Section 4 Performance Results Based on Quality Criteria (Criterion 4 – Student Assessment)

Criterion 4 – Student Assessment

Criterion

Requirements

Quality level assessment

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.

Operational Result

The BEd-English Program employs a wide range of assessment methods to ensure students achieve the intended learning outcomes. These assessments are aligned with the Thai Qualifications Framework for Higher Education (TQF) and are conducted through midterm and final examinations, class discussions, and various assigned tasks. Course-level learning outcomes are structured based on curriculum mapping outlined in TQF.2, while student achievement is verified according to the outcome standards specified in TQF.3.

The program emphasizes three core learning outcomes—Person-Learner, Active Citizen, and Co-Creator—which are integrated and assessed across all student activities and projects. Additionally, schools where fourth-year students undertake their teaching internships contribute to the assessment process by evaluating students’ performance in real-world educational settings.

Student Assessment System

The program adopts a comprehensive and multifaceted assessment approach, which includes:

• Written Examinations: Midterm and final exams assess students’ knowledge of theoretical concepts.
• Class Discussions: Ongoing participation in class discussions is used to evaluate critical thinking, communication, and conceptual understanding.
• Projects and Presentations: Both individual and group assignments are used to assess creativity, practical application, teamwork, and presentation skills.
• Quizzes and Tests: Frequent short assessments help monitor student progress and reinforce understanding throughout the course.
• Practical Assessments: Hands-on tasks, simulations, and lab work test students’ practical skills i.e teaching demonstrations, etc
• Peer Assessments: Collaborative projects often include peer evaluations to encourage self-reflection and teamwork.
• Portfolios: Compilations of student work over time provide a comprehensive view of learning progress and depth of understanding.
• Internship Evaluations: Feedback from mentor teachers and supervisors during internships evaluates students’ professional behavior and application of knowledge in real-world contexts.

Learning Assessment Management

• Assessment Planning: The program designs a structured learning assessment plan in alignment with the TQF.
• Transparent Criteria: All students are informed of the assessment criteria and expectations at the outset of each course.
• Monitoring and Evaluation: The teaching, learning, and assessment processes are closely monitored and evaluated according to TQF 3 and TQF 4.
• Review of Achievement: The program systematically reviews students’ academic performance to ensure that learning outcomes are being met.
• Instructor Reporting: After each term, instructors submit TQF 5 and TQF 6 reports to document teaching effectiveness and student achievement, supporting ongoing program improvement.

Evidence

ID_Evidence	Name_Evidence
4.1-1	BEd-English System and Mechanism on Students Assessment
4.1-2	Various Student Assessment Tools
4.1-3	Student E-Portfolios

4.2 The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently.

Operational Result

The assessment criteria are clearly communicated to the students on the first day of class to ensure transparency and understanding of the expectations. Students are provided with detailed information about how their performance will be evaluated, including the weight of various assessments such as exams, projects, participation, and other assignments.

Student Rights and Appeals Process

• Right to Appeal: Students have the right to appeal or petition for their grades if they believe there has been an error or unfair assessment.
• Grade Re-Check Procedure: Students who wish to request a re-check of their grades must complete an official appeal form, available at the Examination Office. This process ensures that any concerns are formally documented and addressed systematically.
• Petition Fee: A petition fee is required to process the appeal, which covers administrative costs associated with the re-evaluation.
• Appeal Deadline: The deadline for submitting an appeal is the first day of the week of the following semester. This timeframe allows sufficient opportunity for students to review their grades and prepare their appeal if necessary.

Detailed Appeal Process

1. Initial Communication: On the first day of class, instructors provide students with a syllabus that outlines the assessment criteria, grading policies, and important deadlines.
2. Appeal Form Submission: Students must obtain and complete the official appeal form from the Examination Office, clearly stating the reasons for their appeal and the specific assessments in question.
3. Supporting Documentation: Students are encouraged to include any relevant documentation or evidence that supports their appeal, such as graded assignments, exam papers, or feedback from instructors.
4. Review Process: Once the appeal form and petition fee are submitted, the Examination Office will review the request and forward it to the appropriate faculty members for re-evaluation.
5. Result notification: Students will be notified of the outcome of their appeal within a specified period, typically within two weeks of submission. If the appeal is successful, the grade will be adjusted accordingly

Evidence

ID_Evidence	Name_Evidence
4.2-1	Student Assessment, Grading System & Assessment Appeals Guidelines
4.2-2	Academic Policies , Rules and Regulations
4.2.3	Student Evaluation, Rules and Regulations and Graduation Requirements

4.3 The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently.

Operational Result

The assessment standards and procedures of the BEd-English Program are carefully structured to track and evaluate students’ development throughout each academic year, from entry to graduation. These assessments are aligned with the program’s Year-Level Learning Outcomes (YLOs), ensuring that students acquire the necessary competencies at each stage of their academic journey.

