{"id":10446,"date":"2023-01-04T08:39:19","date_gmt":"2023-01-04T08:39:19","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/education\/?post_type=meds_report&p=10446"},"modified":"2024-09-16T09:46:43","modified_gmt":"2024-09-16T09:46:43","slug":"component-3-curriculum","status":"publish","type":"meds_report","link":"https:\/\/www.stic.ac.th\/qafs2223\/education\/?meds_report=component-3-curriculum","title":{"rendered":"Component 3: Curriculum"},"content":{"rendered":"\n

Indicator 3.1 Curriculum or Program (Program structure and Content)<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

For criteria 8 and 9, it is assessed using the Office of Permanent Secretary of Higher Education, Science, Research, and Innovations standards. <\/strong><\/p>\n\n\n\n

Score 1<\/strong><\/td>Score<\/strong> 2 <\/strong><\/td> Score<\/strong> 3<\/strong><\/td>Score<\/strong> 4 <\/strong><\/td>Score<\/strong> 5 <\/strong><\/td><\/tr>
Has action 1 item<\/td>Has action 2 item<\/td>Has action 3-4 item <\/td>Has action 5-6 item <\/td>Has action 7-9 item<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

AUN-QA based criteria<\/strong><\/p>\n\n\n\n

\"\"
AUN-QA Criterion 2 \u2013 Programme Structure and Content<\/figcaption><\/figure>\n\n\n\n

For AUN-QA, criteria 1 to 7 are assessed at 7 levels. <\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

Performance<\/strong> <\/p>\n\n\n\n

1. Up-to-date, modern, and industry-related programs <\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Asessment Criteria<\/strong><\/p>\n<\/td>\n

\n

Program Qualification<\/strong><\/p>\n<\/td>\n

\n

Operational Result<\/strong><\/p>\n<\/td>\n

\n

Evidence<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Number of Instructors Responsible for Curriculum\/ Program of study<\/p>\n<\/td>\n

\n

not less than 3 persons
\u2013 Cannot be Instructors Responsible for Program\/Curriculum more than one curriculum
\u2013 Must work throughout the time that curriculum is offered<\/p>\n<\/td>\n

\n

There are 3 instructors who are responsible for this curriculum\/program of study and are in only one curriculum\/program of study as follows:
1. Assoc.Prof.Dr. Ampon Dhamachareon
2. Asst.Prof.Dr. Somjate Waiyakarn
3. Asst.Prof.Dr.Sarun Wongwai<\/p>\n<\/td>\n

\n

TQF2https:\/\/drive.google.com\/file\/d\/17uoeeuiCaAl368KDPnAHgaHicknt014o\/view?usp=sharing<\/a><\/p>\n<\/td>\n<\/tr>\n

\n

2. Qualifications of Instructors Responsible for Curriculum\/ Program of study<\/p>\n<\/td>\n

\n

\u2013 Have a Doctoral Degree or equivalent, or Master\u2019s Degree or equivalent with Associate Professorship or higher in field of study
\u2013 Having at least three Academic Outputs in last 5 years, including the year of assessment, and at least one output is Research Paper<\/p>\n<\/td>\n

\n

All 3 instructors response for the curriculum\/program of study have Doctoral Degree and had at least three Academic Outputs in the last 5 years, including the year of assessment, and at least one output is Research Paper. One instructor is holding Associate Professorship, the rest are holding Assistant Professorships.<\/p>\n<\/td>\n

\n

1. <\/strong>\u0e23\u0e28. \u0e14\u0e23. \u0e2d\u0e33\u0e1e\u0e19 \u0e18\u0e23\u0e23\u0e21\u0e40\u0e08\u0e23\u0e34\u0e0d<\/strong><\/a>
2. <\/strong>\u0e1c\u0e28. \u0e14\u0e23. \u0e2a\u0e21\u0e40\u0e08\u0e15\u0e19\u0e4c \u0e44\u0e27\u0e22\u0e32\u0e01\u0e32\u0e23\u0e13\u0e4c<\/strong><\/a>
3. Dr Podchanee Mangkhang\u00a0<\/strong>
<\/a>
<\/a>
<\/a><\/p>\n<\/td>\n<\/tr>\n

