{"id":5604,"date":"2022-12-29T09:25:59","date_gmt":"2022-12-29T09:25:59","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=acc_report&p=5604"},"modified":"2024-06-21T06:26:29","modified_gmt":"2024-06-21T06:26:29","slug":"component-4-learning-management","status":"publish","type":"acc_report","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?acc_report=component-4-learning-management","title":{"rendered":"Criterion 4 – Student Assessment"},"content":{"rendered":"\n

Criterion 4 – Student Assessment<\/strong><\/p>\n\n\n\n

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AUNQA requirements for Criterion 4<\/h5><\/div>
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TRSU QA uses each one of AUNQA criterion requirements below to assess the relevant QA practice of a program.<\/p>\n\n\n\n

4.1 Assessment alignment<\/h5><\/div>
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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.<\/p>\n\n\n\n

Diagnostic questions<\/h5><\/div>
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  • To what extent do the assessments and examinations cover the content of the courses and the programme (content validity)?<\/li>\n\n\n\n
  • To what extent do the assessments and examinations cover the objectives of the courses and of the programme as a whole (construct validity)?<\/li>\n\n\n\n
  • Are a variety of assessment methods used? What are they?<\/li>\n\n\n\n
  • Are the assessment methods constructively aligned to achieving expected learning outcomes? How are the constructive alignment evaluated?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
    4.2 Assessment and appeal policies<\/h5><\/div>
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    The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently.<\/p>\n\n\n\n

    Diagnostic questions<\/h5><\/div>
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    • Are there clear regulations for assessment or examination? How are they communicated to students?<\/li>\n\n\n\n
    • Are they applied consistently?<\/li>\n\n\n\n
    • Are the students satisfied with the assessment procedures? Do students have complaints?<\/li>\n\n\n\n
    • What is the appeal procedure? Did the students appeal? What is the cause?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
      4.3 Assessment for completion<\/h5><\/div>
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      The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently.<\/p>\n\n\n\n

      Diagnostic questions<\/h5><\/div>
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      • Is there an assessment for students to progress to a higher level? When and how is it conducted?<\/li>\n\n\n\n
      • Is there an assessment for students to complete a degree and receive an award? How is it applied?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
        4.4 Assessment criteria<\/h5><\/div>
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        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.<\/p>\n\n\n\n

        Diagnostic questions<\/h5><\/div>
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        • Is the assessment criterion-referenced?<\/li>\n\n\n\n
        • Are all the courses required to have rubrics and marking scheme for the assessment?<\/li>\n\n\n\n
        • How are validity, reliability and fairness assured in assessment?<\/li>\n\n\n\n
        • Are there safeguards in place to ensure objectivity?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
          4.5 Measuring achievement<\/h5><\/div>
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          The assessment methods are shown to measure the achievement of the expected learning outcomes of the programme and its courses.<\/p>\n\n\n\n

          Diagnostic questions<\/h5><\/div>
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          • What are the assessment methods for the achievement of course learning outcomes? How are the achievement measured?<\/li>\n\n\n\n
          • What are the assessment methods for the achievement of program learning outcomes? How are the achievement measured?<\/li>\n\n\n\n
          • Is there a relationship between the achievement of courses and program learning outcomes? How is this explained?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
            4.6 Assessment feedback<\/h5><\/div>
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            Feedback of student assessment is shown to be provided in a timely manner.<\/p>\n\n\n\n

            Diagnostic questions<\/h5><\/div>
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            • Is feedback of student assessment required by every course? When and how is the feedback provided to students?<\/li>\n\n\n\n
            • Does the feedback help improve student performance in the final assessment? Why or why not?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
              4.7 Assessment review<\/h5><\/div>
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              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.<\/p>\n\n\n\n

