{"id":10452,"date":"2023-01-04T08:44:30","date_gmt":"2023-01-04T08:44:30","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/education\/?post_type=meds_report&p=10452"},"modified":"2024-06-06T03:15:29","modified_gmt":"2024-06-06T03:15:29","slug":"component-5-evaluation-assessment","status":"publish","type":"meds_report","link":"https:\/\/www.stic.ac.th\/qafs2223\/education\/?meds_report=component-5-evaluation-assessment","title":{"rendered":"Component 5: Evaluation\/Assessment"},"content":{"rendered":"\n

Indicator 5.1 Assessment (Student Assessment)<\/strong><\/p>\n\n\n\n

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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

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AUN-QA Criterion 4 \u2013 Student Assessment<\/figcaption><\/figure>\n\n\n\n

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

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

1. Assessments are aligned with objectives and expected learning outcomes <\/strong><\/p>\n\n\n

\u00a0The following processes are followed on the development of assessment tools, such as\u00a0 \u00a0pencil and paper tests:<\/p>\n

    \n
  1. The program coordinator monitors the development of learning assessment tools. Each lecturer prepares examination paper together with the table of specifications ( TOS)\u00a0 which shows the blue print of the assessment tool.\u00a0<\/li>\n
  2. The lecturer submits the assessment tool ( examination paper)\u00a0 together with the Table of specifications.\u00a0<\/li>\n
  3. The program coordinator checks the assessment tool vis a vis the\u00a0 intended learning outcome. If there are corrections or suggestions, the program coordinator discusses it with the lecturer and necessary revisions will be incorporated.\u00a0\u00a0<\/li>\n
  4. The face\u00a0 and content validity of the assessment tool will be checked by another responsible person\/ or committee assigned within the college to ensure quality.\u00a0<\/li>\n
  5. The\u00a0 assessment tool will be approved after thorough\u00a0 investigations.<\/li>\n
  6. This process is done to all assessment tools ( papers)<\/li>\n<\/ol>\n

    \u00a0As a result, the paper and pencil\u00a0 test\u00a0 are aligned with the LOs<\/p>\n

    Other assessment methods are used but it should be stipulated in the approved plan in the TQF such as\u00a0 action research papers, teaching material development and other required assessment tools or delivering seminars to the junior students to apply their knowledge of the theories they learned.\u00a0 All assessment methods should be provided with rubrics to increase validity of the assessment method.<\/p>\n

    Students must get 80% of the total study time to be eligible for evaluation of academic results.\u00a0<\/p>\n

    Thesis Assessment<\/p>\n

    Students need to express intention to submit Thesis concept and an evaluation will be done by a committee and thesis advisors are assigned.\u00a0 When thesis is completed the thesis will be published in\u00a0 an accepted Journal which belongs to group 1\u00a0 to ensure the peer review from external panel\u00a0 before publication .<\/p>\n\n\n

    2. The assessment and assessment-appeal policies are clearly stated<\/strong><\/p>\n\n\n\n

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    1. The college has a clear policy statement on assessment appeal if they want to verify.<\/li>\n\n\n\n
    2. Students cannot just appeal if they will not write a letter of request and approved by the committee.<\/li>\n\n\n\n
    3. The appeal guidelines contain all the requirements needed to pursue the appeal.<\/li>\n\n\n\n
    4. The students follow the appeal policy. <\/li>\n<\/ol>\n\n\n\n

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

      3. The assessment standards and procedures for student progression and degree completion are clearly stated and communicated.<\/strong><\/p>\n\n\n

      At the course level , the following processes are followed:<\/em><\/p>\n

        \n
      1. The lecturer prepares a syllabus which shows the procedure of assessment for the course, and all assessment methods are clearly stated.\u00a0<\/li>\n
      2. \u00a0This syllabus is released to students via the Coogle classroom and this will serve as a guide for the students in the attainment of the learning outcome. All the learning management processes are stipulated in the syllabus ( TQF3 equivalent)<\/li>\n
      3. Students must get 80% of the total study time to be eligible for evaluation of academic results.<\/li>\n<\/ol>\n

        Due to these processes, students can visualize\u00a0 the\u00a0 process of attaining the learning outcomes and \u00a0are guided on how they go through their learning process if they know how they will be assessed.<\/p>\n

        At the program level, the coordinator , relay\u00a0 the assessment standards and\u00a0 completion period of the program during the orientation of new enrollees.<\/p>\n

