{"id":5170,"date":"2022-11-22T07:27:25","date_gmt":"2022-11-22T07:27:25","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=ar_report&p=5170"},"modified":"2024-06-19T09:09:17","modified_gmt":"2024-06-19T09:09:17","slug":"component-4-learning-management","status":"publish","type":"ar_report","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?ar_report=component-4-learning-management","title":{"rendered":"Criterion 4 – Student Assessment"},"content":{"rendered":"\n

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

\n
AUNQA requirements for Criterion 4<\/h5><\/div>
<\/span><\/div><\/div>
\n

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>
<\/span><\/div><\/div>
\n

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>
<\/span><\/div><\/div>
\n
    \n
  • 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>
    <\/span><\/div><\/div>
    \n

    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>
    <\/span><\/div><\/div>
    \n
      \n
    • 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>
      <\/span><\/div><\/div>
      \n

      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>
      <\/span><\/div><\/div>
      \n
        \n
      • 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>
        <\/span><\/div><\/div>
        \n

        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>
        <\/span><\/div><\/div>
        \n
          \n
        • 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>
          <\/span><\/div><\/div>
          \n

          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>
          <\/span><\/div><\/div>
          \n
            \n
          • 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>
            <\/span><\/div><\/div>
            \n

            Feedback of student assessment is shown to be provided in a timely manner.<\/p>\n\n\n\n

            Diagnostic questions<\/h5><\/div>
            <\/span><\/div><\/div>
            \n
              \n
            • 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>
              <\/span><\/div><\/div>
              \n

              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>
              <\/span><\/div><\/div>
              \n
                \n
              • 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>
                <\/span><\/div><\/div>
                \n
                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
                \n
                AUNQA scoring rubrics<\/h5><\/div>
                <\/span><\/div><\/div>
                \n

                A seven-point rating scale used for AUNQA assessment<\/em> is described below.<\/p>\n\n\n\n

                1. Absolutely inadequate<\/h5><\/div>
                <\/span><\/div><\/div>
                \n

                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>
                <\/span><\/div><\/div>
                \n

                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>
                <\/span><\/div><\/div>
                \n

                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>
                <\/span><\/div><\/div>
                \n

                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>
                <\/span><\/div><\/div>
                \n

                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>
                <\/span><\/div><\/div>
                \n

                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>
                <\/span><\/div><\/div>
                \n

                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>
                <\/span><\/div><\/div>
                \n
                  \n
                • 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>
                  <\/span><\/div><\/div>
                  \n

                  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

                    \n
                  • 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

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

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


                    The assessments in this course are designed to align perfectly with our established objectives and learning outcomes. These outcomes have been carefully defined to ensure that students acquire the necessary knowledge, skills, and competencies to succeed in the subject matter. The instructors have developed a variety of assessment tasks that target different aspects of the subject matter, allowing us to comprehensively evaluate students’ understanding and application of the key concepts.<\/p>\n\n\n\n

                    Each assessment task has been meticulously aligned with the corresponding learning outcomes. For instance, our written exams evaluate students’ theoretical knowledge and analytical skills, while our formative assessments and classroom activities assess their ability to apply concepts in real-world scenarios. This targeted approach ensures that every assessment provides valuable insights into students’ progress towards achieving the intended learning outcomes.<\/p>\n\n\n\n

                    Alignment of the assessments with the objectives and expected learning outcomes along with the evidences are given in the table below:<\/p>\n\n\n\n

