
Most tutorial groups will have different instructors for Weeks 1 to 7 and Weeks 8 to 13.
*Course topics and activities that are based on Singapore / Local context.

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Appendix 1: Assessment Criteria for Group Presentation for the Healthy Living Domain (20%)

A+, A, A- B+, B B-, C+, C D+, D F

Quality of Presentation is clear and Presentation is mostly Presentation flow is Presentation flow is Presentation lacks clarity
Presentation the flow is coherent and clear and the flow unclear at times. difficult to understand. and flow.
(25 marks) logical. generally coherent and Presentation is somewhat Presentation lacks Presentation has little to
Presentation is engaging logical. engaging and pace is engagement. no attempts to engage.
and well-paced. Presentation is generally somewhat appropriate.
engaging and pace is
appropriate.

Problem and Illustrates a clear problem Adequately illustrates Some attempts to Weak attempts to Does not define a problem
Challenge Analysis statement that clearly problem statement that illustrate a problem illustrate a problem statement and does not
(25 marks) addresses the challenge addresses the challenge statement that somewhat statement and does not demonstrate analysis of
statement. statement, but missing addresses the challenge address the challenge problem.
Demonstrates excellent some specificity. statement, statement. Does not apply concepts
application of concepts Demonstrates good but lacks specificity. Vague application of discussed in class and
discussed in class. application of concepts Demonstrates some concepts discussed in poor content coverage.
Demonstrates discussed in class. application of concepts class.
sophisticated content Adequate attempts to discussed in class. Sparse content coverage
coverage and good use of demonstrate good Some attempts to and no evidence to back
evidence to back up content coverage and demonstrate content up claims.
claims. some use of evidence to coverage and little use of
back up claims. evidence to back up
claims.

Feasibility and Clearly details achievable Adequately outlines Provides project activities Weak attempts to outline Does not outline project
Effectiveness project activities and achievable project and components but lacks project tasks and activities tasks, activities and
(25 marks) components. activities and consideration for how that are sparse and intended project
Provides well-thought-out components. they can be achieved. unrealistic. outcomes.
strategies to achieve clear Provides reasonable Provides some strategies Shows weak consideration
and measurable intended strategies to achieve to achieve intended of strategies to achieve
project outcomes. somewhat clear and project outcomes but intended project
measurable intended remains vague. outcomes.
project outcomes.

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Creativity and Exceptional attempts to Good attempts to Some attempts to Weak attempts to Does not attempt to
Innovation synthesise project idea in synthesise project idea in synthesise project idea in synthesise project idea in synthesise or
(25 marks) ways that are relevant and ways that are relevant and ways that are relevant and ways that are relevant and communicate relevant
creative. creative. creative. creative. project idea.
Prototype clearly Prototype communicates Prototype communicates Little to no effort to
communicates project project ideas/project project ideas/project develop prototype.
ideas/project design in design in somewhat design in conventional
insightful and innovative insightful and innovative ways.
ways. ways.

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Appendix 2: Assessment Criteria for Group Presentation for the Wellbeing Domain (20%)

A+, A, A- B+, B B-, C+, C D+, D F

Appropriateness of The interviewee was The interviewee was The interviewee was able The interviewee was The interviewee was
Interviewee (15 pts) thoughtfully selected appropriate for the to provide some insight marginally appropriate inappropriate for the
based on the challenges assessment, and he/she into overcoming life and provided limited assessment and was
that he/she has was able to provide challenges and personal insight into overcoming unable to provide
overcome, and the relevant information on growth. life challenges and sufficient insight into
personal growth he/she overcoming challenges personal growth. overcoming life
experienced. and personal growth. challenges and personal
growth.

Analyses of Lessons The group went beyond The group described The group described The group did not The group did not
Learned (50 points) describing what the what the interviewee what the interviewee adequately describe provide sufficient
interviewee said. The said but also showed said. There was very little what the interviewee information to gauge the
presentation showed some evidence of evidence of analyses. said. There was no contents of the
strong evidence of analyses. Some links Only one or two links evidence of analyses. No interview, or the analysis
detailed analyses. The were drawn between the were drawn between the links were drawn was completely
interviewee’s between the irrelevant to the
group drew clear and interviewee’s
experiences and the interviewee’s assignment
accurate links between experiences and the
course materials. experiences and the requirements.
the interviewee’s course material. However, these links course materials.
experiences and the However, the links were were insufficient or
course material. generally weak, or inaccurate.
showed only surface
level understanding and
lacked analyses.

