Criterion 4 – Student Assessment
AUNQA requirements for Criterion 4
TRSU QA uses each one of AUNQA criterion requirements below to assess the relevant QA practice of a program.
4.1 Assessment alignment
A variety of assessment methods are shown to be used and are shown to be constructively aligned to achieving the expected learning outcomes and the teaching and learning objectives.
Diagnostic questions
- To what extent do the assessments and examinations cover the content of the courses and the programme (content validity)?
- To what extent do the assessments and examinations cover the objectives of the courses and of the programme as a whole (construct validity)?
- Are a variety of assessment methods used? What are they?
- Are the assessment methods constructively aligned to achieving expected learning outcomes? How are the constructive alignment evaluated?
4.2 Assessment and appeal policies
The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently.
Diagnostic questions
- Are there clear regulations for assessment or examination? How are they communicated to students?
- Are they applied consistently?
- Are the students satisfied with the assessment procedures? Do students have complaints?
- What is the appeal procedure? Did the students appeal? What is the cause?
4.3 Assessment for completion
The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently.
Diagnostic questions
- Is there an assessment for students to progress to a higher level? When and how is it conducted?
- Is there an assessment for students to complete a degree and receive an award? How is it applied?
4.4 Assessment criteria
The assessments methods are shown to include rubrics, marking schemes, timelines, and regulations, and these are shown to ensure validity, reliability, and fairness in assessment.
Diagnostic questions
- Is the assessment criterion-referenced?
- Are all the courses required to have rubrics and marking scheme for the assessment?
- How are validity, reliability and fairness assured in assessment?
- Are there safeguards in place to ensure objectivity?
4.5 Measuring achievement
The assessment methods are shown to measure the achievement of the expected learning outcomes of the programme and its courses.
Diagnostic questions
- What are the assessment methods for the achievement of course learning outcomes? How are the achievement measured?
- What are the assessment methods for the achievement of program learning outcomes? How are the achievement measured?
- Is there a relationship between the achievement of courses and program learning outcomes? How is this explained?
4.6 Assessment feedback
Feedback of student assessment is shown to be provided in a timely manner.
Diagnostic questions
- Is feedback of student assessment required by every course? When and how is the feedback provided to students?
- Does the feedback help improve student performance in the final assessment? Why or why not?
4.7 Assessment review
The student assessment and its processes are shown to be continuously reviewed and improved to ensure their relevance to the needs of industry and alignment to the expected learning outcomes.
Diagnostic questions
- When is the student assessment and processes reviewed? What is the review procedure?
- What aspects of student assessment are subject to review or improvement?
- How is the student assessment considered relevant to the need of industry?
- How is the alignment of student assessment to the ELOs evaluated? How might it be improved?
Scoring for TRSU QA
| TRSU-QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3 items | 4-5 items | 6-7 items |
AUNQA scoring rubrics
A seven-point rating scale used for AUNQA assessment is described below.
1. Absolutely inadequate
The QA practice to fulfil the criterion is not implemented.
There are no plans, documents, evidences or results available.
Immediate improvement must be made.
2. Inadequate and improvement is necessary
The QA practice to fulfil the criterion is still at its planning stage or is inadequate where improvement is necessary.
There is little document or evidence available.
Performance of the QA practice shows little or poor results.
3. Inadequate but minor improvement will make it adequate
The QA practice to fulfil the criterion is defined and implemented but minor improvement is needed to fully meet them. Documents are available but no clear evidence to support that they have been fully used. Performance of the QA practice shows inconsistent or some results.
4. Adequate as expected
The QA practice to fulfil the criterion is adequate and evidences support that it has been fully implemented. Performance of the QA practice shows consistent results as expected.
5. Better than adequate
The QA practice to fulfil the criterion is better than adequate. Evidence supports that it (the QA practice) has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.
6. Example of best practice
The QA practice to fulfil the criterion is considered to be example of best practices in the field. Evidences support that it has been effectively implemented.
Performance of QA practice shows very good results and positive improvement trend.
7. Excellent (example of world-class or leading practice)
The QA practice to fulfil the criterion is considered to be excellent or is an example of world-class practices in the field. Evidences support that it has been innovatively implemented.
Performance of the QA practice shows excellent results and outstanding improvement trends.
