{"id":17715,"date":"2025-03-09T08:36:20","date_gmt":"2025-03-09T08:36:20","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2425\/education\/?post_type=meds_report&#038;p=17715"},"modified":"2025-05-23T08:50:16","modified_gmt":"2025-05-23T08:50:16","slug":"%e0%b8%aa%e0%b9%88%e0%b8%a7%e0%b8%99%e0%b8%97%e0%b8%b5%e0%b9%88-4-%e0%b8%9c%e0%b8%a5%e0%b8%81%e0%b8%b2%e0%b8%a3%e0%b8%94%e0%b8%b3%e0%b9%80%e0%b8%99%e0%b8%b4%e0%b8%99%e0%b8%87%e0%b8%b2%e0%b8%99-4","status":"publish","type":"meds_report","link":"https:\/\/www.stic.ac.th\/qafs2425\/education\/meds-report\/%e0%b8%aa%e0%b9%88%e0%b8%a7%e0%b8%99%e0%b8%97%e0%b8%b5%e0%b9%88-4-%e0%b8%9c%e0%b8%a5%e0%b8%81%e0%b8%b2%e0%b8%a3%e0%b8%94%e0%b8%b3%e0%b9%80%e0%b8%99%e0%b8%b4%e0%b8%99%e0%b8%87%e0%b8%b2%e0%b8%99-4\/","title":{"rendered":"Section 4 Performance Results Based on Quality Criteria (Criterion 4 &#8211; Student Assessment)"},"content":{"rendered":"\n<p class=\"has-text-align-center has-blush-light-purple-gradient-background has-background\" style=\"font-size:22px\"><strong><strong><strong>Criterion 4 &#8211; Student Assessment<\/strong><\/strong><\/strong><\/p>\n\n\n\n<p class=\"has-pale-ocean-gradient-background has-background\" style=\"font-size:20px\"><strong>Criterion<\/strong><\/p>\n\n\n\n<p style=\"font-size:20px\"><strong>Requirements<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped wp-block-gallery-1 is-layout-flex wp-block-gallery-is-layout-flex\">\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" data-id=\"14846\" src=\"https:\/\/www.stic.ac.th\/qafs2425\/business\/wp-content\/uploads\/sites\/2\/2025\/02\/1-11.png\" alt=\"\" class=\"wp-image-14846\" \/><\/figure>\n<\/figure>\n\n\n\n<p style=\"font-size:20px\"><strong>Quality level assessment<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img decoding=\"async\" src=\"https:\/\/www.stic.ac.th\/qafs2425\/business\/wp-content\/uploads\/sites\/2\/2025\/02\/2-3.png\" alt=\"\" class=\"wp-image-14822\" \/><\/figure>\n\n\n\n<p class=\"has-blush-light-purple-gradient-background has-background\" style=\"font-size:20px\"><strong>Result<\/strong><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong><strong><strong>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.<\/strong><\/strong><\/strong><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Operational Result<\/strong><\/p>\n\n\n\n<p>Implementing diverse, constructively aligned assessment methods has improved accuracy in measuring student achievement of learning outcomes, enhanced student engagement, and created a clearer connection between assessment activities and instructional goals. This alignment has resulted in more targeted feedback, guiding students toward deeper understanding and skill development, ultimately contributing to the overall effectiveness of the teaching and learning process.<\/p>\n\n\n\n<p>The program demonstrates a strong commitment to quality teaching and learning by employing a <strong>variety of assessment methods<\/strong> that are constructively aligned with the <strong>expected learning outcomes (ELOs)<\/strong> and the <strong>teaching and learning objectives<\/strong> of each course.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>1. Variety of Assessment Methods Used<\/strong><\/h4>\n\n\n\n<p>A broad spectrum of assessment tools is utilized across courses, including:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Formative Assessments<\/strong>: Quizzes, class discussions, reflective journals, online forums.<\/li>\n\n\n\n<li><strong>Summative Assessments<\/strong>: Midterm and final examinations, presentations, and project-based assessments (Research).<\/li>\n\n\n\n<li><strong>Performance-Based Assessments<\/strong>: Macro teaching, fieldwork evaluations, portfolios, lesson planning.<\/li>\n\n\n\n<li><strong>Authentic Assessments<\/strong>: Case studies, problem-solving tasks, simulations, and real-world applications.<\/li>\n\n\n\n<li><strong>Peer and Self-Assessments<\/strong>: Peer review, self-reflection rubrics.