Relevance of Quotes & The group presented The group presented The group presented The group presented The group presented
Supporting Evidence (20 ample appropriate and some appropriate and some quotes and/or quotes and/or evidence their analyses of lessons
pts) relevant quotes and/or relevant quotes and/or evidence that were that were tangentially learnt by the interviewee
evidence that supported evidence that supported marginally supportive of related and/or did not without connecting their
their analyses of lessons their analyses of lessons their analyses of lessons support their analyses of analyses to any quotes
learnt by the lessons learnt by the and/or supportive
learnt by the learnt by the interviewee
interviewee. interviewee. evidence.
interviewee.
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Organization of The presentation was The presentation was The presentation was Presentation flow was The presentation flow
Information (15 points) well-organised with a organised, and the flow organised in a way that particularly difficult to was random. No visual
coherent and logical was generally coherent was difficult to follow or understand or aids were used for the
flow. The group and generally logical. The illogical. The amount of presentation.
haphazard. The amount
presented the correct amount of information information presented
was mostly inappropriate of information presented
amount of information; was at times too little or was entirely
(oftentimes either too
the audience was neither too much. The pace was
much or too little). The inappropriate
under-stimulated nor mostly appropriate but
pace was also mostly (consistently too much
overwhelmed. The pace was too fast or too slow inappropriate or too little) and the pace
was appropriate. The at points. The visual aids (oftentimes too fast or was consistently
visual aids helped the were somewhat useful in too slow). The visual aids
audience understand the helping the audience inappropriate
were generally not
information greatly. understand the incorporated in the (consistently too fast or
information. presentation to aid too slow). The visual aids
understanding. were irrelevant to the
presentation.

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 Appendix 3: Peer Evaluation Rubric

There will be two rounds of Peer Assessment:

1. End of Week 7: Formative/qualitative feedback (ungraded). All teams should start by discussing and agreeing on the role and responsibility including expected team
behaviours and deliverables of each member. Every team member will have the opportunity to give formative/qualitative feedback to each other during Week 7 (after
the completion of the first presentation). Although the mid-course feedback will not affect students’ final average Peer Assessment score, it serves as an avenue to
acknowledge areas where members have done well. It is also a chance for groupmates to suggest possible areas for improvement to members whose engagement or
contributions fall short of the group’s expectations. The goal is to encourage all members to improve the working dynamics for the presentation in the second half of
the semester. It will not be fair to point out any member’s uncollaborative behaviours only at the end of the course if a member has not been fulfilling his/her role
and responsibility from the beginning. Students should avoid identifying themselves in any manner when providing qualitative comments to their team members. If
there are any concerns regarding group dynamics, please contact your current instructor immediately upon receiving the qualitative comments.
2. End of Week 13: Peer Assessment. The final Peer Assessment will take place at the end of the semester (Week 13), during which you will be rated holistically for your
contribution to both the Healthy Living and Wellbeing group projects. Please note that during the Peer Assessment process, students will be required to provide a
written justification for their quantitative ratings of their groupmates. All team members are expected to complete the teamwork evaluation for all other members in
the team (i.e., self-assessment is not required); see evaluation criteria in Appendix 3a, rating descriptors in Appendix 3b. The mark deduction, if any, will be imposed
on both the Healthy Living and the Wellbeing presentations; see ratings and corresponding deductions in Appendix 3c.
Note: Should a student fail to complete the teamwork evaluation of all other members in his/her group, 5% will be deducted from the student’s final team mark for
both the Healthy Living and the Wellbeing group presentations.

NOTES:
1. All assessments and qualitative comments are confidential, and we expect you to be constructive and fair in all your feedback and ratings. Team members will be able
to see the compiled qualitative comments given by their team members at mid and end semester but the average Peer Assessment score only at end semester.
2. Please note that the teaching team reserves the right to adjust students’ final team assignment marks based on additional considerations including gathered
information, certified special education needs (SEN), and medical diagnosis.
a. If you have certified special education needs (SEN) or medical concerns that might affect your contributions and collaboration, but you are having trouble
communicating your situation to your groupmates, please approach your tutor for a chat in advance.