              Diagnostic questions<\/h5><\/div>
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              • When is the student assessment and processes reviewed? What is the review procedure?<\/li>\n\n\n\n
              • What aspects of student assessment are subject to review or improvement?<\/li>\n\n\n\n
              • How is the student assessment considered relevant to the need of industry?<\/li>\n\n\n\n
              • How is the alignment of student assessment to the ELOs evaluated? How might it be improved?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
                Scoring for TRSU QA<\/h5><\/div>
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                TRSU-QA score<\/td>1<\/td>2<\/td>3<\/td>4<\/td>5<\/td><\/tr>
                Items showing
                QA practice<\/td>                		1 item<\/td>2 items<\/td>3 items<\/td>4-5 items<\/td>6-7 items<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n
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                AUNQA scoring rubrics<\/h5><\/div>
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                A seven-point rating scale used for AUNQA assessment<\/em> is described below.<\/p>\n\n\n\n

                1. Absolutely inadequate<\/h5><\/div>
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                The QA practice<\/em><\/strong> to fulfil the criterion<\/em> is not implemented<\/strong><\/em>. 
                There are no<\/em><\/strong> plans<\/strong>, documents, evidences or results<\/strong><\/em> available. 
                Immediate improvement must be made.<\/p>\n<\/div><\/div>\n\n\n\n

                2. Inadequate and improvement is necessary<\/h5><\/div>
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                The QA practice<\/em><\/strong> to fulfil the criterion is <\/em>still at its planning stage<\/em> or is inadequate<\/em> where improvement is necessary. 
                There is little <\/em><\/strong>document <\/strong><\/em>or evidence<\/strong> <\/em>available. 
                Performance<\/strong> of the QA practice<\/em> shows little or poor results<\/em><\/strong>.<\/p>\n<\/div><\/div>\n\n\n\n

                3. Inadequate but minor improvement will make it adequate<\/h5><\/div>
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                The QA practice<\/em><\/strong> to fulfil the criterion is defined and implemented <\/em>but minor improvement is needed to fully meet them. Documents are available but no clear evidence<\/em> to support that they have been fully used. Performance<\/em> of the QA practice shows inconsistent or some results<\/em>.<\/p>\n<\/div><\/div>\n\n\n\n

                4. Adequate as expected<\/h5><\/div>
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                The QA practice<\/em><\/strong> to fulfil the criterion is adequate<\/em> and evidences support <\/em>that it has been fully implemented<\/em>. Performance<\/em> of the QA practice shows consistent results <\/em>as expected.<\/p>\n<\/div><\/div>\n\n\n\n

                5. Better than adequate<\/h5><\/div>
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                The QA practice<\/em><\/strong> to fulfil the criterion is better than adequate<\/em>. Evidence supports that it (the QA practice) has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.<\/p>\n<\/div><\/div>\n\n\n\n

                6. Example of best practice<\/h5><\/div>
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                The QA practice<\/em><\/strong> to fulfil the criterion is considered to be example of best practices<\/em> in the field. Evidences support that it has been effectively implemented<\/em>. 
                Performance of QA practice shows very good results and positive improvement trend<\/em>.<\/p>\n<\/div><\/div>\n\n\n\n

                7. Excellent (example of world-class or leading practice)<\/h5><\/div>
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                The QA practice<\/em><\/strong> 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.<\/p>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n

                How to write a response to the criterion requirements<\/h5><\/div>
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                • The response should describe a QA practice<\/em><\/strong> that the program do to fulfil the criterion<\/em><\/strong>. The QA may be a PDCA (plan-do-check-act) process to ensure the quality, and include documentation, evidence and result of the implementation. <\/li>\n\n\n\n
                • The response should illustrate <\/em><\/strong>clearly what<\/em><\/strong> the QA mechanisms <\/strong>or instruments<\/strong><\/em> are<\/em><\/strong>; when, where, by who, and how<\/em><\/strong> they are implemented<\/em> and managed to fulfil the criteria.<\/li>\n\n\n\n
                • The response should identify <\/em><\/strong>and<\/em> evaluate problems<\/em><\/strong> or issues that are not addressed, and indicate how the problems will be dealt with. The diagnostic questions<\/em><\/strong> in each of the criterion requirements may help identify the problems.<\/li>\n\n\n\n
                • To be concise and factual, the response should focus on information<\/em><\/strong> or data <\/em><\/strong>(or objective evidence<\/em><\/strong>) that directly <\/strong><\/em>addresses the criteria<\/em><\/strong>, and provide trends<\/em><\/strong> and statistics<\/em><\/strong> to show achievement<\/em><\/strong> and performance<\/strong><\/em>.<\/li>\n<\/ul>\n\n\n\n
                  How the QA practice fulfil the criterion<\/h5><\/div>
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                  Quality assurance practice<\/strong><\/em> should have QA plan<\/em><\/strong> that evaluates and may modify organization’s procedures to ensure that they provide the desired results<\/em>. It includes documentation for the planning, implementation <\/em>and assessment procedures<\/em> 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.<\/p>\n\n\n\n

