Quality Standards 5.3 Learner Assessment

Quality Standards 5.3 Learner Assessment

Quality Standards 5.3              Learner Assessment

Quality Standards Type          Process

Quality Standards Description:

     There are 3 main purposes of learner assessment. The first is to provide useful data/ information to improve the instructor’s teaching, which leads to improvements in student learning (assessment for learning).The second purpose of assessment allows students to evaluate their own progress, and use the results to develop new study methods that lead to learning (assessment as learning). The third purpose is to assess expected curricular learning outcomes (assessment of learning). Most assessment is used for the last purpose, which is focused on providing data regarding student learning achievements. Learning and teaching management should encourage assessment for the first two aims as well. Thus, appropriate assessment systems must place importance on creating assessment criteria, assessment methods, quality assessment tools, and grading methodologies that aptly reflect learning outcomes. Supervision is necessary to bring about authentic assessment, use of a variety of assessment methods, assessment results that reflect ability to operate in the real world, and feedback which enables students to resolve their weaknesses and reinforce their strengths. Such assessment results will reflect students’ actual abilities. Graduate programs must give priority to establishing quality systems to assess theses and independent study projects.

     When reporting operations for this indicator, describe processes or show operational results covering at least the following issues:

              5.3.1 Assessment of learning outcomes according  to the Thai Qualifications Framework of Higher Education and learners outcomes 3 aspects

              5.3.2 Verification of assessment of student learning outcomes

              5.3.3 Regulate the assessment of teaching management and curriculum assessment (TQF 5,TQF 6 and TQF 7)

              5.3.4 Assessment of these projects in graduate programs (Master and Doctoral Degree)

Assessment Criteria

0 – No system
– No mechanism
– No concept of overseeing, tracking, and improving
– No information or evidence
1 – A system and mechanisms are in place
– System and mechanisms are not put into practice, implemented
2 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are no improvement/developments integrated into the process
3 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are improvement/ developments integrated into the process from assessment results
4 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are improvement/ developments integrated into the process from assessment results
– There are concrete results from the improvements that can be clearly seen
5 – A system and mechanisms are in place
– The system and mechanisms are put into practice, implemented
– The process is assessed
– There are improvement/developments integrated into the process from assessment results
– There are concrete results from the improvements that can be clearly seen
– There are good practice with support evidence, assessment committee can clearly explain why these are good practice

Operational Result

5.3.1 Assessment of learning outcomes according  to the Thai Qualifications Framework of Higher Education and learners outcomes 3 aspects

a. System mechanism of Student assessment

5.3 Student assessment system

  1. The curriculum or program sets up learning assessment  plan according to the Thailand Qualification Framework (TQF)
  2. The curriculum or program informs the learning assessment criteria to all students in the program.
  3. The curriculum or program follows up and monitor teaching and learning, and assessment  (According to the plan and assessment specified in TQF 3 and TQF 4).
  4. The curriculum or program provides a review of the students achievement..
  5. Instructors prepare TQF 5 and TQF 6 and submit to the curriculum or program after completion of teaching.
  6. The curriculum or program validates and corrects TQF 5 and TQF within 30 days
  7. The curriculum or program submitss academic results to the academic department for announcing grades.
  8. The curriculum or program organize a meeting to assess teaching and learning management of each semester.
  9. The curriculum or program prepares TQF 7 within 60 days after the end of the academic year.

10. The curriculum or program  assesses  the quality of the curriculum or program and bringing the evaluation results to improve quality in the next academic year

 

 

5.3.2 Verification of assessment of student learning outcomes

         The program verifies and assesses of students learning outcome through midterm and final examination. The instructors prepare the written examination papers and submit to the program’s head. The examination paper is review by the faculty academic board that the questions are justification to the learning outcomes as stated in the TQF 3. After the examination the faculty board reviews the results and the grade distribution. If there are some extreme cases where too many of A or F grades, the instructors are asked to give the reasons of each case. The TQF 5 , TQF 6 and TQF 7 have to be completed accordance of the assign time.

5.3.3 Regulate the assessment of teaching management and curriculum assessment (TQF 5,TQF 6 and TQF 7)

The assessment of teaching management is checked from the students’ evaluation of the teaching performance in each course. The program committee analyzes the assessment results and meets with the instructor who receive assessment result lower than 3.51. The program committee sets the development plan for that instructors. At the end of the academic year, the program chair prepares TQF 7 and submits to the faculty.

         The assessment of learning outcomes according to the TQF is done through the reviewing of TQF 3 and TQF 5. The TQF3 shows that the instructors write the course objectives that reflect the learning outcomes of TQF2. The examination paper and the students learning results are analyzed. The process of student evaluation is acceptable.

Other form of student’s evaluation is the involvement of the community; the community and other stakeholders play an important role in giving feedback to our students. For example, the community evaluates our students for the community services they conduct.

We also implement the peer assessment wherein other program instructors are invited to assess our students. i.e Student Teaching Demonstration.

5.3.4 Assessment of these projects in graduate programs (Master and Doctoral Degree)

N/A 

 

Evidence

5.3.1.1Student Assessment
5.3.2.1Supervision of Teaching Mgt TQF
Self-AssessmentScore
5.35

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