<\/li>\n<\/ul>\n\n\n\n<p>These methods provide <strong>multiple opportunities<\/strong> for learners to demonstrate their knowledge, skills, and attitudes.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>2. Constructive Alignment<\/strong><\/h4>\n\n\n\n<p>Each course is designed based on <strong>constructive alignment principles,<\/strong> where:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Learning Outcomes<\/strong> define what students are expected to achieve.<\/li>\n\n\n\n<li><strong>Teaching and Learning Activities<\/strong> (TLAs) are designed to support the achievement of those outcomes.<\/li>\n\n\n\n<li><strong>Assessment Methods<\/strong> are aligned to measure the extent to which the learning outcomes have been achieved.<\/li>\n<\/ul>\n\n\n\n<p>For instance, if a course learning outcome expects students to <em>&#8220;design a student-centered lesson plan based on constructivist principles&#8221;<\/em>, the assessment task may include lesson plan creation and classroom simulation, which directly evaluates the stated outcome.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>3. Evidence of Alignment<\/strong><\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Course syllabi contain clear matrices showing the alignment between ELOs, TLAs, and assessments.<\/li>\n\n\n\n<li>Rubrics are used to ensure transparency and consistency in evaluating student performance.<\/li>\n\n\n\n<li>Results of student assessments are regularly reviewed to confirm the effectiveness of alignment and teaching strategies.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>4. Continuous Improvement<\/strong><\/h4>\n\n\n\n<p>Assessment methods are periodically reviewed through:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Student feedback<\/li>\n\n\n\n<li>Course evaluation surveys<\/li>\n\n\n\n<li>Peer review of teaching<\/li>\n\n\n\n<li>Curriculum committee reviews<\/li>\n<\/ul>\n\n\n\n<p>This ensures assessments remain relevant, fair, and effective in promoting deep learning.<\/p>\n\n\n\n<p>Other assessment methods are used, but they should be stipulated in the approval plan in TQF, Such as action research paper, articles or book chapters writing, pedagogical content design and development, or delivering seminars to the junior students to apply their knowledge of the theories they learned. All assessment methods should be provided with rubrics to increase the validity of the assessment method.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Thesis Assessment<\/strong><\/h4>\n\n\n\n<p>Thesis assessment is a <strong>critical component<\/strong> of the program, especially at the graduate level. It reflects students&#8217; ability to:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Identify a research problem aligned with their field of study.<\/li>\n\n\n\n<li>Apply appropriate research methodology.<\/li>\n\n\n\n<li>Critically review literature.<\/li>\n\n\n\n<li>Collect and analyze data.<\/li>\n\n\n\n<li>Present findings logically and academically.<\/li>\n<\/ul>\n\n\n\n<p>The thesis assessment process includes:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Proposal defence<\/strong>: Evaluation of research plan and feasibility.<\/li>\n\n\n\n<li><strong>Ongoing supervision and progress reviews<\/strong>.<\/li>\n\n\n\n<li><strong>Final defence (oral examination)<\/strong>: Assessed by a panel of experts using standardized rubrics.<\/li>\n\n\n\n<li><strong>Written thesis evaluation<\/strong>: Based on academic quality, originality, structure, citation style, and adherence to research ethics.<\/li>\n<\/ul>\n\n\n\n<p>This process ensures alignment with <strong>learning outcomes related to research skills, academic writing, critical thinking, and ethical scholarship<\/strong>.<\/p>\n\n\n\n<p style=\"font-size:18px\"><strong><strong><strong>4.2 The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently.<\/strong><\/strong><\/strong><\/p>\n\n\n\n<p>Student appeals are done by writing a letter of request approved by the committee. The appeal guidelines contain all the requirements needed to pursue the appeal. Students follow the appeal policy before being entertained.