Indicator 2.1. Expected Learning Outcomes
For criteria 6 and 7, 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 item |
AUN-QA based criteria
For AUN-QA, criteria 1 to 5 are assessed at 7 levels.
Operational Result
1. Expected learning outcomes are formulated and communicated
St Teresa International University was established in 2001 as the first private international university in Nakhon Nayok. It aimed to provide international education using the English language as the medium of instruction because it aimed to be known in the country and worldwide. It accepts international and Thai students. Today, the university commits itself to being known globally. St Teresa International University envisions itself as a leading university that is acknowledged and accepted nationally and internationally. In addition, the mission stipulates that the university will :
- produce graduates with high academic achievement and English language proficiency
- develop research and academic works that are acknowledged and recognized nationally and internationally.
- develop a Center of Excellence for Academics, Professional Development, and English Language Competency.
- Preserve Thai and International arts and culture to form a coexisting multi-cultural society.
- Employ an administrative system that achieves excellence in organizational management.
Faculty of Education Mission and Objectives:
The mission is to produce graduates who can: 1. research, analyze, and disseminate knowledge that contributes to the academic community. 2. provide academic services for the educational development of the local and international communities. 3. promote cultural arts with learning and teaching integrations.4. Excel in the field of education according to the national standard criteria.
Master in Education in Learning Management Science Program objectives: Produce graduates who : have knowledge and research skills and the ability to apply research to develop learning management2. can design a variety of learning management innovations in line with the need to develop learners at all levels and ages3. are academic leaders in learning management science with morality, ethics, professional ethics, and adherence to the principles of good governance in operations Program Learning Outcomes (PLOs)
The graduates should be able to :
K1: acquire knowledge in Learning Management science and Learning management in this era of Technology
K2: analyze situations and apply appropriate knowledge, which is possible in the context of educational institutions and educational organizations
K3: evaluate options and creates new options to develop learning management
S1 exhibit language skills for communication and supervision to develop others
S2: apply digital skills to support learning management and operations
S3 : show teamwork skills
S4: exhibit research skills for job development and create new knowledge in learning management
E1: practice teacher professional ethics
E2: apply the ethics of a Good Academic Leader
Att1: exhibit well-being and academic leadership
Att2: show kindness and generosity to students and fellow professionals
Att3 : practice responsibility and commitment to developing learning management
Att4: respect the rights of children and others
The program’s expected learning outcomes are stipulated in TQF 2 . The program objectives( generic learning outcomes) are communicated through the website so that all stakeholders will know the objectives of the program, and these objectives are translated to the learning outcomes of each course. The expected learning outcomes are communicated to students before the beginning of the semester via the learning plan of the instructor .Students know the objectives of their program. Students are informed and guided on how to manage their learning However, there is a need to improve on this aspect so that all teaching instructors would implement the formulation of the course learning outcomes in consonance with the program objectives. If all instructors prepare the TQF 3 properly and on time, they can communicate the learning outcomes to the students at the beginning of the term. This can als be done by preparing a syllabus to be released to students. Google Classroom is an avenue to communicate the course learning outcome so that students will be able to manage their own learning process in accordance with what is expected of them.
However, communication of the learning outcome to the OHEC, now renamed the Ministry of Higher Education, Research, and Innovation, and the Teacher’s Council, was done when TQF 2 was submitted for approval. The program needs to have a process wherein other stakeholders, such as administrators of schools, private and public should be able to know the learning outcomes of the program, and their ideas on the revision of the program’s learning outcome development in the future may be included depending on the needs of the education sector where the students are working. Table 1 shows the mapping of the vision and mission of St Teresa International University with the mission of the Faculty of Education and MEd Learning Management Science.
