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
|
4.1. Assessment methods |
We have several assessment methods to evaluate the performance of each student. |
Because of these assessment processes we have to keep a close eye on the performance of each individual student in each class so that every student can perform well and no one would be under-risk zone. Midterm Exam, Final Exam and other Assessments were done |
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 STIC Faculty of Education. 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 BEDM Programme 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.
|
4.3. Procedures for student progression |
Student progression is a process which ensures that all students pass the required units to progress through to graduation. |
The two important criteria – (i) assessment standards, (ii) procedures for student progression and degree completion – are, as far as possible, communicated explicitly to all students at the outset of the semester and applied consistently but effectively throughout the semester. |
4. The assessment methods include rubrics, marking schemes, timelines, and regulations, and these are ensured validity, reliability, and fairness in the assessment
The BEDM programme 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 BEDM programme, 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 |
| Assessment FOR Learning | 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 online data and it is utilized by administrators, faculty and non-teaching staffs to find our students’ data – base. Each student has a personal Portfolio where they can log in and view all the information about their education and progresses. 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
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
|
4.7. Review of students assessment and its procedure and its alignment with expected learning outcome |
The assessment and its processes of students’ performences are reviewed regularly semester wise and year wise for their regular improvement of knowledge and skill. |
Students’ assessment and its processes are reviewed continuously and improved as per the needs of the relevant industries aligning with the expected learning outcome. |
8. Students’ learning outcomes assessment and learning development are performed
Here, a strong emphasis is put on assessing students’ learning outcomes. Through assessment, we gain valuable insights about students’ knowledge, skills and competencies, allowing us to gauge their progress and identify areas for growth. Learning outcomes assessment serves as a foundation for guiding students’ learning and development throughout their educational journey. The BEDM program performed direct and indirect measurement to assess students learning outcomes as well as learning development which can be enunciated as under :
|
Item |
Method |
Description |
|
1 |
Direct |
Each lecturer will let student to demonstrate their acquired knowledge and skills regarding concepts, theories, application based problems, challenges and opportunities. After which each lecturer will provide material/tangible, visible and self-explanatory evidences of what students have and have not learned as a result of a course, program, or activity viz. objective/subjective tests, portfolio, projects, presentations or homework. |
|
2 |
Indirect |
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. |
Besides these methods, there are often used some other relevant methods as deemed appropriate and required to judge and measure their learning outcomes which are instantaneous for the growth and development of the knowledge and skills and to tune them for becoming a model teacher and citizen as per the needs of the external stakeholders and at the end of the day we gain the following results in respect of the students’ performance towards the mid term and final examinations:
- From the various assessment methods, the student’s performances are continuously monitored right from the beginning of the term. This helps the instructors identify the strength and weaknesses of the students. The weaker students were identified in the initial stage and they were given extra care by the instructors in order to improve their performances towards the final exam.
- As a result of these initiatives, the student’s performances considerably improve after the midterm examinations. The final exam results serves as the major evidence which shows that the students had developed their learning strategies in order to achieve a better output in the final exam.
Evidence:
- Assessment Records
- Assessment Rubrics
- Assessment Reports
- Learning and Development plans
- Learning Support Programs and Resources
- Faculty Qualification and Expertise
- External Evaluations
- Student Employment Outcomes
9. Students’ learning outcomes assessment is performed as stated in the program/curriculum
BEDM program/curriculum have a clear and explicit alignment between the learning outcomes and the assessment process. The assessment methods and criteria are explicitly stated in the program documentation, ensuring that the assessment is performed in accordance with the intended learning outcomes.
The curriculum documentation clearly states the assessment methods and criteria to be used in evaluating students’ learning outcomes. Section 4 explicitly depicts the assessment methods, viz. exams, assignments, and projects that would be employed to measure students’ achievement of the learning outcomes.
Across the program/curriculum, a consistent approach to the assessment of learning outcomes is maintained. All concerned faculty members of the program are well-informed about the specified assessment methods and criteria. This ensures that students’ learning outcomes are assessed consistently and fairly, regardless of the specific courses or instructors involved.
We have established mechanisms to monitor and review our assessment practices on an ongoing 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 may be made to ensure that the assessment remains aligned with the intended learning outcomes.
The lecturers prepare the relevant teaching plan for the allotted courses along with the probable teaching methods to have their outcomes aligned with both the course learning outcome and program learning outcome. The suitability of using assessment techniques like examinations, projects, roleplaying, quizzes, assignments, group discussions and presentations are considered and were found to be aligned with the intended learning outcomes, ensuring that students’ achievements are measured appropriately.
The students are also assessed by the Internship industry guide based on the work done by the students during their tenure of the internship. The comments from the industry guides are considered valuable since they are the ones supervising our students during the students’ internship. These comments are enabling the lecturers to identify the strength and weakness of the teaching methodology which are used to achieve the desired learning outcomes.
To further enhance these practices, the department is planning to foster collaboration among faculty members, curriculum developers, and assessment experts to ensure the ongoing alignment between learning outcomes, assessment methods, and program/curriculum. Additionally, providing training and support to academic staff in the design and implementation of the effective assessment strategies will contribute to the quality and validity of the assessment process.
Evidence:
- TQF-02-Section-4- Learning Outcomes, Teaching Strategies and Evaluation
- TQF-3-sample
- Assessment Design – Alignment of Learning Outcomes with Assessment
- Assessment Criteria
- Assessment Records
- Student Work Samples
- Continuous Assessment Score
- Google Classroom Assessment
- Project Reports
- Internship Reports
- Student Presentation
- Intercultural Variety Show
- Verification of Assessments:
- TQF3 & 5 Review
- Exam paper Review
- Verification of Learning Outcomes
- Last year SAR Assessment Results
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
….5 item…. |
IQA(1-9) |
1,2,3,4,5,6,7 |
7 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 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 Examination Papers Reviewer Examination Papers Reviewer 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 | 5 | 3 |