How to write a response to the criterion requirements
- The response should describe a QA practice that the program do to fulfil the criterion. The QA may be a PDCA (plan-do-check-act) process to ensure the quality, and include documentation, evidence and result of the implementation.
- The response should illustrate clearly what the QA mechanisms or instruments are; when, where, by who, and how they are implemented and managed to fulfil the criteria.
- The response should identify and evaluate problems or issues that are not addressed, and indicate how the problems will be dealt with. The diagnostic questions in each of the criterion requirements may help identify the problems.
- To be concise and factual, the response should focus on information or data (or objective evidence) that directly addresses the criteria, and provide trends and statistics to show achievement and performance.
How the QA practice fulfil the criterion
Quality assurance practice should have QA plan that evaluates and may modify organization’s procedures to ensure that they provide the desired results. It includes documentation for the planning, implementation and assessment procedures for a project, process or any QA activity. To fulfil requirement 1.1 Outcomes formulation, for example, the QA plan should provide information to answer the following questions.
- What procedure does the program use to formulate the expected learning outcomes?
- Is a learning taxonomy used to write the statement of LOs? What taxonomy and how is it used?
- Is the taxonomy used for program or course learning outcomes, or both? Why?
- What are the objectives in terms of the quality of the learning outcomes (e.g. transparency, ease of assessment, the extent of alignment, enabling hierarchy, effectiveness, clarity to the stakeholders)?
- What is the process used to ensure that the quality objectives are met?
- What is a method used to measure the achievement of the quality objectives?
Operational Result
4.1 A variety of assessment methods are shown to be used and are shown to be constructively aligned to achieving the expected learning outcomes and the teaching and learning objectives.
Performance
The program utilizes various evaluation methods in checking the progress of the students and in achieving the Program Learning Outcomes. There are three steps the program has employed:
Admission:
The Bachelor of Business Administration program at St Teresa International University organized various activities for first-year students to familiarize them with the college’s educational philosophy, teaching methods emphasizing active learning, socialization, and life skills enhancement, particularly focusing on the expected learning outcomes of the BBA Program. Students were encouraged to assess their readiness for the learning journey.
During admission:
The program sets criteria based on educational qualifications aligned with the curriculum’s requirements. Evaluations are conducted through written examinations, class participations, and submission of requirements. The head of the program conducts grade evaluation every semester to find out students whose GPA is below 2.0 or with Failed remarks.
- A student is advised to take remedial classes if the performance is below average.
- A student is advised to take a summer class whose GPA is below 2.0
- A student is advised to retake any subject with Failed remark
- All graduating students will be evaluated prior to internship application (there should be no Failed remarks and GPA must be 2.0 and above
- All graduating students must take the English Proficiency Test (TOEIC)
- All student-interns must pass and submit their internship report, research, and capstone
After completion
- The program employed an employer satisfaction survey to evaluate the performance of graduates.
- The program utilized an Employment Data tool to furnish information regarding the workplace of students.
Grade Composition
The program adheres to the institutional policy in assessment of grade. To wit, 60% final exam, a 20% midterm exam, and 20% assignments, such as in-class exercises, group case study analysis reports, discussions, presentations, and self-reflection. The lecturers may adjust the assessment, provided that it is justified and reflected in the TQF 3.
Midterm Examination Guidelines:
Major Exams (Midterm = 2 hours; Final Exam = 3 hours)
The exams are designed to assess students’ understanding of specific topics outlined in the TQF 3 curriculum framework. It aims to assess students’ knowledge, critical thinking skills, and ability to apply concepts in various contexts. The exam should consist of a diverse range of assessment types, including multiple-choice questions, essay questions, case studies, and concept mapping exercises.
Key Points:
- Coverage: Both midterm and final exams should cover topics specified in the TQF 3, ensuring alignment with the learning objectives and course content.
- Minimum Marks: The minimum marks for the final and midterm exams should be set at 100 to ensure a sufficient level of consistency and assessment.
- In case the subject requires presentation (i.e. Research and Strategic Management), the lecturer may propose for modifications provided it is stipulated in the TQF 3.
- Assessment Variety: Major exams must have variety of assessment formats, including multiple-choice questions, essay questions, case studies, and concept mapping
- Higher-Order Thinking: Students must demonstrate higher-order thinking skills throughout the exam by applying, analyzing, or evaluating the situation or problem.
