Referring to the course subject areas and considering the possibility
of combining cross subject areas/items from the two main parts of Navigation, i.e.,
Terrestrial and Celestial, it might be feasible to add up item 1.7 'Sailing' to the
Celestial portion, and item 1.11 'Keeping a log' as well.
As a result, items: 1,2,3,4,5,6,8,9,10 will address the subject
areas/items of: 'Terrestrial Navigation Course'.
The above rearrangement or regrouping is just an example which reflects
the flexibility of rearranging or regrouping the course's subject areas/items.
・Based on the course set objectives and the teaching hours allocated
for each subject area/item, the degree of significance or importance weight of each
subject area/item can be determined approximately. as proposed in table (3).
・A regrouping or rearrangement process is to follow in order to
encompass groups of more or less similar percentages and well balanced
importance/significance. Table (4), points out to a proposed regrouping of the subject
areas/items of 'Terrestrial Navigation' into four main groups/sections:
・The number of questions set for each group, the allowed time and
marks allocated to each question have to be determined. This factor depends primarily upon
the type or format of exam, i.e., conventional: essay, problem solving,
situational...etc., or the multiple choice format In the first format (conventional), the
IMO Model course's items can be regrouped into a fixed number of logical groups. Each
group has quite a number of IMO model course items. The number of questions in the
examination paper must be equal to the number of groups/sections. Distribution of marks
can be also assigned according to the percentage of importance assigned to each
group/section.
