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
The St. Theresa International College’s Faculty of Business Administration, BBA Program, arranged the preparation project for first-year students that informed first-year students to understand college educational philosophy, teaching learning approaches using active learning, socialization, and life modification, especially the expected learning outcomes of the BBA Program. They were asked to reflect on their readiness for the learning experience.
The BBA Program identified the assessment methods that align with PLOs. Based on the backward design process, assessment methods had to be valid and reliable to collect evidence of the students’ proficiency in order to accept their PLOs’ achievement. The courses formulated the CLOs that contributed to achieving the assigned PLOs, and then the courses designed the assessment methods that could articulate the achievement of the CLOs. The teaching and learning activities were also aligned with the CLOs.
In the academic year 2022, the assessment methods of the theory courses were composed of a 60% final exam, a 20% midterm exam, and 20% assignments, such as in-class exercises, case study analysis reports (group work), discussion, presentations, and self-reflection.
The BBA Program set the criteria of completion as follows: (1) completion of all courses in the study plan; (2) passing the exit English examination by the criteria of STIC; and (3) completion of the requirement of the STIC extra-curriculum transcript.
The program assessment are aligned with the 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 bases on the curriculum mapping in the TQF-2. Students achievement are verified based on the learning outcome standards in TQF-3. The three ( 3) learning outcomes( Person-learner, active citizen and co-creator) are also integrated and assessed in all students’ activities and projects. Schools where are our 4th year students do their internship also assessed the students
Evidence : System and Mechanism on Student Assessment
Various Assessment Tools and Guidelines
2. The assessment and assessment-appeal policies are clearly stated
The assessment criteria are communicated to the students on the first day of class. The general student appeal procedure is governed by the norms of St. Theresa International College’s Faculty of Business Administration. The students have the right to appeal or petition for the grades. Students who wish to recheck their grades must file an official appeal with the Examination Office. A petition fee is required. The deadline for the appeal is the FIRST day of the week of the following semester.
After course completion, the course coordinators and instructors collected and analyzed the scores and then identified the grade of the individual student by the criteria referenced. The grading of each course would be considered by the department committee and then submitted for approval by the Academic Committee and the College Executive Committee.
All information about the course evaluation plan and the grading criteria was available to the students at the orientation day and provided via Google Classroom. Every course had to identify and communicate the appeal process in the course specifications by using the sentence
For a grading appeal, the student could send the request form to be approved by his or her academic advisor and the course coordinator and then submitted to the BBA Program office. The Appeal Committee Regarding Academic Affairs was appointed to operate when there was an appeal. In academic years, there was only informal asking. For example, a student asked the course coordinator to review her grade because she was unclear about the assignment score. The course coordinator explained the assessment and evaluation criteria until the student was satisfied with the score and grade.
(Evidence: Student Regulation Manual).
3. The assessment standards and procedures for student progression and degree completion are clearly stated and communicated.
The STIC’s regulations for the BBA degree were available on the College website and included the rule of measurement and evaluation. The STIC’s manual for measuring and grading based on the criteria reference provided the standards and procedures for grading that comply with the regulations of OHEC.
Every course sets the assessment and evaluation plan in compliance with the STIC’s manual and the FBA’s regulations, as mentioned above. Each course provided information about formative and summative assessment and/or criteria for passing or completion to students via the LMS and on orientation day. The course coordinator monitored the instructors and students to consistently adhere to the agreement of the course that plan for assessment of the student’s progression, such as timeliness, responsibility, and improvement in performance.
For the theory course, the course coordinator followed the progress of the students. For example, after the first examination, the course coordinator gave feedback to students for improvement; the instructors were available for discussion and gave suggestions for improving group assignments before the final presentation.
The BBA Program established a monitoring system of the students’ progress every semester. The academic advisor could follow the study results of their advisee via the Management Informatics System (MIS) online. For students who had a GPA less than 2.0, the BBA Program had to closely monitor and plan for improvement.
The assessment standards and and procedure are carefully laid out to measure students progression year by year until graduation. Student assessments includes timelines, methods, regulations, weight distribution, rubrics, and grading criteria, are explicitly described in the program specifications (Evidence: Program Specification) as well as the course syllabus, which is distributed to all students at the start of the semester/course.