- Clear Instructions: Every exam should provide a clear and concise instructions to students.
- Fairness and Objectivity: Regardless of the type of the exam, questions are carefully crafted. This maintains the clarity, accuracy, and relevance to the course objectives.
Additionally, the alignment of the course learning outcomes with the program learning outcomes highlights the various assessment methods used, the students’ outputs, and the skills developed.
4.2 The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently.
Performance:
The Bachelor of Business Administration program provides the assessment criteria to students with clear guidelines. The assessment process involves the following steps.
Communication of Assessment
- TQF 3. The lecturer is given a course load according to expertise and experience. The lecturer develops and prepares the TQF 3 (objectives, course content, teaching and assessment plan). The lecturer also prepares a course outline before the semester starts.
- The lecturer provides a copy of the course outlines and the learning resource to students (uploaded in Google Classroom). The lecturer also provides the assessment criteria, requirements, projects, classroom management and orientations within the first hour of the first class.
- After the major exam, the lecturer provides feedback to students to reflect on their performance.
- In case of low-performing students, the lecturer informs the adviser for further consultation.
Appeal Policy
In case of any appeal, the program is governed by the policy and norms of St Teresa International University. Students have the right to appeal or petition for grades. Those wishing to recheck their grades must file an official appeal in the Registration Office, with a required petition fee. The deadline for appeals is the first day of the week of the following semester. The student may submit the request to be approved by their academic advisor and the course coordinator, and then to the Dean.
An Appeal Committee Regarding Academic Affairs is appointed to handle appeals. In previous academic years, informal inquiries were common. For instance, a student might ask the course coordinator to review their grade if they were unclear about an assignment score. The course coordinator would then explain the assessment and evaluation criteria until the student was satisfied with their score and grade.
Upon completion of each course, the course coordinators and instructors collect and analyze scores to determine the grade of each student based on the established criteria. The grading for each course is then reviewed by the department committee before being submitted for approval by the Academic Committee and the College Executive Committee.
4.3 The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently.
Performance:
The regulations for the Bachelor of Business Administration degree at St Teresa International University are available on the College website and included rules for measurement and evaluation. The manual for measurement and grading, based on the provided criteria reference, outlined standards and procedures for grading in compliance with OHEC regulations.
Process and Mechanism
- The lecturer submits students’ examination papers to the Registration Office.
- The lecturer enters students’ scores/grades into the Management Information System (MIS), uploads a copy of the scores, and submits them to the Registration Office for final verification.
- The BBA program follows the institutional schedule for grade announcements.
- The program offers advisory services for low-performing students.
Assessment of Non-Graduating Students:
- The advisor/Program Head evaluates each student’s grades every semester based on the study plan.
- If a student’s GPA falls below 2.0, the advisor/Program Head advises them to seek a regrade.
- For elective or free elective courses, the advisor/Program Head recommends suitable subjects. However, for professional courses, students must enroll in the specified course during the designated semester or summer upon the approval of the Registration.
Assessment of Graduating Students:
- Before the end of Year 3, Semester 2, the Program Head conducts a thorough evaluation of all students to ensure they meet the institutional policy of maintaining a GPA of at least 2.0 before starting their internship in the following academic year. Students with a GPA below 2.0 or failing marks are advised to enroll in summer classes.
- Each student in the program undergoes a comprehensive evaluation of grades and subjects by the Program Head and Registration Office to ensure they have completed the required courses and credits as specified in the TQF 2 before starting their internship.
- Graduating students applying for internships undergo evaluation and assessment to confirm that all necessary courses have been completed.
Post-Internship Assessment:
- A student-intern must fulfill the required number of hours, demonstrate good performance, and adhere to the policies of the internship provider.
- The student-intern is required to submit a weekly report detailing their internship experience.
- The Program Head/lecturer conducts on-site visits to evaluate the student-intern’s job performance.
- Upon completion of the internship, the student-intern prepares and presents a final internship report for assessment. Additionally, they must fulfill all requirements identified by the program.
- Upon successful completion, the student-intern becomes eligible to apply for graduation.
The BBA program ensures transparency in the assessment standards and procedures by clearly communicating and presenting them to the students and applying them consistently. To do this, the program adheres to the following:
- Documentation (Grades, Activities, Exam Marks): All of these are uploaded into the MIS System. Once approved by the committee, students will be able to check them from their own accounts. However, students with a GPA below 2.0 or with failing marks cannot view their grades online. They will be requested to visit their advisor for advising and viewing.
