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Measurement and evaluation of students' achievement are an important aspect to make sure that students really understand the course content and monitor students' achievement level. Performance is not only reflected from the numbers of high achievers of the students, but also on quality of the grade obtained; does the grade "A" truly reflective of a high achiever student. As part of quality improvement, standard setting for students' examination scoring should be set up for courses offered in the institutions. Setting the cut scores of the performance standard is important in making sure the performance is of an expected standard. Commonly standard settings done through experts' judgement based on their knowledge and experience on the subject's matter and estimation made often too difficult and confusing for many. This paper discusses implementation of Objective Standard Setting (OSS) using Rasch measurement model in a Malaysian Institution of Higher Learning. This method gives an advantage for academic administrators to scientifically establish the standards or cut scores focusing on validity of the test being used and the Rasch measurement properties of the resultant scale.

Nowadays, traditional learning styles are assisted with e-learning components to ensure the effectiveness of the teaching and learning process, especially for the students. This approach is known as blended learning. Objective of this paper is to investigate and clarify the students' preferences in learning style, either traditional or e-learning. Specifically, traditional learning styles fall into two groups which are by individual or by group. The sample of this study consists of 189 First Year engineering students at the Faculty of Engineering and Built Environment UKM who have taken Mathematics as their core courses. This study revealed that students are preferred to study in traditional learning styles compared to e-learning. Also, individual learning styles is the most favourable.

Learning experience has always been influenced by not only the academic materials presented to students, but also others factors within the surroundings of the students. Assessment is conducted to monitor the students' total learning experience (TLE) throughout their academic tenure-ship at the higher learning institution. UKM has taken the initiative to assess their students' TLE annually. The findings then serve as their benchmark on the enhancement of the facilities provided and the progression of the students' characteristics. UKM prepared a comprehensive TLE assessment on the infrastructure provided, the soft skill development and on personality traits. This paper discusses the findings on UKM's engineering students' TLE in relation to the infrastructure provided by UKM. The students perceived that they learned more from their industrial training provided with mean measured at -1.10 logit. Where else, the least contributing factor towards the students' learning experience is the college facilities with mean measured at +0.50 logit.