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Table 1. Mapping the Vision-Mission statement of St Teresa International Univeristy with the Faculty of Education and the MEd-Learning Management Science objectives |
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St Theresa International College |
St Theresa International College |
Faculty of Education |
MEd- Learning Management Science Philosophy: Creates leaders in Learning Management Science toward the development of Innovative design guides for the teaching profession, |
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Vision St Theresa International College intends to be a leading university that is acknowledged and accepted nationally and internationally. |
Mission |
Mission |
Objectives: |
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Produce graduates: |
Produce graduates who can: |
Produce graduates who : |
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With high academic achievement and English language proficiency. |
? |
? |
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Can develop research and academic works that are acknowledged and recognized nationally and internationally. |
Research, analyze, and disseminate knowledge that contributes to the academic community. |
Have knowledge and research skills and the ability to apply research to develop learning management |
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With excellence in Academics, Professional Development, and English Language Competency? |
Provide academic services for the educational development of the local and international communities. |
are able to design a variety of learning management innovations in line with the need to develop learners at all levels and ages |
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Can preserve Thai and International arts and culture to form a coexisting multicultural society. |
Promote cultural arts with learning and teaching integrations. |
? |
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Employ an administrative system that achieves excellence in organizational management. |
Excel in the field of education in accordance with the national standard criteria. |
are academic leaders in learning management science with morality, ethics, professional ethics, and adherence to the principles of good governance in operations |
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Table 2. Map of the Learning Outcomes According to Bloom’s Taxonomy of Med -LMS Vis -a-vis the Ministry of Higher Education Standard ( TRSU from Website Objectives) |
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According to Bloom’s Taxonomy |
Morals and Ethics |
Knowledge |
Personal Character |
Skills |
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Understanding |
2.1.1.1 have and demonstrate leadership-promoting behavior by principles of morals and Ethics and professional ethics |
2.2.1.1 possess knowledge and understanding of learning management and related sciences 2.2.1.3 [possess knowledge and understanding about laws and social conditions at both national and international level |
2.4.1.1 Be responsible in doing both individual and group tasks |
2.5.1.1 Possess effective communication skills |
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Applying |
2.1.1.2 manage complex moral and ethical problems using academic principles |
2.2.1.2 have knowledge understanding and skills to develop a body of knowledge using research skills |
2.4.1.2 demonstrate leadership and possess follower skills appropriately according to situations to increase group work efficiency |
2.5.1.2. possess skills in IT both in education and research and reporting effectively in LMS 2.2.1.3Skills in planning and implementing research projects and integrating both theory and practice and drawing conclusions |
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Evaluating |
2.4.1.3 make decisions and solve problems in development operations, self-learning management, and do self-assessment of own performance |
2.5.1.3 possess skills in analyzing mathematical research data and making conclusions to produce new knowledge |
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Creating |
2.5.1.3 possess skills in analyzing mathematical research data and making conclusions to produce new knowledge 2.3.1.1. skills in analyzing information research knowledge publications, academic and reporting of new knowledge in LMS |
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Table3. Map of the Program Learning Outcomes According to Bloom’s Taxonomy of Med -LMS Vis -a-vis the Ministry of Higher Education Standard ( Wix .com website Faculty of Education) |
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According to Bloom’s Taxonomy |
Moral and Ethics |
Knowledge |
Personal character |
Skills |
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Understanding |
K1-acquire knowledge in Learning Management Science and Learning Management Technology era |
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Applying |
E1 practice Teacher Professional Ethics E2 apply ethics of a Good Academic Leader |
K2 analyze situations and apply appropriate knowledge and it is possible in the context of educational institutions and educational organizations |
Att1 exhibit Well-being and academic leadership Att2 show Kindness and generosity to students and fellow professionals Att3 practice Responsibility and Commitment to developing learning management Att4 respect the rights of children and others |
S1 exhibit language skills for communication and supervision to develop others S 2 apply digital skills to support learning management and operations S3 : show teamwork skills |
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Evaluating |
K3 evaluate options and creates new options to develop learning management |
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Creating |
K3 creates new options to develop learning management |
S4 creates new knowledge in learning managemen |
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2. Designed expected learning outcomes are appropriate with the learning management
The designed learning outcomes appropriate to learning management are shown in the TQF3. The lecturers assigned for a course prepare the TQF3, which shows that the learning outcomes to be achieved by the students in every topic listed in the course. The lecturer should assure that the 4 aspects of knowledge, skills, morals and ethics, and personal characteristics are included in the list, which serves as a guide in the teaching. learning, and assessment process.
The TQF 3, which shows the plan for the course will be submitted and an assigned monitor will check the intended learning outcomes to see if they match the program outcomes and the course description. The assigned monitor will suggest any revision if there seems to be a need to revise. If there are no revisions, the TQF3 is approved and can now be used by the lecturer as a teaching guide throughout the term. The program managers check and approve the TQF 3 where the teaching plan is inputted. Google classrooms with the syllabus are also prepared to be released to students All lecturers need to link their course learning outcome to the program learning outcomes
