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
Assessments are aligned with objectives and expected learning outcomes. Alignment between assessments and learning outcomes ensures that students are assessed on their knowledge, skills, and competencies that are directly relevant to the field of accountancy.
- Specific learning outcomes that students are expected to achieve by the end of the program. These learning outcomes include acquiring knowledge of accounting principles and concepts, developing analytical and problem-solving skills, and demonstrating proficiency in financial reporting, taxation, auditing, and other relevant areas.
- Considering the assessment criteria outline the specific knowledge, skills, and competencies that are assessed in each assignment, exam, or project. The criteria are aligned with the program’s learning outcomes to ensure that assessments are focused on the desired outcomes.
- Various assessment methods we employed to evaluate students’ understanding and application of accounting concepts. These methods may include midterm and final exams, quizzes, case studies, research projects, presentations, group assignments, and practical assessments. The selection of assessment methods is based on their ability to measure students’ knowledge, skills, and abilities in alignment with the program’s learning outcomes.
- Rubrics and scoring guidelines are often used to provide clear expectations and criteria for assessing student work. Rubrics outline the specific criteria and performance levels for each assessment task, ensuring consistency and transparency in the evaluation process. Scoring guidelines help instructors assign scores or grades based on the level of achievement demonstrated by students in relation to the learning outcomes.
- Most of the time, we incorporate an authentic assessment strategy that simulates real-world accounting tasks. These assessments require students to apply their knowledge and skills to solve practical problems, analyze financial data, prepare financial statements, or complete audit procedures. Authentic assessments provide students with opportunities to demonstrate their understanding of accounting principles in realistic scenarios.
We also include both formative and summative assessments.
- Formative assessments are designed to provide ongoing feedback and support students’ learning progress. They help identify areas where students may need additional guidance and enable instructors to adjust instruction accordingly.
- Summative assessments, such as final exams or comprehensive projects, evaluate students’ overall achievement of the learning outcomes at the end of a course or program.
Feedback and Evaluation:
- Effective feedback and evaluation processes are implemented to provide students with constructive feedback on student’s performance and progress toward the learning outcomes.
- Instructors provide feedback that is specific, actionable, and focused on areas for improvement.
- Feedback helps students understand their strengths and weaknesses, allowing them to make necessary adjustments and enhance their learning.
By aligning assessments with objectives and expected learning outcomes, a Bachelor of Accountancy program ensures that students’ knowledge, skills, and competencies are appropriately evaluated. Students’ learning is reinforced, their progress is tracked, and they are better equipped to handle the demands of the accounting field because to this alignment.
Evidence:
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2. The assessment and assessment-appeal policies are clearly stated
It is important for the assessment and assessment-appeal policies to be clearly stated. These policies provide students with a clear understanding of how their assessments will be conducted, graded, and evaluated, as well as the procedures for appealing assessment outcomes.
In order to promote a fair and supportive learning environment, our institution understands the importance of clear and transparent assessment and assessment-appeal policies. We have created detailed policies outlining the steps, requirements, and options for resolving any issues with evaluations. For the policies to be easily understood by students, staff, and administrators, we used straightforward language and a logical framework. The paper is user-friendly and time-effective as a result of the logical layout, which enables users to quickly identify pertinent information within the policies.
- The assessment and assessment-appeal policies are typically documented in an official program handbook, course syllabus, and other program documentation. These documents outline the policies and procedures related to assessments, including details on grading criteria, assessment methods, weightage of different assessments, and the overall assessment process.
- From the beginning of the semster, we have clearly explained the rules and regulation of the college The policies should clearly define the assessment criteria and standards that will be used to evaluate student performance.
This includes specifying the grading scale, performance levels, and any specific requirements for each assessment task. The criteria and standards should be transparent, consistent, and aligned with the learning outcomes of the program.
Assessment Methods and Weightage:
- The lecturer specifies the assessment methods that will be used throughout the program, such as exams, projects, assignments, or presentations. Additionally, the weightage or contribution of each assessment to the overall course grade or program completion should be clearly communicated to students.
- This ensures that students understand the importance of each assessment and can allocate their efforts accordingly.