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Appendix 3a: Teamwork Evaluation Criteria

Score from 1 to 91,2

Criteria (Weighs)
(1: Never; 3: Rarely; 5: Occasionally; 7: Frequently; 9: Always)
(For 6-members team) Member A Member B Member C Member D Member E
Member name
a. Fulfilling one’s responsibilities duly (15%)
Behaved responsibly—such as attend meetings punctually and regularly; participate in Score from 1 to 9
discussion; complete assigned tasks/roles punctually.
Qualitative comments/reasons

b. Fulfilling one’s responsibilities effectively (25%)

Behaved and contributed effectively—such as quality of work produced; creativity of ideas; Score from 1 to 9
extensiveness of research and thinking.

Qualitative comments/reasons

c. Managing interpersonal relationships (30%)

Listened attentively to and sought inputs from others; helped team resolve conflicts and Score from 1 to 9
achieved common understanding to function effectively; promoted respect for others and
differences; fostered camaraderie. Qualitative comments/reasons

d. Providing support to others to achieve goals (30%)

Behaved fairly and ethically—such as sharing responsibilities and giving credits. Exhibited Score from 1 to 9
group citizenship behavior—such as helping others to learn and complete their work
through guidance and encouragement; standing up for others when needed. Qualitative comments/reasons

1
Score of 1 should be given only when a team member does not really deserve to be awarded any mark for the team assignment (i.e., zero mark) because the member
either has not or has barely participated and/or contributed to the team assignment in any meaningful manner.
2
See detailed score descriptions for each criterion in Appendix 3b.

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Appendix 3b: Teamwork Evaluation Criteria – Score Descriptions

Please use the descriptors in to guide your evaluations. For example, if the peer exceeds the descriptor for “1” but does not yet meet the threshold described in “3”,
then select “2”
a. Fulfilling one’s responsibilities duly (15%)
1 2 3 4 5 6 7 8 9
Never Rarely Occasionally Frequently Always
Behaved responsibly— Did not participate Rarely participated Occasionally Frequently Always participated
such as attend meetings actively in team actively in team participated actively in participated actively actively in team
punctually and regularly; meetings at all (even meetings. team meetings. in team meetings. meetings.
participate in discussion; though he/she might Rarely contributed Occasionally Often contributed Always contributed
complete assigned still be present.) Did useful ideas that contributed useful useful ideas that useful ideas that
tasks/roles punctually. not contribute any were relevant for ideas that were were relevant for were relevant for
useful ideas that getting the project relevant for getting getting the project getting the project
were relevant for completed. Rarely the project completed. completed. completed.
getting the project submitted work on Occasionally Frequently Always submitted
completed. Did not time and did so submitted work on submitted assigned assigned work on
submit any or usable rarely without time and did so work on time time without
work on time and prompting. occasionally without without prompting. prompting.
never did so without prompting.
prompting.
b. Fulfilling one’s responsibilities effectively (25%)
1 2 3 4 5 6 7 8 9
Never Rarely Occasionally Frequently Always
Behaved and contributed Quality could not be Quality of work Quality of work could Quality of work was Quality of work was
effectively—such as evaluated because could be improved be improved; required of reasonably of highly acceptable
quality of work nothing relevant or vastly; required some revisions before acceptable standards; required
produced; creativity of usable was major revisions submission. Work standards; required no revision before
ideas; extensiveness of submitted. before submission. reflected some effort minor revisions submission. Work
research and thinking. Work reflected in completing the before submission. reflected extensive
superficial effort in project. Work reflected effort in completing
completing the reasonable effort in the project.
project. completing the
project.