<\/p>\n\n\n\n<p>At the <strong>program level<\/strong>, capstone assessments such as the <strong>thesis, practicum evaluations<\/strong>, and <strong>comprehensive project work<\/strong> are employed to measure complex competencies that reflect the culmination of learning across multiple courses. These are aligned with overarching PLOs such as:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Conducting independent research<\/li>\n\n\n\n<li>Applying theoretical knowledge to real-world contexts<\/li>\n\n\n\n<li>Communicating effectively in academic and professional settings<\/li>\n\n\n\n<li>Demonstrating ethical and reflective practices<\/li>\n<\/ul>\n\n\n\n<p><strong>Rubrics and assessment criteria<\/strong> are explicitly developed to reflect the level of achievement expected for each outcome. These tools ensure that <strong>assessment results can be interpreted as reliable indicators of learning outcome achievement<\/strong>.<\/p>\n\n\n\n<p style=\"font-size:18px\"><strong><strong><strong>4.3 The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently.<\/strong><\/strong><\/strong><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Operational Result<\/strong><\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>The lecturer prepares a syllabus which shows the procedure of assessment for the course, and all assessment methods are clearly stated.&nbsp;<\/li>\n\n\n\n<li>&nbsp;This syllabus is released to students via Google Classroom, and this will serve as a guide for the students in attaining the learning outcome. All the learning management processes are stipulated in the syllabus ( TQF3 equivalent)<\/li>\n\n\n\n<li>Students must get 80% of the total study time to be eligible for evaluation of academic results.<\/li>\n<\/ol>\n\n\n\n<p>Due to these processes, students can visualize&nbsp; the&nbsp; process of attaining the learning outcomes and &nbsp;are guided on how they go through their learning process if they know how they will be assessed.<\/p>\n\n\n\n<p>At the program level, the coordinator relays the assessment standards and completion period of the program during the orientation of new enrollees.<\/p>\n\n\n\n<p>In thesis writing, the students&nbsp;<\/p>\n\n\n\n<p>Thesis Assessment<\/p>\n\n\n\n<p>Students need to express their intention to submit a thesis concept, and an evaluation will be done by a committee, and thesis advisors will be assigned.&nbsp; When the thesis is completed, it will be published in&nbsp; an accepted Journal which belongs to group 1&nbsp; to ensure peer review from an external panel&nbsp; before publication&nbsp;<\/p>\n\n\n\n<p>Criteria for graduation according to the program<\/p>\n\n\n\n<p>Based on the two plans, Plan A&nbsp; Type A 2&nbsp; must complete not more than five ( 5) academic years or ten (10) regular semesters and receive a cumulative grade of 3 out of 4 on a 4-point scale.<\/p>\n\n\n\n<p>Non-education degree holders who are not certified by Teachers&#8217; council&nbsp; and wish to apply for licensure examination are required to finish 46 credit units with practice&nbsp; such as teaching in schools and specific subjects such as vocational&nbsp; training experience. The thesis must be submitted for oral examination&nbsp; by an appointed committee. The thesis must be published in accepted publications that are peer reviewed.&nbsp;<\/p>\n\n\n\n<p style=\"font-size:18px\"><strong><strong><strong>4.4 The assessment methods are shown to include rubrics, marking schemes, timelines, and regulations, and these are shown to ensure validity, reliability, and fairness in assessment.