Indicator 5.1 Assessment (Student Assessment)
For criteria 8 and 9, it is assessed using the Office of Permanent Secretary of Higher Education, Science, Research, and Innovations standards.
| Score 1 | Score 2 | Score 3 | Score 4 | Score 5 |
| Has action 1 item | Has action 2 item | Has action 3-4 item | Has action 5-6 item | Has action 7-9 item |
AUN-QA based criteria
For AUN-QA, criteria 1 to 7 are assessed at 7 levels.
Performance
1. Assessments are aligned with objectives and expected learning outcomes
Each learner’s achievement of Airline Business program’s expected learning outcomes are continuously assessed from time to time during the study period. Accomplishments of course learning outcomes, which in turn aligned with the programs‟ expected learning outcomes, are assessed by individual courses stipulated in the TQF3 Section 4.2 The programs also employ none-coursework assessments such as progress report (every semester), comprehensive examination both oral and written, mini-research, projects and etc. Overall summary of the assessment schemes employed throughout the program duration is presented earlier in Table Component 4.2.
2. The assessment and assessment-appeal policies are clearly stated
General student appeal procedure follows the rules of St Theresa International College, Faculty of Business Administration (Evidence: Student Regulation Manual) Specific appeals regarding the coursework or course assessment can be made directly to the instructor and/or course coordinators as explicitly stated in the course syllabus (Evidence: Course Syllabus) as well as to the program head.
3. The assessment standards and procedures for student progression and degree completion are clearly stated and communicated.
Student assessments including timelines, methods, regulations, weight distribution, rubrics and grading criteria are explicitly described in the program specifications (Evidence: Program Specification) as well as in the course syllabus distributed to all students at the beginning of the semester/course see example in (Evidence: Course Syllabi).
4. The assessment methods include rubrics, marking schemes, timelines, and regulations, and these are ensured validity, reliability, and fairness in the assessment
The Airline Business program student assessments including timelines, methods, regulations, weight distribution, rubrics and grading criteria are explicitly described in the program specifications (Evidence: Guideline for Marking) as well as in the course syllabus distributed to all students at the beginning of the semester/course see example in (Evidence example of CS) issue from the program‟ staff and online in the Management of Information System (MIS) at the Airline Business office.
5. The assessment methods are shown to measure the achievement of the expected learning outcomes of the program and its courses.
The St Theresa International College specifically the Airline Business program ensures that all assessments undertaken follow standardized methods to observe validity, reliability and fairness of student evaluation. For knowledge-based (core and elective) courses, assessments are typically in the form of written examination (midterm and final composes objective and subjective types of questions) with Test Blueprint (Evidence: TB) incorporating Taxonomy;s higher order thinking skills. The only exception is 216 497 Research and Trends in Airline Industry that the exam questions are evaluated by the rubrics method. Before grading of the essay examination, lecturers come up with the answer key and marking schemes. For evaluation of soft skills, assessment rubrics are used. Example of the guidelines and rubrics used for assessing student seminar is presented in Course Syllabus or TQF3 in the MIS.
6. Feedback on student assessment is provided in a timely manner
The Management Information System is the college platform to showcase all the updated information online used by the school administrators, academic staff and non-teaching staff to retrieve information that has something to do with our students.
Each student can log in to their own Portfolio and browse all the details regarding their studies and progress. They can log in anytime and find out how well they perform on their subjects per term. Several of our courses, especially those emphasizing soft skill competencies, provide immediate feedbacks to students for improvement.
The Google classroom is the learning and feedback avenue for each student/ For examples, in the 216 314 Airline Ticketing and Reservation courses, feedbacks on the strengths and weaknesses of students‟ demonstration are made in both verbal and written comments at the end of the class. or workshop. Similar approaches are implemented for certain courses that have group assignments, small group discussion or group report presentation by students. Progress report conducted every semester also allow assessment of students‟ progression on their duration of study.
Immediate feedback/comments on certain aspects of the teaching-learning process or technical problems are provided to the students.
7. The student assessment is continuously reviewed and improved to ensure their relevance to the needs of the industry and alignment with the expected learning outcomes
The Airline Business program has a system and mechanism to review student’s performance to cater the changing needs of the industry and alignment with the expected learning outcomes.
When completed, each course coordinator provided the course evaluation by stakeholders including students, instructors, and clinical nurses in the practice settings. The assessment plan was a part of the course evaluation, including assessment tools, assessment methods, weight distribution, and alignment of assessments to CLOs. The contribution to PLOs would be reviewed by course coordinators and instructors. The course coordinators wrote the course specification report and plan for improvement and submitted it online. (Evidence: TQF5 MIS)
8. Students’ learning outcomes assessment and learning development are performed
The Airline Business program performed direct and indirect measurement to assess students learning outcomes as well as learning development,
In direct measurement, each lecturer will let student demonstrate their acquired knowledge and skills regarding business concepts, theories, issues, challenges and opportunities. After which each lecturer will now provide material/tangible, visible and self-explanatory evidence of what students have and have not learned as a result of a course, program, or activity like for examples are objective/subjective tests, portfolio, projects, presentations or homework.
On the other hand, each lecturer may use indirect measurement too because it captures students’ perceptions of their knowledge and skills; they supplement direct measures of learning by giving information about how and why learning is occurring. Indirect measurement includes self assessment, feedback from peers, close or open ended interview questionnaires, focus group, end of course evaluations and graceful exit interviews.
9. Students’ learning outcomes assessment is performed as stated in the program/curriculum
By the end of a program of study, the students are able to do assigned job well, competitive enough in the workplace, showcase various skills and able to think critically in real business situation as well as life. When students graduate each of them can demonstrate the knowledge the program intended them to learn and receive recognition from their employers that they are able and capable enough to work under pressure, professional ethical and skilled and possess professional knowledge to help the business.
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
….5 item…. |
IQA(1-9) |
1,2,3,4,5,6,7,8,9 |
9 item |
5 mark |
|
AUN-QA(1-7) |
1,2,3,4,5,6,7 |
level 3 |
||
Evidence
| Evidence No. | List of evidences |
| 5.1.1.1 | Assessments are aligned with objectives and expected learning outcomes TQF3 Section 4.2) Sample of in-course assessment, project work, final examination etc. (Test Blueprint) |
| 5.1.1.2 | Airline Business Program Students Manual |
| 5.1.1.3 | Moderation Process |
| 5.1.1.4 | Appeal Procedure Assessment Appeal |
| 5.1.1.5 | Programme and Course Specification |
| 5.1.1.6 | Examination Regulations |
| 5.1.1.7 | TQF 5 s in MIS |
| 5.1.1.8 | |
| 5.1.1.9 |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 5.1 | 5 | 3 |