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c. Managing interpersonal relationships (30%)
1 2 3 4 5 6 7 8 9
Never Rarely Occasionally Frequently Always
Listened attentively to Never listened to Rarely listened to Occasionally listened Frequently listened Always listened to
and sought inputs from others. Never others. Rarely to others, with to others, with others, always
others; helped team attempted to help attempted to help occasional attempts to frequent attempts to attempted to help
resolve conflicts and team resolve team resolve help team resolve help team resolve team resolve
achieved common conflicts. Never conflicts. Rarely conflicts. Occasionally conflicts. Frequently conflicts. Always
understanding to attempted to attempted to attempted to achieve attempted to attempted to
function effectively; achieve common achieve common common achieve common achieve common
promoted respect for understanding to understanding to understanding to understanding to understanding to
others and differences; function effectively function effectively function effectively as function effectively function effectively
fostered camaraderie. as a team. Never as a team. Rarely a team. Occasionally as a team. as a team. Always
promoted respect promoted respect promoted respect for Frequently promoted respect
for others, with no for others, with others, with promoted respect for others and
attempt to foster rare attempts to occasional attempts to for others, with demonstrated
camaraderie. foster camaraderie. foster camaraderie. notable attempts to consistent attempts
foster camaraderie. to foster
camaraderie.
D. Providing support to others to achieve goals (30%)
1 2 3 4 5 6 7 8 9
Never Rarely Occasionally Frequently Always
Behaved fairly and Never took on a fair Rarely took on a Occasionally took on a Frequently took on a Always took on a fair
ethically—such as share of fair share of fair share of fair share of share of
sharing responsibilities, responsibilities; responsibilities; responsibilities; responsibilities; responsibilities;
and giving credits. never gave rarely gave occasionally gave frequently gave always gave
Exhibited group appropriate credits appropriate credits appropriate credits to appropriate credits appropriate credits
citizenship behavior— to others. Never to others. Rarely others. Occasionally to others. Frequently to others. Always
such as helping others to attempted to help attempted to help attempted to help attempted to help attempted to help
learn and complete their others learn; never others learn; rarely others learn; others learn; others learn; always
work through guidance provided guidance provided guidance occasionally provided frequently provided provided guidance
and encouragement; and encouragement. and guidance and guidance and and encouragement.
standing up for others Never stood up for encouragement. encouragement. encouragement. Always stood up for
when needed. others when needed. Rarely stood up for Occasionally stood up Frequently stood up others when needed.
others when for others when for others when
needed. needed. needed.
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 Appendix 3c: Peer Assessment Ratings and Corresponding Deductions (if any)

Each member’s average Peer Assessment score (out of 100% in Peerceptiv and rounded-up to integer) given by his/her team members will be used to determine both final
team assignment marks awarded to each member as follows:

Marks Deduction Final Adjusted Marks

Average Rating Range
per Group Assignment per Group Assignment
(min: 1; max: 9)
(out of 100%) (out of 100%)
≥ 6.5 0% Original team assignment mark (M%)

≥ 5.5 to < 6.5 -5% M% – 5%

≥ 4.0 to < 5.5 -10% M% – 10%

≥ 3.0 to < 4.0 -15% M% – 15%

> 1.0 to < 3.0 -20% M% – 20%

= 1.0 -M% 0%

Note: If a student fails to complete the Peer Assessment for all his/her other team members, an additional 5% deduction will be imposed on each of the student’s final
team HL and WB assignment marks.

Example:

1. If a team receives 88% and 83% for the HL and WB team assignments respectively and Member X who has completed the Peer Assessment for all other members in his/her
team receives an average Peerceptiv score of 50% (ie, 4.5 out of a 9-point scale), Member X’s adjusted scores for the HL and WB team assignments will be 78% and 73%
respectively (ie, a deduction of 10% per assignment).

2. If a team receives 88% and 83% for the HL and WB team assignments respectively and Member X who has NOT completed the Peer Assessment for all other members in
his/her team receives an average Peerceptiv score of 50% (ie, 4.5 out of a 9-point scale), Member X’s adjusted scores for the HL and WB team assignments will be 73%
and 68% respectively (ie, a deduction of 10% plus 5% per assignment).

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Appendix 4: Assessment Criteria for Individual Written Assignment (35%)

Excellent Good Adequate Marginal Unsatisfactory

A+, A, A- B+, B B-, C+, C D+, D F
Illustrated clear and Illustrated mostly clear and Illustrated somewhat clear Provided superficial steps Provided unclear or
practical steps taken to practical steps taken to and practical steps taken to enact one identified impractical steps to enact
enact one identified enact one identified to enact one identified lifestyle behaviour in ways one identified lifestyle
lifestyle behaviour in ways lifestyle behaviour in ways lifestyle behaviour in ways that are not well thought- behaviour.
PRACTICE: that are creative and that are somewhat that are conventional. out. Demonstrated poor
insightful. creative and insightful. Demonstrated adequate Demonstrated superficial thinking and engagement
Engagement in Demonstrated excellent in- Demonstrated good in- thinking and engagement thinking and engagement in the process of change,
the Process of depth thinking and depth thinking and in the process of change in the process of change, with no use of visual
Change engagement in the process engagement in the process including some use of with weak use of visual evidence.
(30 pts) of change, including of change including good visual evidence. evidence.
excellent use of visual use of visual evidence.
evidence.

CONCEPT: Excellent application of Good application of Some application of Vague application of Poor to no discernible
relevant course content. relevant course content. relevant course content. course content. application and evaluation
Application of Evaluation of course Evaluation of course Evaluation of course Evaluation of course of course content with
Course Content content related to the content related to the content related to the content related to the little to no specificity and
in the Process of process of change in ways process of change in ways process of change in ways process of change but lacks congruence.
Change that are specific and that are mostly specific that are somewhat specific specificity and congruence.
and holistic.
(30 pts) holistic. and holistic.