                    Objectives<\/strong><\/td>Expected Learning Outcome<\/strong><\/td>Assessments<\/strong><\/td>Evidence<\/strong><\/td><\/tr>
                    O1-To produce graduates capable of being responsible, moral and ethical aviation and support operators, and well adapted to international cultures.   O2-Be virtuous and ethical in life have professional ethics. Responsibility towards the profession, society and environment<\/td>Have morals and ethics, Discipline in the study and life. Responsibility towards oneself and society Good personalities and able to express themselves appropriately<\/td>Classroom Participation   Submission of Assignments on time   Group Discussion   Class Attendance   Roleplays  <\/td>        Google Classroom   MIS attendance     Roleplay Report  <\/td><\/tr>
                    O3-To produce graduates with knowledge and understanding of the operation of important systems in aircraft. flight control systems, various systems in airports, aircraft communication systems, and modern technology in aircraft and aviation<\/td>Have basic knowledge of mathematics and basic science including starting to learn about the basic rules of aviation, airports.   Have additional basic knowledge of air navigation and air traffic, Aircraft structure and materials, aviation regulations.   Able to apply basic knowledge of human factors in aviation, flight safety   Knowledge of various systems of the plane and human factors affecting flight   Have knowledge and understanding of aviation accident investigation principles, and learn various systems of aircraft<\/td>Assignments   Quizzes   Class Tests   Mid-Term Exam   Final Exam   Projects<\/td>TQF-03 Assessment plan   Google Classroom     Project Reports<\/td><\/tr>
                    O4- To produce graduates with the ability to adapt to rapidly changing technologies. can be learned according to the needs of the aviation industry and able to adapt to various societies and cultures<\/td>Have knowledge and skills, good human relations high responsibility, professional ethics, have a high level of English language skills and practice to take the exam and become a pilot Air Cargo Aviation Support Officer or related businesses.   Have sufficient knowledge and skills for further study at a higher level<\/td>Group Presentation   Projects based on online scientific tools<\/td>Student Presentation     Airline Dispatch Project      <\/td><\/tr>
                    O5- To produce graduates with the ability to use the English language. This is the language that is set to be the main language of communication in the international aviation industry for efficient and effective communication<\/td>Be able to search for information and knowledge. Able to present or communicate in English.    <\/td>Group Presentation      <\/td>Student Presentation    <\/td><\/tr>
                    O6- Be able to perform various tasks in the aviation industry<\/td>Professional knowledge in the aviation industry, aviation regulations and safety   Have in-depth knowledge and skills in specific professional subjects and air navigation management such as meteorology, aircraft components and systems, flight performance aircraft performance control. Preparation of aviation information and airport management<\/td>Projects     Internship Presentation  <\/td>  Internship presentation<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

                    4.2 The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently.<\/p>\n\n\n

                    Our institution recognizes the significance of clear and transparent assessment and assessment-appeal policies in fostering a fair and supportive learning environment. We have developed comprehensive policies that outline the procedures, expectations, and avenues for addressing any concerns related to assessments. We have employed simple language and structured the policies in a logical manner, making them easily comprehensible for students, faculty, and administrators. This logical structure allows readers to effortlessly find relevant information within the policies, making the document user-friendly and time-efficient.<\/p>\n

                    Our policies contain detailed information on the different types of assessments used, including their respective weighting and criteria for evaluation. We have also included explicit instructions on assessment submission procedures, deadlines, and guidelines for ensuring adherence. Furthermore, our assessment-appeal policies provide a step-by-step process for students to challenge assessment outcomes if they believe there are grounds for review.<\/p>\n

                    The assessment and assessment-appeal policies are clearly stated, easily accessible and effectively communicated to the students through the college website. The students are also encouraged by the teachers to read and understand the academic policies and regulations that are mentioned in the college website and students\u2019 handbook which covers the information about admission, attendance, evaluation rules and regulations. The teachers ensure that the students understand both the assessment and assessment appeal policies for the transparency, equity and reliability of the assessments.<\/p>\n

                    We are committed to ensuring the accessibility of our assessment and assessment-appeal policies. These policies are made readily available through our institution’s website, included in course materials, and shared through online platforms. We have taken measures to ensure that students, faculty, and administrators can easily access and refer to the policies whenever needed.<\/p>\n

                    During the lecturer’s orientation and student orientation the assessment and assessment policies mentioned in the students handbook are discussed. Moreover, each teacher communicates their assessment method to the students during their orientation class and ask the students to follow them.\u00a0<\/p>\n