- Orientation: This is conducted annually for new students to explain assessment standards and procedures.
- Institutional Online Portals: The MIS serves as the sole portal of the institution where students can check their grades.
- Online Repository: The program, through the University, uses Google Classroom to house all teaching and learning documents.
- Advisory: This allows students to ask questions and get clarification on assessment standards and procedures.
- Progress Tracking: The program uses the Study Plan to track the academic performance of students. Additionally, the program coordinates with the Registration Office for the evaluation of students every semester. A thorough evaluation is conducted with Year 3 students to prepare for internships in the following year.
4.4 The assessments methods are shown to include rubrics, marking schemes, timelines, and regulations, and these are shown to ensure validity, reliability, and fairness in assessment.
Performance
The Bachelor of Business Administration program has established student assessment methods and criteria to ensure fairness, validity, and reliability in consonance to the institutional policy and guidelines. Examinations, which include both multiple-choice and subjective exams, are designed based on Course Learning Outcomes (CLOs).
The program sets schedules and guidelines for preparing midterm and final exam papers, encompassing deadlines, procedures, weightings, rubrics, and grading criteria. These details are explicitly outlined in the TQF 3, section 4.2, and is presented to students during class orientation or general orientation. To further ensure the information flow, a learning plan is uploaded in the Google Classroom
In examination papers, lecturers must attach a Rubric Assessment that provides clear guidelines for grading the output, ensuring fairness and consistency. To be considered valid, rubrics for research presentations, case studies, and other classroom activities must be tailor-fit. A rubric is deemed valid when it aligns with the objectives, takes a holistic approach, represents the task appropriately, and is reviewed by experts. On the other hand, a rubric is considered reliable when it demonstrates inter-rater reliability, intra-rater reliability, and test-retest reliability.
These will promote transparency of how students are graded and facilitate better understanding and participation. For Cooperative Education / Field Experience, the program uses an assessment tool overarching to the Program Learning Outcomes.
The Bachelor of Business Administration Program adheres to the institution’s grade computation:
- Midterm Exam 20%
- Final Exam 60%
- Continuous Assessment 20%
Total 100%
Furthermore, to identify the grade equivalent of the student. The university, with the discretion and approval of the President and the council, follows this grading system. To wit:
|
A |
80-100 |
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B+ |
75-79 |
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B |
70-74 |
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C+ |
65-69 |
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C |
60-64 |
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D+ |
55-59 |
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D |
50-54 |
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F |
0-49 |
4.5 The assessment methods are shown to measure the achievement of the expected learning outcomes of the programme and its courses.
Performance:
The Bachelor of Business Administration utilized assessment methods that are tailored to attain the desired learning outcomes for students, employing a variety of assessment methods to ensure students achievement of the expected learning outcomes by the end of the course. The program adheres to the policy and guidelines of the institution, maintaining the validity, reliability, and fairness of students’ evaluations. For knowledge-based (core and elective) courses, assessments typically consist of written examinations (midterm and final, comprising objective and subjective questions) with a Test Blueprint incorporating Taxonomy’s higher-order thinking skills.
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Type of Assessment |
Description |
Uses |
Example Activities |
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1. Assessment for Learning
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Teachers need to check the progress (formative) of the students and give feedback to improve. |
This is used to provide feedback to students and teachers to guide further learning and teaching. |
Quizzes Assignments Discussions
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2. Assessment of learning |
Teachers determine the progress of the students’ learning and its ability to apply knowledge or skills. |
This is used to measure the content mastery and achievement of the learning outcomes. |
Midterm and Final Exams Research Presentation Business Plan Capstone Product Development |
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3. Assessment as learning |
Students use their learning to process their learning and explores how to improve. |
This is to encourage students to reflect on their own learning and understand their strength and weaknesses. This is essential in developing metacognitive skills among students. |
Reflection Goal setting Think-Pair-share |
The Bachelor of Business Administration is committed to provide quality learning experience to students. The integration of internship in the curriculum is a crucial part in providing students with professional and practical experience and to develop their skills, competencies, people-skills, among others. Hence, the program uses a learning outcome through internship using the structured and reliable tool.