\n

3. Qualifications of Full-Time Program Instructors<\/p>\n<\/td>\n

\n

\u2013 At least a Master\u2019s Degree or equivalent
\u2013 Having at least three Academic Outputs in the last 5 years, including the year of assessment, and at least one output is Research Paper<\/p>\n<\/td>\n

\n

\u00a0There are two (2) Full-time Instructors<\/p>\n

1.\u00a0\u00a0\u00a0\u00a0 Asst. prof Dr.\u00a0 Poolsuk Kitratporn<\/p>\n

2.\u00a0\u00a0\u00a0\u00a0 Dr Montien Chomdukmai<\/p>\n<\/td>\n

\n

1. <\/strong>\u0e23\u0e28. \u0e14\u0e23. \u0e2d\u0e33\u0e1e\u0e19 \u0e18\u0e23\u0e23\u0e21\u0e40\u0e08\u0e23\u0e34\u0e0d<\/strong><\/a>
2. <\/strong>\u0e1c\u0e28. \u0e14\u0e23. \u0e2a\u0e21\u0e40\u0e08\u0e15\u0e19\u0e4c \u0e44\u0e27\u0e22\u0e32\u0e01\u0e32\u0e23\u0e13\u0e4c<\/strong><\/a>\u00a03. <\/strong>\u0e1c\u0e28. \u0e14\u0e23. \u0e28\u0e23\u0e31\u0e13\u0e22\u0e4c \u0e27\u0e48\u0e2d\u0e07\u0e44\u0e27<\/strong>\u00a0<\/strong><\/a>
4. \u0e1c\u0e28. \u0e14\u0e23. \u0e1e\u0e39\u0e25\u0e2a\u0e38\u0e02 \u0e01\u0e34\u0e08\u0e23\u0e31\u0e15\u0e19\u0e4c\u0e20\u0e23<\/a>
5. \u0e14\u0e23.\u0e21\u0e23\u0e40\u0e11\u0e35\u0e22\u0e23 \u0e0a\u0e21\u0e14\u0e2d\u0e01\u0e44\u0e21\u0e49\u00a0<\/a>\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

4. Qualifications of Teaching Instructors<\/p>\n<\/td>\n

\n

\u2013 Full-time Teaching instructor with Master\u2019s degree or equivalent in that field of study or related field of study
\u2013 Has teaching experiences
\u2013 Having at least one Academic Output in the last 5 years<\/p>\n<\/td>\n

\n

There are 11 teaching instructors who are Full-time instructors in the program of study and have Doctoral Degree in this field of study or related field of study, and have at least one Academic Output in the last 5 years. They have teaching experiences for number of years.<\/p>\n

There is no part-time instructors in this program of study.<\/p>\n<\/td>\n

\n

Teaching instructors are as follows:
1. <\/strong>\u0e23\u0e28. \u0e14\u0e23. \u0e2d\u0e33\u0e1e\u0e19 \u0e18\u0e23\u0e23\u0e21\u0e40\u0e08\u0e23\u0e34\u0e0d<\/strong><\/a>
2. <\/strong>\u0e1c\u0e28. \u0e14\u0e23. \u0e2a\u0e21\u0e40\u0e08\u0e15\u0e19\u0e4c \u0e44\u0e27\u0e22\u0e32\u0e01\u0e32\u0e23\u0e13\u0e4c<\/strong><\/a>\u00a03. <\/strong>\u0e1c\u0e28. \u0e14\u0e23. \u0e28\u0e23\u0e31\u0e13\u0e22\u0e4c \u0e27\u0e48\u0e2d\u0e07\u0e44\u0e27<\/strong>\u00a0<\/strong><\/a>
4. \u0e1c\u0e28. \u0e14\u0e23. \u0e1e\u0e39\u0e25\u0e2a\u0e38\u0e02 \u0e01\u0e34\u0e08\u0e23\u0e31\u0e15\u0e19\u0e4c\u0e20\u0e23<\/a>
5. \u0e14\u0e23.\u0e21\u0e23\u0e40\u0e11\u0e35\u0e22\u0e23 \u0e0a\u0e21\u0e14\u0e2d\u0e01\u0e44\u0e21\u0e49<\/a>
6.Dr.Annop Phothisuk<\/a>
7.Assoc.Prof.Dr. Suphak Piboon<\/a>
8. Asst.Dr.Vichian Puncheorbutr<\/a>
9. Dr.Teresita Doctor<\/a>
10.Dr.Mark Palis-abo<\/a>
11.Dr. Arlen MA<\/a><\/p>\n<\/td>\n<\/tr>\n

