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
5.3.1 Assessment of learning outcomes according to the Thai Qualifications Framework of Higher Education and learners outcomes 3 aspects
- Assessment of Learning Outcome as per TQF of Higher Education . The learning outcomes for each course according to TQF for Higher Education were based on the curriculum mapping in TQF 2 for the Bachelor of Education Program in General Science( International Program). Assessment was through Midterm and final examinations and result of continuous assessments that include homework, seatwork, quizzes, student participation, class recitation , laboratory activities and participation in college-wide events. Examination questions were submitted with the table of specifications and the dean and committee review the examinations questions vis -a-vis the learning outcomes.
5.3.2 Verification of assessment of student learning outcomes
5.3.2 Verification of assessment of student learning outcomes
Assessment process
- Verification of the assessment of students learning outcome for each course were verified from the learning outcomes standard outlined in TQF3. After every semester, the faculty board reviews the grade distribution for every subject. ( evidence)
- The student evaluation of the teacher teaching performance in each course acts as the primary bases of assessments of curriculum and teaching assignment. At the end of the academic year the TQF 7 is prepared and submitted by the program head.
Impro1ement
In 2020 , there was a continuous review of all examination questions by a committee wherein a table of specification (TOS) was required so committee will be able to verify if learning outcomes in the TQF plan were covered in the examination . ( evidence TOS )
There were problems noted in the construction of test questions thus, the college had to conduct regular seminar on the use of the TOS and proper test construction that assesses the learning outcomes stipulated in the TQF.
Result: Test questionnaires are now better and assessments are more authentic. No student complaints were noted.
5.3.3 Regulate the assessment of teaching management and curriculum assessment (TQF 5,TQF 6 and TQF 7)
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:
- 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.
- 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.
- 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.
- 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 do revisions of the topics in their plan. There are also changes made in the references of the course.
5.3.4 Assessment of these projects in graduate programs (Master and Doctoral Degree)
N/A
Evidence
| 5.3.1.1 | Student assessment system |
| 5.3.2.1 | Memo on meeting about TOS and Test construction |
| Self-Assessment | Score |
| 5.3 | 4 |