Year-Level Learning Outcomes (YLOs)

Year 1: Foundational Development

1. Knowledge & Understanding: Students gain foundational knowledge of moral principles and ethical conduct.
2. Skill Building: Development of basic knowledge and introductory skills relevant to the English education field.
3. Personal Growth: Cultivation of responsibility and awareness of ethical behavior in both personal and professional contexts.

Year 2: Academic and Professional Progression

1. Academic Proficiency: Students are expected to have attained at least 40% of the knowledge and competencies within their English major.
2. Educational Knowledge : An introduction to educational philosophy and key concepts in education management.
3. Skill Advancement: Strengthened communication and critical thinking skills, along with deeper engagement in their discipline.

Year 3: Knowledge on Educational Philosophies and Application

1. Subject Mastery: Students should have acquired approximately 80% of the knowledge and skills required in English language teaching
2. Critical Thinking: Improved analytical abilities and problem-solving skills.
3. Collaboration: Development of teamwork capabilities and the ability to tackle real-world challenges collaboratively.

Year 4: Professional Readiness

1. Teaching Competence: Mastery of essential teaching skills, preparing students for a professional career in English education
2. Leadership & Analysis: Strong leadership qualities and analytical thinking relevant to teaching.
3. Career Preparedness: Readiness to enter the workforce with confidence, assume leadership roles, and make meaningful contributions to professional communities.

Assessment Procedures

1. Continuous Assessment: Student progress is monitored throughout the academic year through written exams, projects, class participation, presentations, and practical tasks.
2. Midterm and Final Exams: Formal evaluations administered at the midpoint and end of each semester to measure mastery of course content.
3. Projects & Practical Assignments: Real-world projects and practical tasks assess students’ ability to apply theoretical knowledge.
4. Portfolios: Students maintain portfolios and journals that document their academic growth and reflections over time.
5. Internship & Fieldwork Evaluations: Assessments conducted during internships and teaching placements evaluate students’ practical skills and professional conduct in actual educational environments.
6. Feedback & Development: Regular feedback sessions with instructors and school mentors help students reflect on performance, identify areas for improvement, and set developmental goals

Evidence

ID_Evidence	Name_Evidence
4.3-1	BEd-English Program Year-Level Expected Learning Outcome
4.3-2	Professional Experience ( Internship) Scope and Guidelines
4.3.3	Academic Rules and Regulations and Graduation Requirements

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.

Operational Result

The program employs a variety of assessment methods to ensure the validity and fairness of the assessment procedures. Lecturers are required to submit exam papers with detailed scoring rubrics, marking schemes, and Tables of Specification. The following assessment guidelines and procedures are implemented to ensure fairness, validity, and reliability:

1. The program follows up and monitors teaching, learning, and assessment according to the plans and specifications outlined in TQF 3 and TQF 4.
2. The program sets schedules and guidelines for preparing midterm and final exam papers.
3. Instructors prepare and submit exam papers, including Rubrics and Tables of Specification, according to the guidelines and criteria set by the program.
4. The Program Academic Committee reviews and approves midterm exam papers to ensure their validity and reliability.

Evaluation and Improvement Plan

1. The program reviews student achievement to ensure the effectiveness of teaching and learning.
2. Instructors prepare TQF 5 and TQF 6 reports and submit them to the program after the completion of teaching to report student achievements.
3. The program validates and corrects TQF 5 and TQF 6 reports within 30 days.
4. The program submits academic results to the academic department for the announcement of grades.
5. The program organizes meetings to assess teaching and learning management at the end of each semester.
6. The program prepares TQF 7 within 60 days after the end of the academic year.
7. The program assesses the quality of the curriculum and uses the evaluation results to improve quality in the next academic year.

Evidence

ID_Evidence	Name_Evidence
4.4-1	Student Assessments, Rubrics and Grading System
4.4-2	BEd Program Various Assessment Tools
4.4.3	Portfolio Assessment Guidelines Student Course Portfolios Student Portfolios

4.5 The assessment methods are shown to measure the achievement of the expected learning outcomes of the programme and its courses.

Operational Result

Assessment Methods and Purpose

The assessment methods employed in the BEd-English Program are strategically designed to support the achievement of the intended learning outcomes. Lecturers are encouraged to utilize a variety of assessment approaches to ensure that students successfully meet the course and program learning objectives by the end of each term. These assessment practices prioritize validity, reliability, and fairness to accurately measure student performance.

Assessment Guidelines and Procedures

1. Monitoring and Evaluation: Teaching, learning, and assessment activities are continuously monitored and evaluated in accordance with the specifications outlined in TQF 3 and TQF 4.
2. Scheduling and Guidelines: Clear timelines and instructions are established for the preparation of midterm and final exams. All assessments are required to align with the intended course learning outcomes. Guidelines and schedules are also communicated  to our students through our website and designated advisers.