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 Excellent attempt to Good attempt to critically Adequate attempt to Weak attempt to critically Poor to no attempt to
critically reflect on the reflect on the evolution of critically reflect on the reflect on the evolution of critically reflect on the
REFLECTION: evolution of behaviour behaviour change journey evolution of behaviour behaviour change journey evolution of behaviour
change journey over time. over time. change journey over time. over time. change journey over time.
Reflection on the Excellent description of the Good description of the Adequate description of Vague description of the Poor to no description of
Impact of the impact of the behaviour impact of the behaviour the impact of the impact of the behaviour the impact of the
Process of change journey related to change journey related to behaviour change journey change journey related to behaviour change journey
Change personal development of personal development of related to personal personal development of related to personal
(30 pts) healthy living and healthy living and development of healthy healthy living and development of healthy
wellbeing as an wellbeing as an living and wellbeing as an wellbeing as an living and wellbeing as an
undergraduate student. undergraduate student. undergraduate student. undergraduate student. undergraduate student.

Well-written with a clear Generally well-written with Generally comprehensible Generally poorly written Poorly written, with little
and coherent flow. a clear and coherent flow. but lacking in coherence. and lacking in coherence. to no coherence.
Overall Quality
Accurate formatting and Mostly accurate formatting Formatting and Formatting and Formatting and
of Written
referencing. Free of and referencing. Mostly referencing were referencing were error- referencing were
Assignment
grammatical and spelling free of grammatical and somewhat haphazard. ridden. Numerous inaccurate and/or non-
(10 pts)
errors. spelling errors. Quite a few grammatical grammatical and spelling existent. A substantial
and spelling errors. errors. amount of grammatical
and spelling errors.

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Appendix 5: Class Participation (12%)

Tutorial A+ A, A-, B+ B, B- C, D F band

Participation
(10 marks)

Active participation and Active participation in Usually inactive with some Rare occurrence in active No or hardly any active
engagement in tutorial tutorial activities/padlet occurrence in active participation in tutorial participation is observed
activities/padlet discussion/group participation in tutorial activities/padlet and seems generally
discussion/group discussion/sharing/reflecti activities/padlet discussion/group disengaged
discussion/sharing/reflecti on exercises is observed discussion/group discussion/sharing/
on exercises is observed sometimes. Some discussion/sharing/reflecti reflection exercises. Student generally displays
most of the time moments of appearing on exercises. Student Student appears negative, unsupportive
disengaged appears disengaged quite disengaged very often and disrespectful attitude
Student displays positive, often towards classmates/tutor
Participatory supportive and respectful Student displays positive, Student seems to display often
Spirit attitude towards supportive and respectful Student seems to display negative, unsupportive
& classmates/tutor most of attitude towards negative, unsupportive and disrespectful attitude Almost always absent from
Overall Attitude the time classmates/tutor and disrespectful attitude towards classmates/tutor class
sometimes towards classmates/tutor quite often
Almost always present for on some occasions Doesn’t take initiative to
classes Usually present for classes Absent from classes very answer/ask questions at
Absent from classes quite often all
Takes initiative to Takes initiative to often
answer/ask questions most answer/ask questions Takes initiative to
of the time sometimes Takes initiative to answer/ask questions on
answer/ask questions on some rare occasions
some occasions

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Appendix 6: Pre/Post Course Survey (3%)

This assessment comprises two reflection activities, one at the beginning of the semester (pre-course reflection, to be completed between Weeks 2 and 4), and one at the
end of the semester (post-course reflection, to be completed between Weeks 11 and 13). Completion of either reflection exercise will earn you 1% in your course grade,
and completion of both reflection exercises will earn you 3% in total in your course grade. The reflection exercises are designed to engage you in thinking about, and
reflecting on, your learning in the course as research on learning has suggested such activities to be beneficial for goal setting and academic performance (e.g., Travers et
al., 2015).

Alternative assignments for reflection exercises. If you prefer to complete an alternative written assignment, please follow the instructions provided in the announcement
on the reflection exercises that the coordinators will be uploading in via NTULearn. Similarly, completion of one alternative assignment will earn you 1% in your course
grade, and completion of both alternative assignments will earn you 3% in total in your course grade.

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