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 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
Student assessment system
* The curriculum or program sets up learning assessment plan according to the Thailand Qualification Framework (TQF)
* The curriculum or program informs the learning assessment criteria to all students in the program.
* The curriculum or program follows up and monitor teaching and learning, and assessment (According to the plan and assessment specified in TQF 3 and TQF 4).
* The curriculum or program provides a review of the students achievement..
* Instructors prepare TQF 5 and TQF 6 and submit to the curriculum or program after completion of teaching.
2. The assessment and assessment-appeal policies are clearly stated
The assessment criteria are communicated to the students during the first day of class. The students have the right to appeal or petition for the grades. Students who wish to re-check their grades must fill 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.
3. The assessment standards and procedures for student progression and degree completion are clearly stated and communicated.
The assessment standards and and procedure are carefully laid out to measure students progression year by year until graduation. These procedures are aligned with the program Year Learning Outcomes or YLOs.
The Program has set the following year-level learning outcomes:
Year 1: Students are expected to have have basic knowledge about moral principles Ethics in life Basic knowledge and skills and sense of responsibility
Year2: Students are expected have at least more than 40% of knowledge and skills in English majors of the scope of knowledge; understand educational philosophy and other educational management concepts.
Year 3: Students are expected to have at least 80% knowledge and skills in Teaching English; have the ability to think, analyze, solve problems, face problems in work, and have the skills to work as a team.
Year 4: Students are expected to have necessary skills in English Teaching; possess leadership skills analytical thinking skills related to the teaching profession.
4. The assessment methods include rubrics, marking schemes, timelines, and regulations, and these are ensured validity, reliability, and fairness in the assessment
The program employs different assessment methods to ensure validity and fairness of the assessment procedure. Lecturers are required to submit exam papers with detailed scoring rubrics, marking scheme and Table of specification..
The program implements the following assessment guideline and procedure re to ensure fairness validity and reliability:
1. The curriculum or program follows up and monitor teaching and learning, and assessment (According to the plan and assessment specified in TQF 3 and TQF 4).
2. The program sets schedules and guidelines in preparing midterm and final exam papers.
3. Instructors prepare and submit exam papers , including Rubrics and Table of Specification, according to the guidelines and criteria set by the program
4. The Program academic committee reviews and approves midterm exam papers to ensure validity and reliability.
Evaluation and Improvement Plan
1. The curriculum or program provides a review of the students achievement.
2. Instructors prepare TQF 5 and TQF 6 and submit to the curriculum or program after completion of teaching to report students achievement
3. The curriculum or program validates and corrects TQF 5 and TQF within 30 days
4. The curriculum or program submits academic results to the academic department for announcing grades.
5. The curriculum or program organize a meeting to assess teaching and learning management of each semester.
6. The curriculum or program prepares TQF 7 within 60 days after the end of the academic year.
7. The curriculum or program assesses the quality of the curriculum or program and bringing the evaluation results to improve quality in the next academic year
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 encourage to use different and varied assessment methods to make sure that expected learning outcomes are achieved by the students at the end of the course.
Most of the lecturers employ the following or are encourage to employ the following:
|
Type of Assessment |
Description |
Example |
|
FORmative Assessment |
Quizzes, Class Activities, etc. Pretest, Post test |
|
2. Assessment OF Learning |
Summative |
Midter Exam, Final exams |
|
3. Assessment AS Learning |
Self- Assessment |
Student’s Portfolio |
6. Feedback on student assessment is provided in a timely manner
The assessment of teaching management is checked from the students’ evaluation of the teaching performance in each course. The program committee analyzes the assessment results and meets with the instructor who receive assessment result lower than 3.51. The program committee sets the development plan for that instructors. At the end of the academic year, the program chair prepares TQF 7 and submits to the faculty.
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.
Other form of student’s evaluation is the involvement of the community; the community and other stakeholders play an important role in giving feedback to our students. For example, the community evaluates our students for the community services they conduct.
We also implement the peer assessment wherein other program instructors are invited to assess our 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
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
Students learning outcome assessment and learning development are conducted through our TQF5 & TQF 6 or course report. The instructors reports and discusses learning development and assessments, including challenges , suggestions and improvement plan, through TQF5s and TQF6s
Various methods or measures of outcomes assessment are used to inform the program administrator and course instructor(s) about how well or to what extent that the students have achieved the intended learning outcomes of the course. Some of the methods or measures employed are as follows.
- Direct measures are based on direct assessment of the students’ work, performance or behaviours. Some common examples of this method are described as follows.
- A peer reviewer or appraiser first reviews courses to ensure that the course learning outcomes are constructively aligned with the program learning outcomes. And then the learning activities and assessment will be appraised in terms of appropriateness and alignment with respect to the course learning outcomes.
- The examination committees reviews the midterm test and examination papers, improve and comment on how well they provide the students opportunities to demonstrate their performance with respect to specific learning outcomes that the course intended to develop. These may include knowledge LO, cognitive/intellectual LO, or numerical/information LO.
- Assessment tasks readily available in the course are chosen to explore what percentage of the students have achieved specific course learning outcomes.
- Student portfolio or individual activity report expressing self reflection or impression toward co-curricular activities that they participated.
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. The TQF 5 , TQF 6 and TQF 7 have to be completed accordance of the assign time
Moreover, the program further verifies the the students learning outcomes through Seminar and conference sessions . The following are some of the activities that the program utilises to verify students:
- Final Internship Seminar
- Post- Practicum Seminar
- Post Internship Seminar
An objective survey of stakeholders’ and learners’ perception about how well the students have attained the course learning outcomes are also conducted: Some common examples are given as follows.
-
- Student survey: Students evaluates the teacher at the of the course. This will reveal how well they have learned and attained the course learning outcomes;
- Exchange of peer reviews between instructors teaching prerequisite, advanced or applied courses with respect to this course and hence target to achieve the same program learning outcomes;
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
….5 item…. |
IQA(1-9) |
1,2,3,8,9 |
….5…item |
…4..mark |
|
AUN-QA(1-7) |
1(4), 2(4), 3(4) |
level 5 |
||
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 Assessment, Grading System and Assessment Appeals Guidelines Academic Policies, Rules & Regulations |
| 5.1.1.3 | Year-Level Learning Outcomes (YLOs) |
| 5.1.1.4 | Student Assessment and Examination Guidelines Various Assessment Tools |
| 5.1.1.5 | TQF 5 TQF 6 |
| 5.1.1.6 | System & Mechanism on Student Assessment |
| 5.1.1.7 | Examination Papers Reviewer |
| 5.1.1.8 | TQF 5 & 6 : Course Report |
| 5.1.1.9 | Course Evaluation: TQF5 & TQF 6 Student Course Evaluation Stakeholder Evaluation |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 5.1 | 4 | 5 |