<\/strong><\/strong><\/strong><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Operational Result<\/strong><\/p>\n\n\n\n<p>The lecturers responsible for the program prepare an assessment plan, which can be seen in the TQF3. Lecturers prepare the written final examination, including the test blueprint or table of specifications (TOS), to make it easier to show the major learning outcomes to be assessed, including the distribution of the questions. Rubrics of alternative assessments are also prepared and communicated to students and all responsible people in the program. Lecturers prepare the TOS and include rubrics in their assessments in the paper-and-pencil tests. As a result, assessment\u00a0tools are better at measuring learning outcomes.<\/p>\n\n\n\n<p style=\"font-size:18px\"><strong><strong>4.5 The assessment methods are shown to measure the achievement of the expected learning outcomes of the programme and its courses.<\/strong><\/strong><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Operational Result<\/strong><\/p>\n\n\n\n<p>&nbsp;The TQF3 shows the assessment methods of the course. The following processes are done:&nbsp;<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Assessment tools are evaluated by a committee, and after the review, they are returned to the lecturer for revisions.\u00a0 The committee looks into the table of specifications TOS if the test items are testing the learning outcomes of the course. The lecturer revises and returns for release to students during the examination\u00a0<\/li>\n\n\n\n<li>Other forms of assessments are used to measure&nbsp; the other skills attained by the learners&nbsp;<\/li>\n<\/ol>\n\n\n\n<p>&nbsp; The Assessment plan are stipulated in TQF 3 and the program monitors checks and approves&nbsp; it. As a result,&nbsp; The validity of assessment tools are increased because of the monitoring process.<\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>4.6 Feedback on student assessment is shown to be provided in a timely manner.<\/strong><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Operational Result<\/strong><\/p>\n\n\n\n<p>The lecturers can give feedback on student assessments in the Google Classroom in a timely manner. The lecturers give feedback on continuous assessments for improving student outputs. For results of major examinations, the lecturer inputs the scores in the MIS&nbsp; and registrar will release these grades of students. Students can get feedback automatically in the google classroom.&nbsp; Students can see their scores at the end of a grading period ( midterms and final grades). Quizzes and continuous assessments are returned via Google Classroom with feedback.<\/p>\n\n\n\n<p>Feedback is delivered through various channels, including:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Written comments on assignments<\/li>\n\n\n\n<li>Online feedback through learning management systems (LMS)<\/li>\n\n\n\n<li>In-person or virtual consultations<\/li>\n\n\n\n<li>Rubrics with detailed performance descriptors<\/li>\n<\/ul>\n\n\n\n<p>This practice of <strong>timely and constructive feedback<\/strong> not only improves student engagement and learning outcomes but also aligns with the institution\u2019s commitment to learner-centered education and academic excellence.<\/p>\n\n\n\n<p>Evidence.:&nbsp; 4.6.1&nbsp; sample quiz on Google Forms&nbsp;<\/p>\n\n\n\n<p>Evidence 4.6.2 Sample Google Classroom in research, where feedback is very immediate and relayed to students promptly&nbsp;<\/p>\n\n\n\n<p><a href=\"https:\/\/classroom.google.com\/c\/NzI0NjQ4ODcwMTUx\/a\/NzQxNTE0NDcxMTgw\/details\">https:\/\/classroom.google.com\/c\/NzI0NjQ4ODcwMTUx\/a\/NzQxNTE0NDcxMTgw\/details<\/a><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong><strong><strong>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.<\/strong><\/strong><\/strong><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Operational Result<\/strong><\/p>\n\n\n\n<p>The following processes are followed to ensure continuous review and the improvement of assessments to align with industry needs:. The program and teaching instructors, the program head, and the dean follow the process:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>&nbsp;A committee reviews assessment methods that are put in the lesson plan in google classroom and TQF3 and TQF5. This is evidence that the teaching plan is regularly monitored.