\n

5. Qualifications of Thesis\/Independent Study Major Advisor<\/p>\n<\/td>\n

\n

\u2013 Appointed to be Full-time Program Instructors of Curriculum with Doctoral Degree Educational qualification or equivalent.
If holding Master\u2019s Degree or equivalent, they must have at least Associate Professor Academic rank or higher in field of study,
\u2013 Having at least three Academic Outputs within 5 years, including the year of assessment, and at least one output is Research Paper<\/p>\n<\/td>\n

\n

All (3) instructors response for the curriculum\/program of study are appointed as
Thesis\/Independent Study Major Advisors.
All of them meet the eligibility criteria.<\/p>\n<\/td>\n

\n

1. <\/strong>\u0e23\u0e28. \u0e14\u0e23. \u0e2d\u0e33\u0e1e\u0e19 \u0e18\u0e23\u0e23\u0e21\u0e40\u0e08\u0e23\u0e34\u0e0d<\/strong><\/a>
2. <\/strong>\u0e1c\u0e28. \u0e14\u0e23. \u0e2a\u0e21\u0e40\u0e08\u0e15\u0e19\u0e4c \u0e44\u0e27\u0e22\u0e32\u0e01\u0e32\u0e23\u0e13\u0e4c<\/strong><\/a>
3. <\/strong>\u0e1c\u0e28. \u0e14\u0e23. \u0e28\u0e23\u0e31\u0e13\u0e22\u0e4c \u0e27\u0e48\u0e2d\u0e07\u0e44\u0e27<\/strong>\u00a0<\/strong><\/a><\/p>\n<\/td>\n<\/tr>\n

\n

6. Qualifications of Thesis\/Independent Study Co-Advisor (If apply)<\/p>\n<\/td>\n

\n

Full-time Program Instructors
<\/strong>\u2013 Holding Doctoral Degree Educational qualification or equivalent.
If holding Master Degree or equivalent , they must have at least Associate Professor Academic rank or higher in field of study,
\u2013 Having at least three Academic Outputs within 5 years, including the year of assessment, and at least one output is Research Paper
External Expertise<\/strong>
\u2013 Holding Doctoral Degree Educational qualification or equivalent.
\u2013 Having no less than 10 Academic Outputs that relate directly to Thesis Topic and were published in National Level Journal.
The institution may appoint an external experts or specialists who has no qualifications as mentioned above but they gained highly respects in their knowledge, expertises and experiences relate to Thesis topic, and must get the approval of the institutional council. The Office of the Higher Education Commission must be notified of this appointment.<\/p>\n<\/td>\n

\n

There has been assigned Thesis advisors and Co- advisors<\/p>\n<\/td>\n

\n

\u00a0Thesis Advisor Appointment Order)
https:\/\/drive.google.com\/file\/d\/1zyfbdCZc3uD2qIfJuTEKVNcqiDfdmfva\/view?usp=sharing<\/a><\/p>\n<\/td>\n<\/tr>\n

\n

7. Qualifications of Thesis Examiners<\/p>\n<\/td>\n

\n

Thesis Examiners
<\/strong>\u2013 are composed of at least 3 Full-time program instructors and External Expertise.
Chairman of Thesis Oral Examination must not be thesis major advisor and thesis co-advisors.
Full-time Program Instructors
<\/strong>\u2013 Holding Doctoral Degree Educational qualification or equivalent.
If holding a Master\u2019s Degree or equivalent, they must have at least Associate Professor Academic rank or higher in that field of study.
\u2013 Having at least three Academic Outputs within 5 years, including the year of assessment, and at least one output is Research Paper
External Expertise
\u2013 Holding Doctoral Degree Educational qualification or equivalent.
\u2013 Having no less than 10 Academic Outputs that relate directly to Thesis Topic and were published in National Level Journal.
The institution may appoint external experts or specialists who have no qualifications as mentioned above but they gained highly respect in their knowledge, expertise and experiences related to the Thesis topic, and must get the approval of the institutional council. The Office of the Higher Education Commission must be notified of this appointment.<\/p>\n<\/td>\n