Submission and Deadlines:
- The lecturer expresses the details on submission formats, deadlines, and any penalties or late submission policies. because the clear guidelines help students manage their time effectively, plan their work, and meet the requirements of each assessment.
Grading and Feedback:
- The lecturer outline the grading process, including how the assessments will be marked, how grades will be calculated, and when students can expect to receive feedback on their performance. This ensures transparency in the grading process and helps students understand their strengths and areas for improvement.
Assessment-Appeal Procedures:
- There is also a policy to appeal the procedures for appealing assessment outcomes if students believe there has been an error or unfairness in the grading process.
- This includes information on how and where to submit an appeal, the timeline for appeals, and the steps involved in the appeal process. Students should be provided with a fair and transparent mechanism to address their concerns regarding assessment outcomes.
Academic Integrity and Plagiarism:
- Academic honesty and infringement should also be covered by the policies. This involves giving instructions on how to properly cite sources, reference work, and steer clear of plagiarism in written tasks. Along with outlining the methods for handling such incidents, the policies should clearly specify the penalties for academic dishonesty and plagiarism.
3. The assessment standards and procedures for student progression and degree completion are clearly stated and communicated.
In our Bachelor of Accountancy program, we clearly mention the assessment standards and procedures for student progression and degree completion. These standards and procedures ensure that students understand the requirements and expectations for successfully completing their degree. Regarding assessment standards and procedures in a Bachelor of Accountancy program:
- This includes the number of credits or courses required, specific course prerequisites, and any specific requirements for majoring in Accountancy. Students should be provided with a clear roadmap of the courses they need to complete to fulfill the program requirements.
- The assessment standards also specify the grading system used in the program. This typically includes the grading scale, such as letter grades (A, B, C, …. etc.) or numerical scales (out of 100). The policies should clearly define the criteria for each grade level and provide a breakdown of how the final grades are calculated.
- We also provide guidelines on the minimum grade requirement CGPA of 2.00 for individual courses or overall grade point average (CGPA) requirements for continuing in the program and applying for the study loan. The criteria for progression should be clearly communicated to students from the beginning of their program and in between the semesters.
- We use the assessment standards and procedures which state the requirements for degree completion. This includes the number of credits required, specific courses or electives that must be completed, and the CGPA should be a minimum of 2.00 out of 4.00 and any other requirements such as internships or capstone projects. The procedures should outline the steps students need to take to ensure they meet all the requirements for their degree.
- There is an academic advisor who plays a crucial role in guiding students through the assessment standards and procedures. Student’s are always well-informed about the program requirements and assessment policies, and provide guidance to students on course selection, progression, and degree completion. Our Regular advising sessions help students stay on track and ensure they meet the necessary requirements.
Evidence:
- Advising schedule
- Minimum grade requirement
4. The assessment methods include rubrics, marking schemes, timelines, and regulations, and these are ensured validity, reliability, and fairness in the assessment
We use appropriate assessment methods that include rubrics, marking schemes, timelines, and regulations to ensure validity, reliability, and fairness in the assessment process.
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Rubrics provide clear and specific criteria for assessing student work. They outline the expectations and performance levels for different aspects of an assignment or project. Rubrics help ensure consistency in grading and provide transparency to students regarding how their work will be evaluated. By using rubrics, instructors can assess student performance objectively and ensure fairness in the assessment process.
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Marking schemes define the allocation of marks or points for different components of an assessment. They outline the relative importance of the various requirements or portions of an assignment or test. Marking schemes aid in ensuring that the assessment is fairly weighted and that marks are consistently awarded according to the level of the job. To ensure fairness and uniformity in grading, clear marking procedures are important.
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Timelines provide clear deadlines for the submission of assessments. They help students plan their work and ensure that assessments are completed within a specified timeframe. By adhering to timelines, students have equal opportunities to complete their assessments and instructors can provide timely feedback and evaluation. Timelines contribute to fairness and enable effective management of the assessment process.
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Regulations: Assessment regulations outline the policies and guidelines that govern the assessment process. These regulations include rules related to
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academic integrity,
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submission guidelines,
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resubmission policies, and guidelines for managing special circumstances or accommodations.
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By adhering to regulations, the assessment process is conducted fairly and consistently for all students, ensuring integrity and equity.