<\/li>\n\n\n\n<li>The lecturer can improve the student assessment method based on previous suggestions of the monitoring committee.<\/li>\n\n\n\n<li>Section 6 of TQF\u00a0 3 mentions the improvement of the assessment of learning outcomes\u00a0<\/li>\n\n\n\n<li>The lecturer will implement the improvement in the next semester when the course is offered.&nbsp; A committee reviews TQF 3 and 4&nbsp; to ensure the process is implemented As a result, there&nbsp; is continuous improvement in the teaching plans of lecturers.&nbsp;<\/li>\n\n\n\n<li>The theses of the students in the program should be published in a quality publication that undergoes peer review to meet the standards of the education industry.&nbsp;&nbsp;<\/li>\n<\/ol>\n\n\n\n<p>As a result of these efforts, there is clear evidence that:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Assessment tools are continuously evolving to remain relevant.<\/li>\n\n\n\n<li>Students are graduating with skills that meet the expectations of both academia and industry.<\/li>\n\n\n\n<li>Program learning outcomes are being effectively assessed and achieved.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:18px\"><strong>Evidence<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>D_Evidence<\/strong><\/td><td><strong>Name_Evidence<\/strong><\/td><\/tr><tr><td>4.1-1<\/td><td>Sample Table of Specification (TOS) used to monitor examinations of the subject on Assessment of Learning Class: <a href=\"https:\/\/drive.google.com\/file\/d\/1FtMoBD-sFF-qPt0ehTVjJ2uwNHHJtWkJ\/view?usp=sharing\">https:\/\/drive.google.com\/file\/d\/1FtMoBD-sFF-qPt0ehTVjJ2uwNHHJtWkJ\/view?usp=sharing<\/a><br><a href=\"https:\/\/docs.google.com\/document\/d\/1WF4YifAHKxH4gARQE62MLXtf4asGLSWI\/edit?usp=sharing&amp;ouid=114564767397725457390&amp;rtpof=true&amp;sd=true\">https:\/\/docs.google.com\/document\/d\/1WF4YifAHKxH4gARQE62MLXtf4asGLSWI\/edit?usp=sharing&amp;ouid=114564767397725457390&amp;rtpof=true&amp;sd=true<\/a><br>Sample of Assessment with Rubrics<a href=\"https:\/\/drive.google.com\/file\/d\/1oYWBK_kcxErlLJjONw0czMtTXOha6HBF\/view?usp=sharing\">https:\/\/drive.google.com\/file\/d\/1oYWBK_kcxErlLJjONw0czMtTXOha6HBF\/view?usp=sharing<\/a><br><a href=\"https:\/\/docs.google.com\/document\/d\/1MPSq4uUDL9HoioLm0SyIN5Q-Vyoj2Ptv\/edit?usp=sharing&amp;ouid=114564767397725457390&amp;rtpof=true&amp;sd=true\">https:\/\/docs.google.com\/document\/d\/1MPSq4uUDL9HoioLm0SyIN5Q-Vyoj2Ptv\/edit?usp=sharing&amp;ouid=114564767397725457390&amp;rtpof=true&amp;sd=true<\/a><\/td><\/tr><tr><td>4.1.2<\/td><td>Authentic assessments with rubrics: <a href=\"https:\/\/docs.google.com\/document\/d\/1Guck26SjhVAuZyp7IAojCSeJQ2Ox4Dwh2s5Y_ciMa1E\/edit?usp=sharing\">https:\/\/docs.google.com\/document\/d\/1Guck26SjhVAuZyp7IAojCSeJQ2Ox4Dwh2s5Y_ciMa1E\/edit?usp=sharing<\/a><br>Sample methods to assess students: Authentic assessment on how to create a blueprint of their examination for their actual teaching classes: <a href=\"https:\/\/drive.google.com\/file\/d\/1VZjiDh3aJF2JYZlqydir7LUg6WeQ67JS\/view?usp=sharing\">https:\/\/drive.google.com\/file\/d\/1VZjiDh3aJF2JYZlqydir7LUg6WeQ67JS\/view?usp=sharing<\/a><br><\/td><\/tr><tr><td>4.1-3<\/td><td>Major project with rubrics to evaluate: <a href=\"https:\/\/drive.google.com\/file\/d\/1oYWBK_kcxErlLJjONw0czMtTXOha6HBF\/view?usp=sharing\">https:\/\/drive.google.com\/file\/d\/1oYWBK_kcxErlLJjONw0czMtTXOha6HBF\/view?usp=sharing<\/a><\/td><\/tr><tr><td>4.1.4<\/td><td>Development of the Thesis: List of Approved Proposals with Assigned Advisors:<br><a href=\"https:\/\/drive.google.com\/file\/d\/1zyfbdCZc3uD2qIfJuTEKVNcqiDfdmfva\/view?usp=sharing\">https:\/\/drive.google.com\/file\/d\/1zyfbdCZc3uD2qIfJuTEKVNcqiDfdmfva\/view?usp=sharing<\/a>s:<\/td><\/tr><tr><td>4.1.5<\/td><td>Sample of aligning learning outcome with assessments: <a href=\"https:\/\/drive.google.com\/file\/d\/1rcWSZx6_zyqK-Ym1HE9PpAMHHkuEa-Oz\/view?usp=sharing\">https:\/\/drive.google.com\/file\/d\/1rcWSZx6_zyqK-Ym1HE9PpAMHHkuEa-Oz\/view?usp=sharing<\/a><\/td><\/tr><tr><td>4.2<\/td><td>Appeal