\u00a0<\/td>\n\n

N\/A<\/p>\n<\/td>\n<\/tr>\n

\n

8. Graduates Publications<\/p>\n<\/td>\n

\n

For Plan A1
<\/strong>\u2013 Full-papers must be published in any good quality national or international journal according to OHEC announcement.
For Plan A2
<\/strong>\u2013 Full-papers must be published in any good quality national or international journal according to OHEC announcement.
Or Full-papers published in an academic conference proceedings.
For Plan B
<\/strong>\u2013 Full-papers published in any types of publications which can be accessed.<\/p>\n<\/td>\n

\n

There are no thesis publication due to no graduates this academic year.<\/p>\n<\/td>\n

\n

N\/A<\/p>\n<\/td>\n<\/tr>\n

\n

9. Workloads of Thesis and Independent Study Advisors in Graduate Degree Programs<\/p>\n<\/td>\n

\n

Thesis<\/strong>
\u2013 One instructor who holding Doctoral Degree can advise 5 students.
Independent Study
<\/strong>\u2013 One instructor who holding Doctoral Degree can advise 15 students.
\u2013 If an instructor advises both types of students, 1 thesis student is equal to 3 independent study students<\/p>\n<\/td>\n

\n

There are no students who propose a thesis proposal this academic year.<\/p>\n<\/td>\n

\n

N\/A<\/p>\n<\/td>\n<\/tr>\n

\n

10. Specified Period of Time Within Which Curriculum Must Be
Revised<\/p>\n<\/td>\n

\n

\u2013 Must not exceed 5 years (Revision must be completed and approved\/endorsed by the university\/institutional council so the curriculum may be used in the 6th year<\/p>\n<\/td>\n

\n

This Master of Education Program in Learning Management Science (International Program \/ New Program 2020) is a new course. It has been certified by the OHEC on May 13, 2020 and will been revised in the academic year 2024 and will be used in the academic year 2025.<\/p>\n<\/td>\n

\u00a0<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

The\u00a0 program designates plan for the new curriculum or program development or revision current curriculum.The curriculum or program organizes meeting and plan among the full-time lecturers in the assessments of achievement based on the objectives of the current curriculum.The curriculum or program analyze the existing curriculum or program into the considerations of. new curriculum or program development or revision current curriculum.The curriculum or program approve and appoint the committee those who come either from inside or outside the college to develop, design \/ update the curriculum according to the criteria of the College.The appointed committee develop or improve curriculum according to the philosophy, objectives, structure and course content of the curriculum and curriculum standards criteria and manage to be curriculum document.The appointed committee develop or improve curriculum according to curriculum standards criteria.The committee conducts the public hearing meeting to review the draft revised\/improved curriculum prior to submit to the faculty for approval.The committee proposes the draft revised \/ developed curriculum to the faculty for approval.The faculty submits and presents the draft revised \/ developed curriculum to the College Academic Council for approval. 9. The College Academic Council submits and presents the draft revised \/ developed curriculum to the College Council for approval. 10. The curriculum can be implemented after the College Council approval.The College submits to the Office of Higher Education Commission for acknowledgment of the curriculum. The curriculum or program adhere to the revision of the curriculum for every 5 years to meet the changing technology, advance information, innovation and adaptation of modern challenges.The curriculum or program assess the subjects that requires changes and add salient courses based from the suggestion and recommendation of experts through consultation and meeting.The curriculum or program write a draft of the new curriculum, discussed with the committee and calls a meeting for proper dissemination of the changes.The curriculum or program consolidates the changes, seek for approval from the faculty or college and implement at the start of the academic year.<\/p>\n