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Learning Outcomes Alignment with the Assessment Methods |
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Expected Learning Outcome |
Assessment Methods |
Students’ Achievements |
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Moral and Ethics |
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Aware of the value and morality, ethics, sacrifice and honesty |
To achieve the expected learning outcomes of Moral and Ethics domain, the following are used: 1. Pen and paper activity assessing awareness of values, morality, ethics, sacrifice, and honesty. 2. Observation of behavior and participation to evaluate discipline, punctuality, and responsibility in different situations. 3. Research projects or case studies analyzing the impact of the business industry on individuals, organizations, and society. 4. Role-playing exercises to assess application of academic and professional ethics in practical situations. |
1. Exhibit academic and professional ethics .2. Respect the policy of the institution. 3. Disciplined, Punctual, and Responsible for Oneself and Society 4. Awareness the importance of moral values and ethical integrity. |
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Be disciplined, punctual and responsible for oneself and society. |
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Respect the rules and regulations of the organization and society |
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Be able to analyze the impact of the industry on individuals, organizations, and society |
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Exhibit academic and professional ethics |
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Group 2 Knowledge |
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Have knowledge and understanding of key principles and theories in the content studied. |
To achieve the expected learning outcomes of Knowledge domain, the following are used: 1. Pen and paper tests (exams and quiz) assessing students’ knowledge and understanding of principles and theories. 2. Case studies analyzing problems and providing solutions. 3. Projects / assignments focused on analyzing, designing, and improving systems to meet professional requirements. 4. Integration projects or interdisciplinary assessments that require students to apply knowledge. 5. Presentations demonstrating knowledge and understanding of principles and theories. 6. Language proficiency assessments evaluating the ability to communicate effectively 7. Technology-based assessments measuring the ability to use technology. |
1. Case studies 2. Cocktail presentation 3. Mini-seminar presentation 4. TOEIC Scores 5. Video presentations |
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Be able to analyze problem and, understand and explain aviation requirements. |
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Able to apply knowledge, skills and use of appropriate tools to solve problems. |
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Be able to analyze, design, and improve aviation management systems to meet professional requirements. |
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Be able to integrate knowledge in the study with knowledge in other Related fields. |
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Knowledge and understanding of principles and theories in a broad and systematic general knowledgebase |
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Have knowledge, understanding and ability to use language for communication taking into account the context of Thai and international society |
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Have knowledge and understanding of the thinking system life goals, arts, culture, and human relations and daily life including applying it to solve their problems. |
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Have the ability to learn can use technology to search for knowledge related to living in society |
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Have basic knowledge and understanding of social, economic, political, and scientific and technological phenomena and changes. |
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Learning Outcomes 3 Cognitive skills |
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Develop concepts with careful consideration. Under the sufficiency of information and systematically |
To achieve the expected learning outcomes of Cognitive domain, the following are used: 1. Conceptual analysis projects or presentations 2. Problem-solving exercises or case studies assessing the ability to solve problems 3. Research projects or proposals focusing on intellectual leadership in creative thinking. 4. Written reports or reflective essays demonstrating the application of learning. 5. Presentations showcasing innovative ideas. |
1. Research 2. Capstone 3. Business plan 4. Product Development |
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Be able to solve problems with scientific processes |
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Be able to solve complex problems in learning management Propose solutions and lead to creative solutions. |
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Possess intellectual leadership in creative thinking and visionary development of learning management. |
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Learning Outcomes 4 Interpersonal Skills and Responsibilities |
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Able to communicate with a wide range of people and able to converse effectively in both Thai and foreign languages |
To achieve the expected learning outcomes of Interpersonal Skills and Responsibilities domain, the following are used: 1. Language Proficiency to communicate effectively in both Thai and foreign languages 2. Simulations to provide assistance and facilitate the resolution of various group situations. 3. Case Studies to apply scientific knowledge to analyze real-world issues and propose solutions. 4. Collaborative tasks where students are evaluated on their individual responsibility for assigned tasks. 5. Critical thinking to evaluate students’ ability to critically analyze situations. |
1. Research 2. Capstone 3. Business plan 4. Product Development |
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can provide assistance and facilitate resolving various situations in the group both in the role of leader and team member |
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Able to use knowledge in science to guide society on appropriate issues. |
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Be responsible for one’s own actions and responsible for work in the group. |
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Learning Outcomes 5 Numerical Analysis, Communication and Information Technology Skills |
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Skilled in using statistical or mathematical techniques to make creative decisions in interpretation and suggest ways to solve problems or disputes |
To achieve the expected learning outcomes of Numerical Analysis, Communication and Information Technology domain, the following are used: 1. Assignments or exams requiring students to apply statistical or mathematical techniques. 2. Communication skills through presentations, reports, essays, or debates. 3. Infographics/video documentation / multimedia presentations |
1. Video Presentation 2. Tour Package / Itinerary 3. Research |
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Be able to communicate effectively both verbally and in writing. Know how to choose and use presentation styles that are suitable for different problems and audience groups. |
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Able to select suitable information technology and communication techniques for data collection interpreting and communicating information and with caution Be deliberate in sharing information with others. This includes interacting with other people online. |
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Able to produce video or infographics without copying other people’s work and having the right copyright |
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4.6 Feedback of student assessment is shown to be provided in a timely manner.