                    The assessments methods also include class participation of the students, assignments, quizzes, individual and group presentations and projects.<\/p>\n

                    Comprehensive procedures for assessment-appeal policies are clearly defined including the grounds for appeal, timelines, responsibility and guidelines for fairness and transparency.<\/p>\n\n\n

                    4.3 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

                    At our institution, we recognize the crucial role of clear assessment standards and procedures in guiding students’ progression and facilitating successful degree completion. We are committed to providing transparent information and guidelines to ensure students have a clear understanding of the expectations and requirements.<\/p>\n

                    We have compiled all the assessment standards and procedures in comprehensive documents, including student handbooks and website. These resources serve as a central reference point, providing students with the necessary information on how their progression and degree completion will be assessed.<\/p>\n

                    Our assessment standards set clear expectations for student progression and degree completion. These standards encompass criteria such as grade requirements, minimum credit hour thresholds, and demonstration of specific competencies or skills. By clearly defining these standards, students can track their progress and understand the milestones they need to achieve.<\/p>\n

                    Our assessment procedures outline the step-by-step process that students must follow to progress and successfully complete their degrees. These procedures encompass submitting assignments by specified deadlines, taking scheduled exams, participating in practical or experiential components, and fulfilling any other requirements relevant to their chosen programs<\/p>\n

                    We employ multiple communication channels to ensure that the assessment standards and procedures are effectively conveyed to students. These channels include online platforms where students can access relevant documents, official emails providing timely updates, and direct interactions with academic advisors who can provide personalized guidance.<\/p>\n

                    We prioritize the accessibility of our assessment standards and procedures, ensuring that students can easily access and refer to them whenever needed. These documents are available online through our institution’s website and student portals, allowing students to review the information at their convenience.<\/p>\n\n\n

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

                    At our institution, we recognize the critical role of assessment methods<\/strong> in evaluating student performance. We have implemented a range of assessment techniques, such as rubrics, marking schemes, timelines, and regulations, to uphold the principles of validity, reliability, and fairness.<\/p>\n

                    We utilize rubrics<\/strong> as a standardized assessment method to evaluate students’ work. These rubrics outline the criteria and performance levels that students are expected to meet. By providing clear guidelines, rubrics enable consistent and fair evaluation of student performance across different assessors and assignments<\/p>\n

                    Our assessment methods include marking schemes<\/strong>, which provide a structured framework for assigning grades or scores to student assessments. These marking schemes are designed to ensure consistency and objectivity in the grading process, allowing students to understand how their work is evaluated.<\/p>\n

                    We have established timelines and regulations<\/strong> that govern assessment-related activities. These guidelines define the deadlines for submission, specify the procedures for assessment-related tasks, and outline any additional requirements. Adhering to these timelines and regulations ensures the integrity and fairness of the assessment process.<\/p>\n

                    We prioritize the validity<\/strong> of our assessment methods by aligning them with the intended learning outcomes of our programs. We carefully select and develop assessment tools that effectively measure students’ knowledge, skills, and abilities. Our assessments undergo rigorous review by subject matter experts to ensure their validity..<\/p>\n

                    To promote reliability<\/strong>, we employ consistent and standardized assessment procedures across different assessors and assignments. We implement multiple markers or assessors to ensure independent and reliable evaluation. Clear guidelines for scoring and interpretation are provided to enhance the consistency and dependability of assessment results.<\/p>\n

                    The teacher sets the questions for both the Mid-term and final examinations based on Bloom\u2019s taxonomy focusing mainly on application, analysis, evaluation and creation to test and improve the intellectual and cognitive skills of the students. Each Exam paper then undergoes rigorous scrutiny done by the major Head and Dean-BBA to review for the validity, reliability and fairness of the questions and feed backs are provided to the teacher to update the questions.<\/p>\n

                    We are dedicated to fair assessment practices<\/strong> that provide equitable opportunities for all students. Our assessment methods are designed to minimize bias and ensure fairness. We implement appropriate accommodations to address the diverse needs of our student population, promoting inclusivity and equal opportunities.<\/p>\n

