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 courses in the curriculum are assessed by using both formative and summative assessment methods. Midterm and final examinations are the summative assessment method for all the courses (except thesis); formative assessment varies according to the nature of the courses and instructors expertise. The instructors need to provide detailed assessment plan prior to start teaching the course using TQF3. The reviewer review the lesson plan and assessment method mentioned and for consistency with course description and learning outcomes. The lesson plan (TQF3) is approved only if teaching and assessments are aligned with objectives and learning outcomes as specified in the curriculum. Later the instructor reports any deviation from the plan with proper explanation in TQF5.
2. The assessment and assessment-appeal policies are clearly stated
Students assessment scores has to pass through an assessment committee which includes deans from different faculties and registrar. The normal curve is considered for unusual high and/or low scores in any particular subject. Once the assessment committee approve the results then the registration department publish the results for students’ acknowledgement.
The curriculum has a process by which students can appeal or make a complaint about the assessment results. If the students assume that there is an error or something unusual in the assessment result a complaint can be filed through the Faculty’s Complaint Channel. Once the complaint recorded, the complaint will be sent to the course coordinator. If the matter can be resolved correction will be made immediately and report back to the submitter. For matters that cannot be resolved and bring the matter to the curriculum administration committee to consider finding a solution and if the matter needs to be resolved at the Faculty level, it will be proposed to the Dean of the Faculty to consider solving the problem and notify the petitioner for further acknowledgment.
3. The assessment standards and procedures for student progression and degree completion are clearly stated and communicated.
Every course set the assessment and evaluation plan with compliance to the FBA’s manual and the STIC’s regulations. Each course provided the information about formative assessment and summative assessment and/or criteria to pass or completion to students via Google classroom and on orientation day. The course coordinator monitors the instructors and students to consistently adhere to the agreement of the course that plan for assessment of the student’s progression, such as timely, responsibility, and improvement in performance.
The program, together with the Office of Registrar and Evaluation, uses the MIS information system to display the student’s academic performance status of each semester. Students can check the courses they have registered for or check their results by themselves.
In addition, the MBA Program sets a monitoring system of the students’ progress every semester. The academic advisor could follow the study results of their advisee via MIS. For students who had GPA less than 2.0, the MBA Program had to closely monitor and plan for improvement.
4. The assessment methods include rubrics, marking schemes, timelines, and regulations, and these are ensured validity, reliability, and fairness in the assessment
The curriculum has set a general criteria for assessing midterm exam, final exam and continuous assessment scores 20% , 60% , and 20% respectively.
In academic year 2021, the MBA Program Committee revised the assessment tools by including rubrics that were validated by assessment tool experts. After revised as per the recommendations, the assessment tools were approved by the Academic Committee for appropriately assessing the CLOs of each courses of the MBA Program.
For every subject instructor have their own rubrics to assess the learning outcomes. For the fairness of the students’ assessment, the assessment methods and tools, weight distribution, timeline, scoring, and passing criteria that were planned in each course specification had to be approved by the department committee and submit for approval to the MBA Program Committee and the Academic Committee. The scores distribution has to be explained in TQF3 and the curriculum is assessed according to the college academic calendar. Assessments for each subject are screened at the curriculum level and submitted to the College Assessment Committee for verification.
Moreover, evaluation of weight distribution and grading by computer program made the assessment results accurate, reliable and fair.
5. The assessment methods are shown to measure the achievement of the expected learning outcomes of the program and its courses.
The curriculum has a process for verifying student achievement standards as follows
1) Upon completion of the semester, the curriculum has determined that the instructors must prepare TQF 5 and TQF 6, the teaching and assessment report, at the end of the semester. This report ensures that of the teachers teach each subject comprehensively and in accordance with the plan outlined in the course details (TQF 3, 4).
2) If the learning outcomes are not as planned, reasons and recommendations for improving the teaching and learning of the next course must be provided. The report will cover the academic performance of the students; students from begining to end, problems in management and facilities, analysis of assessment results, including suggestions , improvement plans for the next semster/year.
3) The curriculum has a verification of learning outcome standards.
4) The curriculum has an assessment of the instructor’s teaching by students to develop the efficiency of student learning, which is assessed through the college’s MIS system.
The program maintains proper record of student assessments, due to that reason the projects and other continuous assessment items are posted on google classroom. Later, the instructor needs to report the outcomes, both from summative assessment in the examinations and formative assessment in CA items, in TQF5. The input in TQF5 is then utilized to prepare verification in learning outcomes and TQF7.
6. Feedback on student assessment is provided in a timely manner
The program requires all the faculty members to provide real-time feedback on students’ assignments and projects. The MBA Program sets a protocol for timely feedback. The feedback plan is a part of the course specification that provided for feedback in a timely manner. The timeline of each assignment is different. It can be done orally, on the exercise book or google classroom.
Moreover, the curriculum requires instructors to report midterm examination scores or assessment results for students to know within the specified period by clarifying weaknesses and strengths in order to allow students to improve self-study on time and in the event when students have low grades and wish to withdraw from courses, they will be able to proceed on time.
The college MIS maintains the timeline for reporting midterm and final scores as well as withdrawing subjects.
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
- Course learning assessments are assessed as specified in TQF 3,4 through TQF 5,6.
- The curriculum has a system for students to assess their teaching and learning in each course (Evaluation System) online. Students will assess once per semester at the end of the semester The assessment topics cover teaching and learning both in theory and practice and teachers are expected to utilise it to improve the next course.
- The program committee conducts verification of learning outcomes by the end of academic year for at least 25% of offered core subjects.
Besides, the curriculum has a strategy to utilize the survey of graduate users on learning outcomes according to the 5 qualifications standard framework to further develop the curriculum to ensure the relevance to the needs of the industry.
8. Students’ learning outcomes assessment and learning development are performed
Learning development is done in several level. Firstly, at course level, each lecturer will let student demonstrate their acquired knowledge and skills regarding business concepts, theories, issues, challenges and opportunities. At the end of the course the instructor needs to provide evidence of achievement of learning outcomes. And, based on that findings the instructors suggest development in the courses.
In program level, all the course level learning outcomes assessment are considered as inputs. Besides, students’ outcomes from extra-curricular activities are also considered to review and develop the overall learning environment.
9. Students’ learning outcomes assessment is performed as stated in the program/curriculum
The program develops a system to assess the achievement of learning outcomes to ensure that the program is able to provide knowledge and skills it intends to.
The program has a clear alignment between course learning outcomes and course assessment methods as well as program learning outcomes and program assessment methods. The assessment methods specified in the curriculum has to be reflected in each subject’s assessment to reach program objectives. The instructors have to mention the assessment method for each major learning outcome in the TQF3 that matches with the curriculum assessment methods.
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 | Assessment plan (From TQF3) |
| 5.1.2.1 | System and mechanism of appeal procedure |
| 5.1.3.1 | System and mechanism of degree completion |
| 5.1.4.1 | Scoring rubrics |
| 5.1.5.1 | Verification of learning outcomes |
| 5.1.5.2 | TQF5 |
| 5.1.6.1 | Feedback on students’ work (in google classroom) |
| 5.1.7.1 | Students’ feedback towards course and instructor |
| 5.1.7.2 | Verification of learning outcomes |
| 5.1.8.1 | Instructor’s suggestion to develop the course (from TQF5) |
| 5.1.9.1 | TQF2- Teaching method and assessment section |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 5.1 | 5 | 3 |