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                  • What procedure does the program use to formulate the expected learning outcomes? <\/li>\n\n\n\n
                  • Is a learning taxonomy used to write the statement of LOs? What taxonomy and how is it used? <\/li>\n\n\n\n
                  • Is the taxonomy used for program or course learning outcomes, or both? Why?<\/li>\n\n\n\n
                  • 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)?<\/li>\n\n\n\n
                  • What is the process used to ensure that the quality objectives are met?<\/li>\n\n\n\n
                  • What is a method used to measure the achievement of the quality objectives? <\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n

                    Report of the QA practice to fulfil Criterion 4<\/strong><\/p>\n\n\n\n

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                    4.1 Assessment alignment<\/h5><\/div>
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                    A variety of assessment<\/em> methods are used and are constructively aligned to achieving<\/em> the expected learning outcomes<\/em> and the teaching and learning objective<\/em>s.<\/p>\n\n\n\n

                    Program report<\/h5><\/div>
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                    Assessments are aligned with objectives and expected learning outcomes. Alignment between assessments and learning outcomes ensures that students are assessed on their knowledge, skills, and competencies that are directly relevant to the field of accountancy.<\/p>\n\n\n\n

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                    • Specific learning outcomes that students are expected to achieve by the end of the program. These learning outcomes include acquiring knowledge of accounting principles and concepts, developing analytical and problem-solving skills, and demonstrating proficiency in financial reporting, taxation, auditing, and other relevant areas.<\/li>\n\n\n\n
                    • Considering the assessment criteria outline the specific knowledge, skills, and competencies that are assessed in each assignment, exam, or project. The criteria are aligned with the program’s learning outcomes to ensure that assessments are focused on the desired outcomes.<\/li>\n\n\n\n
                    • Various assessment methods we employed to evaluate students’ understanding and application of accounting concepts. These methods may include midterm and final exams, quizzes, case studies, research projects, presentations, group assignments, and practical assessments. The selection of assessment methods is based on their ability to measure students’ knowledge, skills, and abilities in alignment with the program’s learning outcomes.<\/li>\n<\/ul>\n\n\n\n
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                      • Rubrics and scoring guidelines are often used to provide clear expectations and criteria for assessing student work. Rubrics outline the specific criteria and performance levels for each assessment task, ensuring consistency and transparency in the evaluation process. Scoring guidelines help instructors assign scores or grades based on the level of achievement demonstrated by students in relation to the learning outcomes.<\/li>\n\n\n\n
                      • Most of the time, we incorporate an authentic assessment strategy that simulates real-world accounting tasks. These assessments require students to apply their knowledge and skills to solve practical problems, analyze financial data, prepare financial statements, or complete audit procedures. Authentic assessments provide students with opportunities to demonstrate their understanding of accounting principles in realistic scenarios.<\/li>\n<\/ul>\n\n\n\n

                        We also include both formative and summative assessments.<\/p>\n\n\n\n

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                        • Formative assessments are designed to provide ongoing feedback and support students’ learning progress. They help identify areas where students may need additional guidance and enable instructors to adjust instruction accordingly.<\/li>\n\n\n\n
                        • Summative assessments, such as final exams or comprehensive projects, evaluate students’ overall achievement of the learning outcomes at the end of a course or program.<\/li>\n<\/ul>\n\n\n\n

                          Feedback and Evaluation:<\/p>\n\n\n\n