In the same year 2020, the approved TQF2 was revised to give way to the demand of stakeholders. So the new approve curriculum caters to certain group of students. The Plan Type A2 (1)will have 36 units\u00a0 plus 9 credit units and Plan A2 (2) will enroll in 46 credit units because they are Bachelors degree holders in other fields, not in education field.\u00a0 These updates is to accomodate stakeholders who are already in the teaching field\u00a0 but they are not graduates of\u00a0 \u00a0Bachelor of Education.\u00a0 Due to this change, there were additional\u00a0 enrollees in the program.<\/p>\n

The new\u00a0 curriculum or program is up-to-date according to the demands of the education sector where there is inclusion of the other learning management strategies such as\u00a0 \u00a0self learning, research base learning, seminars and project based\u00a0 method with a synthesis of the\u00a0 theoretical knowledge and linkage to the workplace, called work integrated learning ( WIL)<\/p>\n

The curriculum or program lecturers are equipped with up-to-date information, new teaching approaches, classroom management technology, advance teaching and learning pedagogy, and learning\u00a0 management and embrace their work.<\/p>\n

Note\u00a0 *This program will be revised\u00a0 again\u00a0 \u00a0in 2024<\/p>\n\n\n

2. <\/strong> Comprehensive and modern program; and communication to all stakeholders. <\/strong><\/p>\n\n\n

\u00a0The curriculum\u00a0 was revised at the same year 2020\u00a0 to\u00a0 meet the demand of the\u00a0 stakeholders especially the\u00a0 prospective enrollees.\u00a0 \u00a0The program was designed into two sets of stakeholders\u00a0 namely:\u00a0 Plan A are Bachelor of Education\u00a0 \u00a0graduates\u00a0 who wants to enhance their professional development\u00a0 and\u00a0 Plan B are those who are\u00a0 non-education\u00a0 Bachelor’s degree holders who want to take the Teacher;s License . Additional\u00a0 professional education courses are added to their curriculum\u00a0 to qualify them to take the teacher’s\u00a0 licensure examination.<\/p>\n

\u00a0 \u00a0 The tentative curriculum drafted after the due diligence was further evaluated and improved from the output drawn from the focus group meeting and brainstorming session of Education experts, Education organizations, Government offices,\u00a0 schools, full-time instructors and college administrators. <\/span>The curriculum or program\u00a0 coordinator or will consider suggestions and recommendations if these are useful in the development of the new curriculum.\u00a0<\/p>\n

These changes were communicated to the direct stakeholders, specifically\u00a0 the students.<\/p>\n\n\n

3. <\/strong> The design of the curriculum is constructively aligned with achieving the expected learning outcomes <\/strong><\/p>\n\n\n

The program committee\u00a0 organizes meeting and plans among the full-time lecturers for assessments of achievement based on the objectives of the current curriculum. The appointed committee reviews the teaching plan and assessment plan of the lecturer vie TQF 3 to ensure that the delivery of the curriculum per course is in consonance with the standards before approval and delivery the lecturer concerned\u00a0 \u00a0The delivery of the curriculum can be observed in the teaching plan ( TQF3 ) and\/or syllabus\u00a0 where the learning outcomes are clearly shown on how to attain the learning outcomes .\u00a0 The TQF2 will serve as a process\u00a0 evaluate\u00a0 the delivery of the curriculum for a particular course. Improvements will be suggested for the next school term for the same course.\u00a0 \u00a0 The delivery of the curriculum continuously improve depending on the needs of the current situation, such mode of delivery, materials and tools. The curriculum or program is up-to-date according to the demands of the education sections and it will continue to upgrade the courses as the needs arise.The curriculum or program lecturers are equipped with up-to-date information, new teaching approaches, classroom management technology, advanced teaching and learning pedagogy, and learning\u00a0 management and embrace their work. However, these processes should be done across all the courses in the program.<\/p>\n\n\n

4. <\/strong> The design of the curriculum includes feedback from external stakeholders <\/strong><\/p>\n\n\n\n

The design of the curriculum included internal and external committee members. The external committee members reviews the curriculum . The government office that monitors the program is the Ministry of Highere Edcuation, Research and Innovations was the approving body. The curriculum structure was submitted to the OHEC for the review and approval. However, the feedback of other stakeholders other than students was not fully solicited. In the next review of the curriculum, there may be a chance that this sector will have a say in its development. <\/p>\n\n\n\n

