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

System and Mechanism

5.3 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.

The Program observes the TQF standards as per the higher education standards of the country.   The Assessment is done based on the five domains through the following methods:

  • Moral & Ethics: The students’ class attendance and their behavioral aspects such as discipline and punctuality are taken into consideration.
  • Knowledge: The students’ performance in the Mid-term and final examination are considered.
  • Cognitive Skills: Their class performance such as seminars, quiz, activities etc. is taken into account.
  • Interpersonal Skills: The creative and innovative outputs of the students’ when they come up with team work or group activities are considered.
  • Numerical & IT Skills: The Moodle assignments are taken into account.
  • Learner Person: Questions based on application of the concepts they study in the subject, were given to the students during exams to test their knowledge of understanding. This helps to improve their contemporary thinking.
  • Co- creator: In the technical subjects, the students were asked to come up with a creative and innovative ideas and solutions for a real time problem in the Aviation field.
  • Active Citizen: In addition to their subject learning, the students were also observed on their discipline and punctuality aspects thereby incorporating the moral values and improving their ethical behaviour. This eventually leads them to be a good and active citizen.

The learning outcome of each course is based on curriculum mapping in TQF 2.

                  Assessment

                   The Program Administration Committee had assessed the system and stated that:

  • The learning activities and assessments of some of the lecturers are not covering all the aspects as mentioned in the TQF 2.
  • Additional visits can be conducted for the students in the term 2 to give them more practical understanding of the classroom learning.

                  Improvements/ Developments

                   As per the assessments made by the program administration committee, the following improvements were made:

  • The lecturers in the Program started giving Projects for the course so that it covers the learning objectives / outcome of the course were properly considered as reflected in TQF5 (see 5.3.1.1).

5.3.2 Verification of assessment of student learning outcomes

System and Process

     Students’ achievements are verified based on the following:

  • Direct assessment of the students work and their performance behaviour.
  • Checking whether the course learning outcomes are aligned with the program learning outcomes.
  • The Exam papers are assessed based on knowledge, cognitive and numerical domain.
  • Finally, the student portfolio or the individual student activity (see 5.3.2.1)

                  Assessment of the Process

 The flowing assessment was made from the verification of the student learning outcomes:

  • Allocate questions for the moral and ethical domain
  • Formulate questions that will help students to synthesize or create new knowledge
  • Include raw data to be analyzed or interpreted by the examiners
  • Provide situational analysis according to the level of the students to prepare them in the practicum or the real world
  • More contemporary approach questions can be incorporated in the exams

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

Assessment of the System and Improvement of the Process:

  1. Assessment of Learning Outcome according to the Thai Qualification Framework for Higher Education:

       Assessment of learning outcome according to the Thai Qualification Framework for Higher Education (TQF) are done through midterm and final exam, class discussion and all the work assigned. The learning outcomes of each course based on the curriculum mapping in the TQF2. Students’ achievement is verified based on the learning outcome of standards in TQF3.

  1. Verification of the Assessment of Students Learning Outcome:

       The programme committee 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 reviewed by the faculty academic board that the questions are justified with reference to the learning outcomes as stated in the TQF 3. After 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 in accordance with the assigned time.

  1. The Assessment of Teaching Management and Curriculum Assessment (TQF.5 , TQF.6 , TQF.7) :

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

 4.The Evaluation on Learner Assessment :

       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.

         The Assessment of teaching management is checked from the Students Evaluation Report for each subject. The Program Committee then analyzes the assessment results and meets up with the instructor whose score is less than 3.51. The committee then sets up the development plan for those instructors. At the end of the academic year, the Program Chair prepares the TQF 7 and submits it to the faculty.

         The assessment of learning outcomes mentioned in TQF is done based on the reviewing of TQF 3 & 5. The TQF 3 is drafted based on the learning outcomes of TQF 2.

The examination paper and the students learning results are analyzed.

         Improvements/ Developments

Based on the Assessment, the following improvements were made:
The lecturers who have got a minimum score from the learners’ assessment were asked to identify their weakness and also they
were asked to incorporate their findings in the next academic year.
Some lecturers had incorporated additional topics into their teaching

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

Not applicable as this is a Bachelor program

Evidence

5.3.1.1System and Mechanism
5.3.1.2TQF5
5.3.2.1Students Narrative Reports
1) Internship Report
2) Practicum Report
3) Math Camp Narrative Report
4) Seminar In Math Narrative Report
5.3.3.1MIS
Self-AssessmentScore
5.33

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