        On thesis writing, the students\u00a0<\/p>\n

        Thesis Assessment<\/p>\n

        Students need to express intention to submit thesis concept and an evaluation will be done by a committee and thesis advisors are assigned.\u00a0 When the thesis is completed, it will be published in\u00a0 an accepted Journal which belongs to group 1\u00a0 to ensure peer review from external panel\u00a0 before publication\u00a0<\/p>\n

        Criteria of for graduation according to program<\/p>\n

        Based on the two plans\u00a0 \u00a0Plan A\u00a0 Type A 2\u00a0 must complete\u00a0 not more than five ( 5) academic years or ten (10) regular semesters and receive a cumulative grade of 3 out of 4 on a 4-point scale.<\/p>\n

        Non-education degree holders\u00a0 who are not certified by Teachers council\u00a0 and wish to apply for licensure examination are required to finish 46 credit units with practice\u00a0 such as teaching in schools and specific subjects such as vocational\u00a0 training experience. The thesis must be submitted for oral examination\u00a0 by an apponted committee. The thesis must be published in accepted publications that are peer reviewed.\u00a0<\/p>\n\n\n

        4. The assessment methods include rubrics, marking schemes, timelines, and regulations, and these are ensured validity, reliability, and fairness in the assessment<\/strong><\/p>\n\n\n

        \u00a0 The lecturers responsible for the program prepare an assessment plan, which can be seen in the TQF3 . Lecturer prepares the written final examination\u00a0 including the test blue print or table of specifications (TOS)for easier to show the major learning outcomes to be assessed, including the distribution of the questions. Rubrics of alternative assessments are also prepared and communicated to students and all\u00a0 responsible people in the program. Lecturers prepare the TOS and include rubrics in their assessments in the paper pencil tests. As a result, assessment<\/span>\u00a0tools are better in measuring learning outcomes.<\/p>\n\n\n

        5. The assessment methods are shown to measure the achievement of the expected learning outcomes of the program and its courses.<\/strong><\/p>\n\n\n

        \u00a0The TQF3 shows the assessment methods of the course. the following processes are done:\u00a0<\/p>\n

          \n
        1. Assessment tools are evaluated by\u00a0 a committee and after the review, they are returned to the lecturer for revisions.\u00a0 The committee looks into the\u00a0 table of specifications TOS if the test items are testing the learning outcomes of the course. The lecturer revises and returns for release to students during examination\u00a0<\/li>\n
        2. Other forms of assessments are ensured\u00a0 to measure\u00a0 the other skills attained by the learners\u00a0<\/li>\n<\/ol>\n

          \u00a0 The Assessment plan are stipulated in TQF 3 and the program monitors checks and approves\u00a0 it. As a result,\u00a0 The validity of assessment tools are increased because of the monitoring process.<\/p>\n\n\n

          6. Feedback on student assessment is provided in a timely manner<\/strong><\/p>\n\n\n

          The\u00a0 lecturers\u00a0 can give a feedback of student assessment in the Google Classroom in a timely manner. The students can improve their work by looking into the feedback given by the lecturer.For results of\u00a0 major examinations, the lecturer inputs the scores in the MIS\u00a0 and registrar will release these grades of students. Students are able to get feed back automatically in the google classroom.\u00a0 Students can see their scores at the end of a grading period ( midterms and final grading) quizzes and continuous assessment are returned via the Google classroom with feedback.<\/p>\n\n\n

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

          The following processes are followed to ensure continuous review and the improvement of assessments to align with industry needs:. The programand teaching\u00a0 instructors , the program head and the dean do the following process:<\/p>\n

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          1. \u00a0A committee reviews assessment methods that are put in the lesson plan in google classroom and TQF3 and TQF5.\u00a0<\/li>\n
          2. The lecturer can improve the\u00a0 student assessment method based on previous suggestions of the monitoring committee.<\/li>\n
          3. Section 6 of TQF\u00a0 3 mentions about improvement of assessment of learning outcome\u00a0<\/li>\n
          4. The lecturer will implement the improvement in the next semester when the course is offered.\u00a0 A committee reviews TQF 3 and 4\u00a0 to ensure the process is implemented As a result, there\u00a0 is continuous improvement in the teaching plans of lecturers.\u00a0<\/li>\n
          5. The Thesis of the students in the program\u00a0 should be published\u00a0 in a quality publication which undergoes peer review to meet the standards of the education industry.<\/li>\n<\/ol>\n\n\n

            8. Students\u2019 learning outcomes assessment and learning development are performed<\/strong><\/p>\n\n\n

            In the daily assessments, students submit there work and lecturers reviews them and give feed back so student will know if he performed well in\u00a0 the tasks,\u00a0<\/p>\n