Lecturers and learners have a better understanding where they are leading to because the learning outcomes are clear. Students had better understanding what they expected to achieve at the end of every lesson or at the end of the course they are enrolled in.<\/p>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

5. The curriculum is logically structured, properly sequenced<\/strong> <\/p>\n\n\n

The curricular structure is also stipulated in TQF 2\u00a0 and approved by the OHEC now the Ministry of Higher Education, Research and Innovation. The\u00a0 proper sequencing of the program can be seen in the MEd Website .\u00a0<\/p>\n

The program coordinator oversees the timing of the course offerings to ensure that the students will be able to enrol in the appropriate courses for their year level. Every term, the program coordinator\u00a0 sees to it that the students enroll in the appropriate course in the prospectus.The students can smoothly learn as the courses they finished are linked to the past courses due to proper sequencing.<\/p>\n\n\n

6. <\/strong> The curriculum has the option(s) for students to pursue major and\/or minor specializations. <\/strong><\/p>\n\n\n

The program is very specific as a Master in Education in Learning Management Science . It has no specialization; however, in the curricular structure, there is an option to choose elective courses to enrol in, depending on the need of the student and the program.<\/p>\n

The\u00a0 new curriculum of the program was designed into two sets of stakeholders\u00a0 namely:\u00a0 Plan A A2 (1): Bachelor of Education\u00a0 \u00a0graduates\u00a0 who wants to enhance their professional development\u00a0 \u00a0will\u00a0 earn thirty-six ( 36) credits; and\u00a0 Plan A A2 (2): non-education\u00a0 Bachelor’s degree holders who want to take the TeacherLicensure Examination will earn 44 credits . Additional\u00a0 professional education courses are added to their curriculum\u00a0 to qualify them to take the teacher’s\u00a0 licensure examination.<\/p>\n\n\n

7. <\/strong> The curriculum is reviewed periodically to be up-to-date and relevant to the industry curriculum <\/strong><\/p>\n\n\n

The whole program or curriculum will only be updated at maximum gap of five ( years, as stipulated in TQF 2 but necessary changes can be made in the delivery of the curriculum regularly to meet the demand of the changing times.\u00a0<\/p>\n

The\u00a0 courses\u00a0 handled by the lecturers are updated according to needs of the industry, such as change in policies, pedagogies , assessment methods and learning materials. It is the role of the lecturer\u00a0 and students to integrate changes to meet the demands of changing times or as need\u00a0 arises. This can be observed in the TQF 3 google Classrooms, where the committee\u00a0 monitors the content of the course and its delivery and references. The teaching plans and syllabi are being reviewed before approval to ensure alignment of processes with the program learning outcomes.\u00a0 If there are suggestions, the lecturer is given a suggestion to make some revisions.\u00a0<\/p>\n

Continuous improvement is attained\u00a0 due to the\u00a0 \u00a0continuous review process.<\/p>\n\n\n

8. <\/strong> The curriculum is aligned with the Higher Education Qualification Framework Standards\u2019 learning outcomes <\/strong><\/p>\n\n\n

The curriculum developers aligned the curriculum with higher education standards.\u00a0 The TQF 2 has a curriculum map where in the courses align with the framework of the\u00a0 Higher education framework standards. This\u00a0 shows that the courses listed in the program are\u00a0 linked to the standards of the Higher Education Quality Framework Standards. <\/i>The curriculum meets the standards of the Higher Education Qualification Framework Standards.<\/p>\n\n\n

9. <\/strong> The Higher Education Qualification Framework Standards\u2019 learning outcomes result from curriculum management <\/strong><\/p>\n\n\n

There are different methods of assessments that can be done in the classroom. These assessments can measure the learning outcomes in a course.\u00a0 These will be written in the TQF 3 on how the course LOs will be assessed.\u00a0<\/p>\n

