Quality Standards 5.1 Curriculum Design and Development
Quality Standards 5.1 Curriculum Design and Development
Quality Standards Type Input
Quality Standards Description:
Although all curricular programs that are offered by educational institutions must be approved by the Office of the Higher Education Commission, and updated every 5 years, administrators must take responsibility for seeing that course contents are up-to-date and keep pace with constantly changing technology. The courses offered – both required and elective – should be managed in a learner-centered manner in order to satisfy student and labor market needs. For graduate programs, the emphasis should be in developing student research skill and self-directed learning
When reporting operations for this indicator, describe processes or show operational results covering at least the following issues:
5.1.1 Curriculum Design and Development in accordance with Context, Innovation and Changing Technology
5.1.2 Stakeholders Participation
5.1.3 Data Utilization from Assessing the Success according to the objectives of the Curriculum to Develop the Curriculum
In evaluating a suitable scoring level, consider the big picture and overall operational results that enable a program to keep up-to-date, and aligned with labor market and national demands.
| 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
5.1.1 Curriculum Design and Development in accordance with Context, Innovation and Changing Technology
System and Mechanism
5.1 System mechanism of Curriculum design and curriculum improvement (1)
- The curriculum or program designates plan for the new curriculum or program development or revision current curriculum.
- The curriculum or program organizes assessments of achievement based on the objectives of the current curriculum.
- The curriculum or program takes the results of the achievement assessment based on the objectives of the current curriculum and information survey from those involved with the program or stakeholders such as entrepreneurs, graduates, professional organizations, graduate users, etc. and global and economic trends in society including opportunities and threats into the considerations of .new curriculum or program development or revision current curriculum.
- The curriculum or program approve and appoint the committee those who come either from inside or outside the college to develop, design / update the curriculum according to the criteria of the College,.
- The appointed committee develop or improve curriculum according to the philosophy, objectives, structure and course content of the curriculum and curriculum standards criteria and manage to be curriculum document.
- The appointed committee develop or improve curriculum according to curriculum standards criteria.
- The committee conducts the public hearing meeting to review the draft revised/improved curriculum prior to submit to the faculty for approval.
- The committee proposes the draft revised / developed curriculum to the faculty for approval.
- The faculty submits and presents the draft revised / developed curriculum to the College Academic Council for approval.
- The College Academic Council submits and presents the draft revised / developed curriculum to the College Council for approval.
- The curriculum can be implemented after the College Council approval.
- The College submits to the Office of Higher Education Commission for acknowledgment of the curriculum
Assessment of the Mechanism :
The Program Committee evaluates the system and the process of curriculum development and adjusted which includes the representative committee from Teacher’s Council to be in the curriculum development committee and and also in the external advisory committee. This can assure that the new curriculum will be in the professional council’s standard.
The improvement from Evaluation result.
The curriculum was revised and given the seal of approval by the OHEC on Nov.16, 2019 proving that it has passed the standards of qualification required for a bachelor degree program. The curriculum is already implemented and another revision will be in 2023 (see 5.1.1.2.
5.1.2 Stakeholders Participation
System and Mechanism
The College has an in place system in sending students to private and government schools. Students are first required to observe classes before they are allowed to teach through the guidance of the Mentor/s.
The students are required to assume themselves as real teachers and also are expected to do the jobs that real teachers are doing.
The mentors are also working with them to make sure that they are properly guided and are doing the right things.
The students who are year 5 are required to prepare their learning plan and have it approved before teaching. Evaluation forms as agreed by the college and the school will be used to assess the students.
Assessment of the System and Improvement Process:
Year 3, Year 4 and Year 5 students were sent to partner schools in the Nakhonnayok and Pathumthanee provinces for their practicum. Students at first are required to observe actual classes before they are allowed to teach. Mentors are assigned to train the students from STIC to successfully carry out the task assigned to the students. the mentors are required to give feedback and to rate the students. The evaluation forms used by the mentors are from the College and are kept by the STIC Lecturers assigned to oversee the students. The rates given to the students were all above average that will give us the impression that the students are very much ready to become math teachers (see 5.1.2.1).
Assessment:
Students gain a lot from their experience as student-teachers. Evaluation made by their mentors reflected their performance that also reflected the improvement they made.
Result:
The student – teachers showed great improvement as an indication that they are ready to take the role of a real teacher. Because of the in place system, student-teachers were happy and were eager to learn because of the guidance of their mentors as reflected on their Internship Report (see 5.1.2.2) and Practicum Reports (see 5.1.2.3).
Suggestion:
For the next academic year, a formal agreement between the school and STIC might be considered to establish the support and accountability mechanism of the practicum phase.
5.1.3 Data Utilization from Assessing the Success according to the objectives of the Curriculum to Develop the Curriculum
System and Mechanism:
The Programme committee evaluates the system and the process of curriculum development and adjusted which includes the representative committee from kurusapha to be in the curriculum development committee and also in the external advisory committee. This can assure that the new curriculum will be in the professional council’s standard.
The Improvement from Evaluation Results :
The B.Ed. Program in Teaching Mathematics was approved by OHEC on December28, 2558. The programme committee wrote all course descriptions of professional courses to meet Kurusapha’s standard.The programme has initiated the teaching of College Algebra in which students have various background in the content, to help increasing more understanding and satisfaction to the program. The new curriculum was implemented and evaluated. Based on the result of the evaluation, it was found out that the new curriculum is highly favoured by the students and the lecturers (see 5.1.3.1).
To further strengthen the program, 25% of the total courses were identified by random and students of these courses were surveyed.
For the whole academic year of 2021-2022, a total of 31 courses were offered and identified 8 courses evenly distributed from year 1 to year 4. It was found out that the development of skills as learning outcomes of BEDM course as per Thai Qualification Framework got a score of 4.4846.
Also it was revealed through the survey that the development skills as learners outcomes of BEDM course as per ONESQA got a score of 4.4051.
Evidence
| Self-Assessment | Score |
| 5.1 | 4 |