3. Assessment Design: Instructors are responsible for preparing and submitting exam papers accompanied by scoring rubrics, marking schemes, and Tables of Specification. These tools help ensure that assessments accurately reflect the learning outcomes and maintain consistency in grading.
4. Review and Approval: The Program Academic Committee carefully reviews and approves all midterm and final exam papers to ensure they are valid, reliable, and aligned with course objectives. This review process guarantees fairness and academic integrity.

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Evaluation and Improvement Plan

1. Review of Student Achievement: The program conducts systematic reviews of student performance to evaluate the effectiveness of instruction in meeting the learning outcomes.
2. Reporting: Upon course completion, instructors submit TQF 5 and TQF 6 reports detailing student achievements. These reports are essential for determining whether the learning outcomes have been successfully attained.

3. Validation and Correction: The program reviews and verifies the accuracy of TQF 5 and TQF 6 reports within 30 days to ensure consistent and reliable reporting of student performance.
4. Grade Announcement: Final academic results are submitted to the academic department for grade announcements, promoting transparency and accountability.
5. Semester-End Evaluation: At the end of each semester, the program holds review meetings to assess the effectiveness of teaching practices and learning management. These evaluations provide valuable feedback for curriculum enhancement.
6. Annual Review (TQF 7): Within 60 days after the academic year concludes, the program prepares a TQF 7 report that includes a comprehensive evaluation of curriculum quality and overall program performance.
7. Continuous Improvement: Evaluation findings are used to refine the curriculum and instructional strategies for the following academic year. This ongoing improvement cycle ensures that the program remains responsive, relevant, and effective in achieving its educational objective

ID_Evidence	Name_Evidence
4.5-1	TQF 5( Course Evaluation and Improvement Plan, Student course Assessment
4.5-2
……………………………………..

4.6 Feedback of student assessment is shown to be provided in a timely manner.

Operational Result

The assessment of teaching management is primarily based on students’ evaluation of teaching performance in each course. The program committee reviews these evaluations and meets with instructors who receive assessment results lower than 3.51 to develop a personalized improvement plan. This process ensures that instructors are supported in enhancing their teaching quality.

At the end of the academic year, the program chair prepares TQF 7, which includes a summary of the teaching assessment results, the improvement plans, and any outcomes achieved. This report is submitted to the faculty for further review and discussion.

Regarding the assessment of learning outcomes, TQF 3 and TQF 5 are reviewed to ensure that course objectives align with the learning outcomes specified in TQF 2. Examination papers and student learning results are analyzed to assess the effectiveness of teaching methods in achieving these outcomes. Student feedback on their learning experiences is also considered, and the process of student evaluation is regularly reviewed to maintain its effectiveness.

In addition to student evaluations, feedback from the community and other stakeholders is sought to provide a broader perspective on student performance. For instance, the community evaluates students’ involvement in community services, which is an integral part of their learning experience. Furthermore, a peer assessment system involving other program instructors is implemented to provide comprehensive feedback on student performance.

To improve the timeliness of student feedback, the program can implement the following measures:

1. Regular Feedback Sessions: During adviser sessions, advisors provide feedback to students on their performance.
2. Feedback Mechanisms & Channels: Digital platforms like our Learning Management System and Google Classroom enable us to provide immediate feedback on assignments and assessments.
3. Feedback Policies: The university has established clear policies regarding the timeline for providing feedback. Ensure that instructors adhere to these policies and provide feedback within a reasonable timeframe.

Evidence

ID_Evidence	Name_Evidence
4.6-1	System and Mechanism on Student Assessment

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.

Operational Result

To ensure the quality and relevance of student assessments, our institution employs a comprehensive and continuous review process overseen by two internal committees, in addition to external oversight.

These committees work tirelessly to ensure that student assessments align with the expected learning outcomes of each course and remain relevant to the needs of the industry.

At the Faculty Level, all exams are submitted to the head of the program. The designated faculty committee reviews all papers to ensure they meet the expected standards and that exam papers align with the expected learning outcomes for the course. This review process includes feedback from industry professionals to ensure that assessments reflect current industry needs and standards. Any necessary revisions to assessments are made based on this feedback to improve alignment with the professional requirements. 

At the Institution Level, all exam papers reviewed at the faculty level are forwarded to the Office of the Vice President for Academic Affairs. The papers undergo a rigorous review process that includes input from industry experts. This ensures that assessments not only meet the Course Learning Outcomes (CLOs) but also remain relevant to the evolving professional requirements. Feedback from this review is used to continuously improve assessment processes and ensure alignment with both academic standards and  professional requirements. 
Overall, the continuous review and improvement of assessment processes are paramount to our commitment to academic excellence and student success. By incorporating feedback from both faculty students, school mentors , we ensure that our assessments prepare students for the challenges and opportunities of the modern classroom.

Evidence

ID_Evidence	Name_Evidence
4.7-1	Assessment System Evaluation and Continuous Improvement Plan

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