Performance
The Management Information System (MIS) serves as the college’s online platform for accessing up-to-date data, utilized by administrators, lecturers, and non-teaching staff to track student-related information. Each student has a personalized account, providing access to their grades every term and semester. Students can log in at any time to check their term grades for each subject. Many courses prioritize providing prompt feedback to students, particularly those emphasizing soft skill development.
Instructors offer feedback on student performance through verbal and written comments at the end of classes or workshops. Similar feedback mechanisms are employed for courses with group assignments, small group discussions, or student presentations. Semesterly progress reports allow for assessing students’ development over their academic journey.
Additionally, assignments and other activities submitted through Google Classroom are promptly reviewed and graded to ensure students can reflect on their performance. For research projects, students are required to present their group outputs using MS Word to facilitate the assessment of concepts, accuracy of the output, grammar, and formatting.
Lecturers submit grades to the Registration Office on or before the scheduled deadline, allowing the office to review the scores. The release of grades is dependent on the institutional schedule.
4.7 The student assessment and its processes are shown to be continuously reviewed and improved to ensure their relevance to the needs of industry and alignment to the expected learning outcomes.
Performance:
The Bachelor of Business Administration program ensures that student assessments are industry-relevant and aligned with expected learning outcomes. To achieve this, the program employs a responsible checker to assess the TQF 3 of lecturers, verifying alignment between Course Learning Outcomes (CLOs) and Program Learning Outcomes (PLOs), evaluating the appropriateness of course content, and identifying teaching and learning strategies. Additionally, the checker ensures that the suggestions in the TQF 5 of the previous semester are incorporated.
Additionally, the program conducts reviews and assessments of major exams to ensure alignment with the planned objectives outlined in the TQF, promote higher-order thinking skills, and maintain relevance to industry situations. Internal assessment of major exams is overseen by two committees: the Faculty Level Committee and the Institution Level Academic Committee.
- Faculty Level (Course Coordinator)
- All exams are submitted to the head of the program/course coordinator for review.
- The head of the program/course coordinator reviews all exam papers to ensure they meet the standards and align with the expected learning outcomes of the course.
- Institution Level (Vice President for Academic Affairs)
- Exam papers reviewed at the faculty level are forwarded to the Office of the Vice President for Academic Affairs.
- The papers undergo thorough review to ensure alignment with the Course Learning Outcomes (CLOs) and relevance to industry needs.
Evidence
Self-Assessment
| Requirements | Result | Score |
| 4.1 A variety of assessment methods are shown to be used and are shown to be constructively aligned to achieving the expected learning outcomes and the teaching and learning objectives. | / | 1 |
| 4.2 The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently. | / | 1 |
| 4.3 The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently. | / | 1 |
| 4.7 The student assessment and its processes are shown to be continuously reviewed and improved to ensure their relevance to the needs of industry and alignment to the expected learning outcomes. | / | |
| 4.4 The assessments methods are shown to include rubrics, marking schemes, timelines, and regulations, and these are shown to ensure validity, reliability, and fairness in assessment. | / | 1 |
| 4.5 The assessment methods are shown to measure the achievement of the expected learning outcomes of the programme and its courses. | / | |
| 4.6 Feedback of student assessment is shown to be provided in a timely manner. | / | 1 |
| Overall | 5 | |