The paper and pencil test is still\u00a0 a required measure for the learning outcomes. To ensure its validity, a review committee uses a\u00a0 standard to review the examination.\u00a0 The lecturer provides a Table of specifications or test blue print to ensure that the test is properly constructed vis-a vis the TOS.\u00a0<\/p>\n

The reviewers will check the items of the test\u00a0 with the\u00a0 TOS .\u00a0<\/p>\n

The pencil and paper test\u00a0 are improved according to the standards.<\/p>\n

\u00a0Other authentic assessment methods are being administered to very the attainment of the course learning outcomes.\u00a0<\/p>\n

The program head uses a standard to check the\u00a0 tests and other\u00a0 \u00a0assessment methods and suggest revision if needed. Improved assessment methods with rubrics were prepared.<\/p>\n\n\n

Self-Assessment<\/strong><\/p>\n\n\n\n\n\n\n\n
\n

Goal<\/strong><\/p>\n<\/td>\n

\n

Performance(KPI\u0e40\u0e0a\u0e34\u0e07\u0e04\u0e38\u0e13\u0e20\u0e32\u0e1e\u0e43\u0e2b\u0e49\u0e23\u0e30\u0e1a\u0e38\u0e02\u0e49\u0e2d)<\/strong><\/p>\n<\/td>\n

\n

Self-Assessment<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

…5 item…<\/p>\n<\/td>\n

\n

IQA(1-9)<\/strong><\/p>\n<\/td>\n

\n

1,2,3,4,5,6,7,8,9<\/p>\n<\/td>\n

\n

9 item<\/p>\n<\/td>\n

\n

5 mark<\/p>\n<\/td>\n<\/tr>\n

\n

AUN-QA(1-7)<\/strong><\/p>\n<\/td>\n

\n

1,2,3,4,5,6,7<\/p>\n<\/td>\n

\n

level 3<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/p>\n\n\n

Evidence<\/strong><\/p>\n\n\n\n

Evidence No.<\/strong><\/td>List of evidences<\/strong><\/td><\/tr>
3.1.1.1<\/td>–Curricular Sructure of the MEd LMS<\/a>

https:\/\/drsuphak.wixsite.com\/graduateschooledstic\/copy-of-grad-dip-english

–Agenda of the meeting with the dean to do some changes in the delivery of the curriculum to meet the demand of changing times<\/a>

–Meeting to review the past semester to plan for the improvent in the next semester<\/a>
<\/td><\/tr>
3.1.1.2<\/td>TQF 2 stipulates the standards, contents , support system and delivery of the program.<\/a><\/td><\/tr>
3.1.1.3<\/td>Sample syllabus to show the plan the delivery of the curriculum<\/a><\/td><\/tr>
3.1.1.4<\/td>Minutes of Meeting of the curriculum Developers and approval of the curriculum MEd LMS with External Stakeholders <\/a>

Sample syllabus delivered to main stakeholders , the students and the program managers<\/a><\/td><\/tr>
3.1.1.5<\/td>MEd LMS curriculum structure<\/a>

https:\/\/drsuphak.wixsite.com\/graduateschooledstic\/copy-of-grad-dip-english<\/td><\/tr>
3.1.1.6<\/td> MEd Learning management program has no specific specialization or major field of study( N\/A)

https:\/\/drsuphak.wixsite.com\/graduateschooledstic\/copy-of-grad-dip-english<\/td><\/tr>
3.1.1.7<\/td>sample of google classrooms to monitor and give suggest changes for improvement <\/a>

TQF 3<\/a> <\/td><\/tr>
3.1.1.8<\/td>curriculum mapping in tqf 2<\/a><\/td><\/tr>
3.1.1.9<\/td> assessment standards used to monitor pencil and paper test

sample test with TOS to show alignment of course learning out come or content of the course with the test items<\/a>

https:\/\/docs.google.com\/document\/d\/1wGgooXRhyOJhL9OuXrcKs3SXk7vFPIhx\/edit?usp=sharing&ouid=113867251761344712006&rtpof=true&sd=true<\/a>
<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Self-Assessment<\/strong> <\/p>\n\n\n\n

Self-Assessment<\/strong> <\/td>IQA<\/strong><\/td>AUN-QA<\/strong><\/td><\/tr>
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