                    The program committee also reviews the examination papers after the declaration of results in terms of cognitive learning outcomes, rubrics, assessment methods and provide feedback to the teacher to improve the course next time in the future when the teacher handles it.<\/p>\n\n\n

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

                    The assessment methods employed in our program and courses are carefully designed to align with the expected learning outcomes. We recognize that assessment serves as a critical tool to measure students’ achievement of these outcomes.<\/p>\n

                    Our assessment methods utilize direct measures to evaluate students’ performance and mastery of the knowledge, skills, and competencies outlined in the program’s learning outcomes. These methods emphasize the assessment of students’ actual demonstration of their learning.<\/p>\n

                    We employ a range of assessment methods, including exams, projects, presentations, and assignments, that have been carefully designed to align with the program’s learning outcomes. These methods enable us to assess students’ achievement of the desired knowledge, skills, and competencies.<\/p>\n

                    Our assessment methods are accompanied by clear assessment criteria that directly correspond to the program’s learning outcomes. These criteria serve as benchmarks against which students’ performance and progress are evaluated and measured.<\/p>\n

                    To ensure the validity of our assessment methods, they undergo rigorous validation processes. We carefully review and align them with the intended learning outcomes. Additionally, we employ reliability measures, such as multiple assessors, standardized scoring, and inter-rater reliability checks, to enhance the consistency and dependability of the assessment results.<\/p>\n

                    Our assessment methods provide valuable evidence that informs decision-making processes at various levels. The assessment data we collect allows us to identify areas of strength within our program and courses, as well as areas that may require enhancement. This information guides curriculum development, instructional strategies, and overall program improvement.<\/p>\n

                    \u00a0To assess the alignment between the assessment methods and learning outcomes, the following steps were undertaken:<\/p>\n

                      \n
                    1. Review of Learning outcomes: The learning outcomes of each topic of all the courses are reviewed to reflect the knowledge, twenty first century skills and competencies that students are expected to acquire upon completion of the program and are proved to be meeting the program outcome but improvement can be done in the future since it is continuing process as the requirement of the industry changes dynamically.<\/li>\n
                    2. Evaluation of Assessment methods: The assessment methods employed within the institution were evaluated to determine how effectively they measured the achievement of the learning outcomes. These methods included exams, assignments, projects, presentations, and class participation used to gauge student performance.<\/li>\n
                    3. A detailed analysis was carried out throughout the academic year to assess the degree of alignment between the assessment methods and the course learning outcomes. This is done by examining the specific assessment tasks, criteria, and standards used to evaluate student performance and comparing them to the intended course learning outcomes by the program committee.<\/li>\n<\/ol>\n

                      As a result of the analysis done, the mapping of the learning outcome of each topic aligned with the course learning outcome and program learning outcome has to be done and the teachers are advised to update their approach towards preparing their course plan and assessment plan in TQ3. A workshop was conducted to guide the teachers to improve their TQF3 by including the gaps that are found during the analysis. The teachers have prepared their TQF3 for the upcoming semester as per the guidelines given by the program committee.<\/p>\n

                      The alignment between the assessment methods and learning outcomes ensures that students’ progress and attainment are accurately assessed. The major’s commitment to use diverse assessment formats, clear assessment criteria, and comprehensive coverage of the learning outcomes contributes to the effectiveness and validity of the assessment process. Continual monitoring and evaluation of the alignment between assessment methods and learning outcomes will further enhance the institution’s ability to measure student achievement and ensure the quality of education provided.<\/p>\n\n\n

                      4.6 Feedback of student assessment is shown to be provided in a timely manner.<\/p>\n\n\n

                      We recognize the importance of timely feedback in supporting student learning and growth. By providing feedback promptly, we ensure that students receive valuable insights into their performance, enabling them to make timely adjustments and enhance their learning experience.<\/p>\n