3. Generic learning outcomes and specific learning outcomes are formulated.
The MEd learning management program objectives are formulated and that is the basis of formulating the program learning outcomes, which in turn become the basis of formulating the course intended learning outcome, which is stipulated in TQF2 ( curriculum mapping). The department head monitors the matching of the formulation of the specific learning outcomes in TQF 3 .The TQF3 learning outcomes align with the stipulated learning outcomes in the TQF2. The course learning outcomes also align with the program learning outcomes. Better guidance in the attainment of the learning outcomes by students because they have a guide on what attributes they will acquire after finishing the course and the program
Table 4 shows the map of the generic objectives within Minsitry of Higer Edcuation, Research and Innovation standards and Bloom’s Taxonomy
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Table 4 . TQF 3 Learning Outcomes Mapping with Ministry of Higher Education, Research and Innovation vis -vis the Objectives of the Program( generic Outcomes) |
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Moral and Ethics |
Knowledge Cognitive Skill |
Personal characteristis |
Skills |
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Understanding |
Have knowledge and research skills |
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Applying |
apply research to develop learning management |
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Evaluating |
academic leaders in learning management science with morality, ethics, professional ethics, and adherence to the principles of good governance in operations |
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Creating |
design a variety of learning management innovations in line with the need to develop learners at all levels and ages |
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4. Expected learning outcomes meet the requirement of external stakeholders
The MEd Learning Management was designed to meet the standards of the Ministry of Higher Education, Research and Innovation and the Teachers’s Council. No other external stakeholders, such as employers and community members, contribute to the development of the learning outcome. The curriculum map is found in the approved TQF 2 .The TQF 3 and the syllabus show the LO vis a vis the program outcomes. There is no process to assess the matching of learning outcome with external stakeholders because the students are still finishing their program. The distant program’s effective learning outcome will be determined when they graduate from the program. At the moment, only the students are able to know how to manage their own learning process so they can enhance the skill they need to show after finishing the program. As an improvement in the future, the program should get the ideas of the schools and community on the development of the learning outcome.
5. The expected learning outcomes are achieved by the students by the time they graduate
At the moment, there are no graduates of the program. However, program will monitor the achievement of the learning outcome of the graduate by doing a survey of the graduate in their workplace. Interview of the employers of the students to follow up the performance of the graduates . The survey form used to survey future graduates performance on the different categories of learning outcomes. The survey form contains also the graduates performance in their work places. Table 5. Expectation of the achievement of the LO at the end of each year.
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St Theresa’s Graduate Attributes |
Med – LMS graduate’s Attributes 2020 |
Expectation on the attainment of the LO |
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English Proficiency |
Enrollees are already proficient in English and is exibites all through out their study in the program | |
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Research Oriented with nationally and internationally recognized work |
Have knowledge and research skills and the ability to apply research to develop learning management |
Year1 |
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Excellent in academics and professional development |
are able to design a variety of learning management innovations in line with the need to develop learners at all levels and ages |
Year 2 |
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Preserve Thai and international culture and arts |
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Excellence in organization development |
are academic leaders in learning management science with morality, ethics, professional ethics, and adherence to the principles of good governance in operations |
Year 2 |
The table shows the time when the learning outcome is achieved by the student at the end of each year.
6. The assessment result of students’ learning outcomes in 4 aspects: knowledge, skills, morals and ethics, and personal characteristics from each level have to be higher than 3.51
In every course, the students are assessed in the four (4) domains knowledge , skills morals and ethics,and personal character, as evidenced by the assessment methods used and the midterm and final examination provided with test blue print to show that the learning outcome is aligned with the type of assessment method. The student presentations and assignments ( minor and major). A rubric is prepared to assess the four (4 )aspects to verify their attainment of their learning outcome.
Lecturers develop authentic assessment methods aside from pencil paper tests, such as teaching demonstration, preparation of lesson plans, conducting seminars and presentations of work integrated Learning.
For graduates, the program will survey their performance according to the learning outcome as stipulated in the survey form
A survey form is used to measure this but data is not available because there are no graduates yet in this program.
7. The average of the assessment result of all 4 aspects of students’ learning outcomes has to be higher than 3.51
( NO GRADUATES YET )
Self-Assessment
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เป้าหมาย |
การดำเนินการ(KPIเชิงคุณภาพให้ระบุข้อ) |
การประเมินตนเอง |
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….5ข้อ…. |
IQA(1-7) |
1,2,3,4,5,6,7 |
7 ข้อ |
5 คะแนน |
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AUN-QA(1-5) |
1,2,3,4,5 |
ระดับ 3 |
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Evidence
| Evidence No. | List of evidences |
| 2.1.1.1 | |
| 2.1.1.2 | TQF3 |
| 2.1.1.3 | Curriculum MED LMS where the objectives are stipulated https://drsuphak.wixsite.com/graduateschooledstic/copy-of-grad-dip-english |
| 2.1.1.4 | Sample TQF3 Sample Syllabus with mapping of PO and CO |
| 2.1.1.5 | Graduate survey form will measure the 5 domains stipulated in the Learning outcomes of the Program |
| 2.1.1.6 | no graduates yet |
| 2.1.1.7 | no graduates yet |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 2.1 | 5 | 3 |