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Validity in assessment refers to the degree to which an assessment measures what it is intended to measure. In a Bachelor of Accountancy program, assessments are aligned with the program’s learning outcomes and accurately measure students’ knowledge, skills, and competencies in accounting. Valid assessments provide meaningful and relevant information about students’ abilities in the field of accountancy.
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Reliability in assessment refers to the consistency and stability of assessment results, when the same assessment is administered to a group of students, it produces consistent results regardless of who is marking or grading the assessments. Reliable assessments ensure fairness and consistency in evaluating student performance.
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Fairness: Fairness in assessment ensures that all students have equal opportunities to demonstrate their knowledge and skills. This includes providing clear instructions, using unbiased assessment methods, and maintaining consistency in grading and evaluation. Fair assessments promote equity and ensure that students are evaluated based on their abilities and the established criteria, regardless of individual differences.
5. The assessment methods are shown to measure the achievement of the expected learning outcomes of the program and its courses.
The assessment methods are designed to measure the achievement of the expected learning outcomes of the program and its courses.
The exact learning objectives that students in a bachelor’s program in accounting are expected to master by the conclusion of the program or during each course are often defined. These learning outcomes includes awareness of auditing procedures, managerial ethics, ability to prepare financial statements, competency in financial analysis, knowledge of accounting concepts, and other pertinent skills and competencies.
The assessment techniques are carefully selected to match the learning objectives. Each assessment technique is intended to gauge a certain aspect of the learning outcomes, ensuring that the information, abilities, and competencies of the students are properly evaluated.
Midterm and Final Exams, for instance, can evaluate how well students comprehend accounting principles and ideas, but case studies or projects might judge how well they can use what they’ve learned about accounting in practical situations.
The success of learners in meeting the learning objectives is directly measured through assessment procedures. The tests are made to elicit proof of the knowledge, abilities, and competencies of the students as outlined in the learning objectives.
Various Assessment Methods: we applied a variety of assessment methods to comprehend and measure the learning outcomes such as exams, quizzes, assignments, projects, presentations, group work, practical assessments, and simulations. By using a range of assessment methods, students are assessed from different angles, allowing for a more comprehensive evaluation of their achievement of the learning outcomes.
Rubrics and Evaluation Criteria: Rubrics and evaluation criteria are used to assess students’ performance against the learning outcomes. Rubrics provide clear and specific criteria for assessing students’ work, while evaluation criteria define the standards and expectations for achievement. These tools ensure consistency and objectivity in evaluating students’ progress toward the learning outcomes.
Ongoing Assessment: Assessment is conducted throughout the program to monitor students’ progress towards the learning outcomes. Ongoing assessment allows for timely feedback and intervention to support students’ learning and development. It also provides opportunities for students to track their own progress and make improvements based on feedback received
By aligning the assessment methods with the expected learning outcomes of the program and its courses, a Bachelor of Accountancy program ensures that students’ knowledge, skills, and competencies are effectively measured. This alignment enhances the validity and reliability of the assessments and provides students with a clear understanding of how their performance is evaluated in relation to the program’s learning outcomes.
6. Feedback on student assessment is provided in a timely manner
Timely feedback allows students to identify areas of improvement and make necessary adjustments to their learning strategies. It helps them in addressing any misunderstandings or areas of knowledge that may exist early on, preventing the reinforcing of false beliefs. Feedback given at the right time helps students’ learning and encourages continual development.
Timely feedback keeps students engaged in their learning process. When students receive feedback promptly after submitting an assessment, they maintain a connection to their work and are more likely to reflect on the feedback and apply it to future assignments. This active engagement promotes deeper understanding and helps students build on their knowledge and skills.
We always clearly communicate assessment deadlines to students, allowing sufficient time for instructors to provide feedback within a reasonable timeframe using the tools Google Classroom and Line Groups.
Evidence:
- Feedback on the lecture given in Google Classroom
- Feedbacks of the Lecturer given in LINE Group
- Results of Feedback (Mid-Term & Final Score)
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
in a Bachelor of Accountancy program, we continuously review and improve student assessments to ensure their relevance to the needs of the industry and alignment with the expected learning outcomes.
regularly review the assessments to ensure they reflect the skills and knowledge required in the accounting industry. Studnets always Stay updated with industry trends, regulations, and practices to incorporate relevant concepts and scenarios into assessments.