Evidence: Course Structure/outline
4. The assessment methods include rubrics, marking schemes, timelines, and regulations, and these are ensured validity, reliability, and fairness in the assessment
The BBA program has established Student assessment methods and criteria to ensure fairness, validity, and reliability. The examinations, including multiple-choice exams and subjective exams, were created based on CLO.
The program sets schedules and guidelines for preparing midterm and final exam papers, including deadlines, procedures, weighting, rubrics, and grading criteria. These are specifically outlined in the program specifications in the course syllabus that is given to all students at the start of the semester or course and online in the Management of Information System (MIS). To assure that all students know about the assessment and evaluation, this information was modified for easier understanding and communicated via Google Classroom, LMS, and on orientation day. Additionally, the course coordinator notified the students periodically during the course’s operation.
Evidence :Student Assessment and Examination Guidelines
Sample Mid term and final exam paper
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 achieve the desired learning outcomes for students. The lecturers are encouraged to use different and varied assessment methods to make sure that the expected learning outcomes are achieved by the students at the end of the course.
St. Theresa International College, specifically the BBA program, ensures that all assessments undertaken follow standardized methods to observe the validity, reliability, and fairness of student evaluation. For knowledge-based (core and elective) courses, assessments are typically in the form of written examinations (midterm and final compositions of objective and subjective types of questions) with a Test Blueprint (Evidence: TB) incorporating Taxonomy’s higher-order thinking skills.
Most of the lecturers employ or are encouraged to employ the following:
|
Type of Assessment |
Description |
Example |
|
FORmative Assessment |
Quizzes, Class Activities, etc. Pretest, Post test |
|
2. Assessment OF Learning |
Summative |
Midterm Exam, Final exams |
|
3. Assessment AS Learning |
Self- Assessment |
Student’s Portfolio |
6. Feedback on student assessment is provided in a timely manner
The Management Information System is the college’s platform for showcasing all the most recent data online, and it is utilized by administrators, faculty, and non-teaching staff to find data related to our students. Each student has a personal Portfolio where they can log in and view all the information about their education and progress. They can log in at any time to view their term grade results for each subject. Many of our courses offer quick feedback to students for growth, especially those that place a strong emphasis on soft skill competencies.
The Google Classroom is the learning and feedback avenue for each student. In courses, feedback on the strengths and weaknesses of students’ demonstrations is given 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 discussions, or group report presentations by students. A progress report conducted every semester also allows for an assessment of students’ progress over their duration of study. Immediate feedback or comments on certain aspects of the teaching-learning process or technical problems are provided to the students.
Evidence :Google Classroom
Management of Information System (MIS).
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
There are two internal committees, aside from external committees, that oversee students Assessment: (1) Faculty level Committee ; (2) Institution Level Academic Committee
- Faculty Level: All exam are submitted to the head of program. The designated faculty committee will review all papers to make sure that that’s up to standards and that exam papers meet the expected learning outcomes for the course
- Institution Level: All exam paper reviewed on a faculty are forwarded to the office of the Vice president for academic affairs. The papers goes through vigorous review to make sure that it meets the CLOs and it relevant to the needs of industry.
8. Students’ learning outcomes assessment and learning development are performed
The BBA 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
The program 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 review by the faculty academic board that the questions are justification to the learning outcomes as stated in the TQF 3. After the 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.
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.
Evidence : Verification of Student Learning Outcomes
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
….5 item…. |
IQA(1-9) |
1,2,3,4,5,6,7,8,9 |
9 items |
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 | System and Mechanism on Student Assessment Various Assessment Tools and Guidelines |
| 5.1.1.2 | Student Regulation Manual Academic Policies, Rules & Regulations |
| 5.1.1.3 | Course Structure |
| 5.1.1.4 | Student Assessment and Examination Guidelines Continuous Assessment Sample Midterm and final exam paper |
| 5.1.1.5 | Test Blueprint |
| 5.1.1.6 | System and Mechanism on Student Assessment Student Outcomes |
| 5.1.1.7 | Examination Papers Reviewer |
| 5.1.1.8 | TQF 5 TQF 3 |
| 5.1.1.9 | Verification of Student Learning Outcomes |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 5.1 | 5 | 3 |