                      Feedback for assignments and assessments is typically provided within a week, allowing students to receive valuable input promptly and make informed decisions about their learning.<\/p>\n

                      We utilize a range of feedback delivery methods to ensure timely communication with our students. These methods include in-person discussions during office hours, written comments on assignments, or electronic feedback tools integrated into our Management Information system, Google Classroom and Line Groups. Such methods enable us to provide timely feedback that students can readily access and review. The feedback to the students were given to the students face to face to improve their attitude towards the learning participation, assignments and quizzes.<\/p>\n

                      The students who complete their assignments, quizzes on time were assessed and appreciated by the teachers in their classes. The feedback to the students were given to the students face to face to improve their attitude towards the learning participation, assignments and quizzes.<\/p>\n

                      The teachers assess each student through mid-term examination in the 8th<\/sup> week of each semester and evaluate their answers and provide feedback during their first meeting in the class after the mid-term exams on how they have done their examination and their expectation to improve the students grades in the final examination which is conducted in the 16th<\/sup> week of the semester. The students are also told to follow the rules and regulations of the examination which are mentioned in the student handbook. The students followed the teacher\u2019s guidelines and feedback to progress positively and score good grades in their final examinations.<\/p>\n\n\n

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

                      At our institution, we place a strong emphasis on continuous improvement. We understand the dynamic nature of the industry and the importance of ensuring that our assessments are consistently relevant to industry needs and aligned with the expected learning outcomes. To achieve this, we regularly review and improve our student assessment practices.<\/p>\n

                      Our assessment review process involves a collaborative effort from our faculty members, subject matter experts, and industry professionals. Through regular meetings, workshops, and consultations, we review the existing assessment methods to identify areas for improvement. This collaborative approach allows us to incorporate industry perspectives and ensure the ongoing relevance of our assessments.<\/p>\n

                      We recognize that our students’ success in the industry relies on their ability to meet evolving demands. To address this, our assessment review process actively engages with industry partners and advisory boards. Their feedback and insights are invaluable in helping us identify and address any gaps in our assessment methods. We utilize this input to continuously improve our assessments and ensure they remain relevant and responsive to industry needs.<\/p>\n

                      We ensure that our students are keeping up and continuously improving their knowledge and skills necessary for professional success and give significance to be able to meet the industry demands. In some of the courses, major learning outcomes are found to be not aligned with the industry requirements and improvement is needed.<\/p>\n

                      The needs of the aviation industry were discussed by the teacher with the industry experts when the teacher have visited the industry to monitor the students\u2019 internship. Based on this discussion the questions papers were prepared by the teachers for assessing the junior students in mid-term and final examinations.<\/p>\n

                      The program committee reviews the exam paper prepared by the teacher for the questions and gave feedback to include application-oriented questions to make sure that students are exposed to real problems in the industry, so the students can give solutions to them by using their acquired knowledge and cognitive skills.<\/p>\n\n\n