Assessments should align with the expected learning outcomes of the program and specific courses. Regularly evaluate the assessments to ensure they accurately measure the knowledge, skills, and competencies outlined in the learning outcomes. Adjust assessments as needed to address any gaps and ensure comprehensive coverage of the learning outcomes.
By continuously reviewing and improving student assessments, our program ensures that the assessments remain relevant, aligned with industry needs, and effective in measuring the desired learning outcomes.
8. Students’ learning outcomes assessment and learning development are performed
At the beginning of the semester, the learning outcomes are clearly defined and communicated to students. These outcomes represent the knowledge, skills, and competencies that students are expected to acquire by the end of their studies. Each course within the program aligns its objectives with the overall program learning outcomes.
- Throughout the program, formative assessments are conducted to monitor students’ progress and provide feedback on their learning. These assessments can take various forms, including quizzes, class discussions, group projects, and assignments.
- Summative assessments are conducted at the end of each course or module to evaluate students’ overall mastery of the learning outcomes. These assessments include formal exams, comprehensive projects, case studies, or presentations.
- Clear assessment criteria and rubrics are established to ensure consistent and fair evaluation of students’ work. These criteria outline the expectations for each assessment, while rubrics provide a detailed breakdown of the assessment components and corresponding performance levels.
- Students are encouraged to reflect on their performance, identify areas where they need to focus, and set goals for their learning development.
- Assessment methods, criteria, and feedback processes are regularly reviewed and refined to enhance their effectiveness. Faculty members, program coordinators, and external stakeholders may collaborate to identify areas for improvement, update assessment strategies, and incorporate emerging trends in the accounting field.
- We are committed to promoting students’ academic growth. To improve their comprehension and mastery of the learning outcomes, we offer a variety of resources and support activities. Workshops, tutoring, academic support services, and access to online learning resources are a few examples of these. Our objective is to establish a nurturing environment that fosters students’ ongoing learning and development.
Evidence:
9. Students’ learning outcomes assessment is performed as stated in the program/curriculum
The assessment of students’ learning outcomes is performed in accordance with the stated program or curriculum.
The program outlines the specific learning outcomes that students are expected to achieve by the end of their studies. These learning outcomes are carefully designed to reflect the knowledge, skills, and competencies deemed essential for a successful career in accountancy.
The assessments are aligned with the stated learning outcomes of the program. Each assessment is designed to evaluate students’ mastery of specific learning outcomes. This alignment ensures that the assessments accurately measure students’ achievement of the intended program outcomes.
We have established mechanisms to monitor our students and review assessment practices on a regular basis. We have dedicated committees or processes in place that regularly evaluate the alignment between the assessment methods and the curriculum. Any necessary updates or adjustments are made to ensure that the assessment remains in line with the intended learning outcomes.
The assessments are carefully designed to cover a range of knowledge areas, skills, and competencies outlined in the learning outcomes. The assessment methods chosen, such as exams, assignments, projects, or presentations, are selected to assess different aspects of students’ learning. The assessment criteria provide a transparent framework for evaluating students’ work.
By using Rubrics and marking schemes, we often assess whether our students are performing well or not, If not how to improve, Is our mapping perfect? is our program/curriculum undergoes periodic review to ensure the assessments remain relevant, effective, and aligned with industry needs? if not, The assessment methods, criteria, and weighting may be revised based on feedback from faculty, students, and industry stakeholders.
A Bachelor of Accountancy program guarantees that the assessment of students’ learning outcomes is consistent, valid, and in line with the intended educational aims by following to the program/curriculum criteria. This strategy encourages openness, equity, and responsibility in the evaluation procedure and enables students to show that they have mastered the program’s learning objectives.
Self-Assessment
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Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
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|
….5 item…. |
IQA(1-9) |
1,2,3,4,5,6,7,8,9 |
9 items |
5 mark |
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AUN-QA(1-7) |
1,2,3,4,5,6,7 |
level 3 |
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Evidence
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 5.1 | 5 | 3 |