                      \n

                      Evidence<\/h4><\/div>
                      <\/span><\/div><\/div>
                      \n
                      ID_Evidence<\/strong><\/td>Name_Evidence<\/strong><\/td><\/tr>
                      4.1<\/td>4.1.1. O1 & O2
                      4.1.1.1. Submission of Students work in Google Classroom<\/a>
                      4.1.1.2.                       MIS-Attendance<\/a>
                      4.1.1.3.                       Moral and ethics<\/a>
                      4.1.1.4.                       Roleplays<\/a>
                      4.1.2. O3
                      4.1.2.1.                       TQF-03 <\/a>
                      4.1.2.2.                       Formative Assessment in Google Classroom<\/a>
                      4.1.2.3.                       Sample Continuous Assessment Score
                      <\/a>4.1.2.4.                       Project Reports<\/a>
                      4.1.3. O4
                      4.1.3.1.                       Student Presentation<\/a>
                      4.1.3.2.                       Airline Dispatch Project<\/a>
                      4.1.4. O5
                      4.1.4.1.                       Student Presentation<\/a>
                      4.1.5. O6
                      4.1.5.1.                       Airline Dispatch Project<\/a>
                      4.1.5.2.                       Internship Presentation Report<\/a><\/td><\/tr>
                      4.2<\/td> 4.2.1. Website link – Assessment and Assessment appeal procedures<\/a>
                      4.2.2.                       Student Handbook<\/a><\/td><\/tr>
                      4.3<\/td>4.3.1. Student Handbook<\/a>
                      4.3.2.                       Website link- Regarding Assessment Standards<\/a>
                      4.3.3.                       Management Information System of Lecturer – Advisor portal<\/a>
                      4.3.4.                       Advisor Report<\/a>
                      4.3.5.                       Lecturer communication with students regarding Assessment Standards<\/a>
                      4.3.6.                       Register office – Student communication<\/a>
                      4.3.7.                       STIC Facebook Page<\/a><\/td><\/tr>
                      4.4<\/td>4.4.1. Sample rubrics & Marking Schemes<\/a>
                      4.4.2.                       Assessment Guidelines and Policies<\/a>
                      4.4.3.                       KM workshop on Linking Assessment with Teaching Plans<\/a>
                      4.4.4.                       TQF-03 & TQF-05 Review sample <\/a>
                      4.4.5.                       Verification of Learning Outcomes Guidelines<\/a><\/td><\/tr>
                      4.5<\/td>4.5.1. Learning Outcome Alignment with Assessment Methods<\/a>
                      4.5.2.                       TQF-03- Section 3<\/a>
                      4.5.3.                       Sample Rubrics and scoring criteria<\/a>
                      4.5.4.                       Project evaluation reports<\/a>
                      4.5.5.                       Internship Evaluation Reports<\/a>
                      4.5.6.                       Employer survey<\/a>
                      4.5.7.                       TQF-05 sample<\/a>
                      4.5.8.                       Student’s sample Continuous Assessment Score<\/a>
                      4.5.9.                       Verification of Learning Outcomes<\/a><\/td><\/tr>
                      4.6<\/td>4.6.1. Feedback of the lecture given in Google Classroom<\/a>
                      4.6.2.                       Sample Continuous Assessment Score<\/a>
                      4.6.3.                       Results of Feedback (Mid-Term & Final Score)<\/a><\/td><\/tr>
                      4.7<\/td>4.7.1. TQF-3 & 5 reviews<\/a>
                      4.7.2.                       Exam paper review<\/a>
                      4.7.3.                       Student Course Evaluation<\/a>
                      4.7.4.                       Lecturer Evaluation by Students<\/a>
                      4.7.5.                       Meeting with stakeholders<\/a>
                      4.7.6.                       Internship supervisor evaluation report<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n<\/div>\n\n\n\n
                      \n

                      Assessment scores<\/h4><\/div>
                      <\/span><\/div><\/div>
                      \n
                      Requirements<\/strong><\/td>Self score<\/strong><\/td>Assessors’<\/strong><\/td><\/tr>
                      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.<\/td>1<\/td>1<\/td><\/tr>
                      4.2 The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently.<\/td>1<\/td>1<\/td><\/tr>
                      4.3 The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently.
                      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.<\/td>                      		1<\/td>1<\/td><\/tr>
                      4.5 The assessment methods are shown to measure the achievement of the expected learning outcomes of the programme and its courses.<\/td>1<\/td>1<\/td><\/tr>
                      4.6 Feedback of student assessment is shown to be provided in a timely manner.
                      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.<\/td>                      		1<\/td>1<\/td><\/tr>
                      Overall<\/strong><\/td>5<\/strong><\/td>5<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n<\/div>\n","protected":false},"menu_order":8,"comment_status":"open","ping_status":"closed","template":"","class_list":["post-5170","ar_report","type-ar_report","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/ar_report\/5170","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/ar_report"}],"about":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/types\/ar_report"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=5170"}],"wp:attachment":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5170"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}