policy, page 1<a href=\"https:\/\/drive.google.com\/file\/d\/1Um4QtaqL-f_dXL5Us74HfRFJYP1h-Mss\/view?usp=sharing\">https:\/\/drive.google.com\/file\/d\/1Um4QtaqL-f_dXL5Us74HfRFJYP1h-Mss\/view?usp=sharing<\/a><br>Appeal policy page 2: <a href=\"https:\/\/drive.google.com\/file\/d\/10tMApBqLHwpVxb-WSdZMFml_1qGuU0Er\/view?usp=sharing\">https:\/\/drive.google.com\/file\/d\/10tMApBqLHwpVxb-WSdZMFml_1qGuU0Er\/view?usp=sharing<\/a><\/td><\/tr><tr><td>4.4.1<\/td><td>Sample of TOS to ensure alignment<br><a href=\"https:\/\/docs.google.com\/document\/d\/1OZ2ukZUfy-l0H0JwaPuaTSHI8tbdUK4k\/edit?usp=sharing&amp;ouid=117211928459975293860&amp;rtpof=true&amp;sd=true\">https:\/\/docs.google.com\/document\/d\/1OZ2ukZUfy-l0H0JwaPuaTSHI8tbdUK4k\/edit?usp=sharing&amp;ouid=117211928459975293860&amp;rtpof=true&amp;sd=true<\/a><\/td><\/tr><tr><td>4.5<\/td><td>\ufeff<\/td><\/tr><tr><td>4.6.1<\/td><td>Sample way to give feedback to teacher made test via Google Forms: <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1pLvvHVdmzIevcSDx_0Tm4d-cDC5eOnoPOmj6FB0ovzg\/edit?usp=drive_link\">https:\/\/docs.google.com\/spreadsheets\/d\/1pLvvHVdmzIevcSDx_0Tm4d-cDC5eOnoPOmj6FB0ovzg\/edit?usp=drive_link<\/a><\/td><\/tr><tr><td>4.6..2<\/td><td>A sample of Google Classroom feedback:<a href=\"https:\/\/classroom.google.com\/c\/NDEwNDg3MTYyODEx\">https:\/\/classroom.google.com\/c\/NDEwNDg3MTYyODEx<\/a><\/td><\/tr><tr><td>4.7<\/td><td>sample TQF 5 <a href=\"https:\/\/mis.stic.ac.th\/teacher\/tqf.php?ay=2565&amp;sm=2&amp;cs=1515&amp;pg=MLM&amp;oc=431&amp;tqf=5&amp;Teacher_code=462&amp;\">https:\/\/mis.stic.ac.th\/teacher\/tqf.php?ay=2565&amp;sm=2&amp;cs=1515&amp;pg=MLM&amp;oc=431&amp;tqf=5&amp;Teacher_code=462&amp;<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"has-blush-light-purple-gradient-background has-background\" style=\"font-size:20px\"><strong>Self-Assessment<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Requirements<\/strong><strong><\/strong><\/td><td><strong>Result<\/strong><strong><\/strong><\/td><td><strong>Score<\/strong><strong><\/strong><\/td><\/tr><tr><td>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><td>\/<\/td><td>1<\/td><\/tr><tr><td>4.2 The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently.<\/td><td>\/<\/td><td>1<\/td><\/tr><tr><td>4.3 The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently.<\/td><td>\/<\/td><td rowspan=\"2\">1<\/td><\/tr><tr><td>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><td>&nbsp;<\/td><\/tr><tr><td>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><td>\/<\/td><td rowspan=\"2\">1<\/td><\/tr><tr><td>4.5 The assessment methods are shown to measure the achievement of the expected learning outcomes of the programme and its courses.<\/td><td>\/<\/td><\/tr><tr><td>4.6 Feedback of student assessment is shown to be provided in a timely manner.<\/td><td>\/<\/td><td>1<\/td><\/tr><tr><td colspan=\"2\"><strong>Overall<\/strong><strong><\/strong><\/td><td><strong>5<\/strong><strong><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"menu_order":7,"comment_status":"open","ping_status":"closed","template":"","class_list":["post-17715","meds_report","type-meds_report","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.stic.ac.th\/qafs2425\/education\/wp-json\/wp\/v2\/meds_report\/17715","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.stic.ac.th\/qafs2425\/education\/wp-json\/wp\/v2\/meds_report"}],"about":[{"href":"https:\/\/www.stic.ac.th\/qafs2425\/education\/wp-json\/wp\/v2\/types\/meds_report"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stic.ac.th\/qafs2425\/education\/wp-json\/wp\/v2\/comments?post=17715"}],"version-history":[{"count":10,"href":"https:\/\/www.stic.ac.th\/qafs2425\/education\/wp-json\/wp\/v2\/meds_report\/17715\/revisions"}],"predecessor-version":[{"id":19652,"href":"https:\/\/www.stic.ac.th\/qafs2425\/education\/wp-json\/wp\/v2\/meds_report\/17715\/revisions\/19652"}],"wp:attachment":[{"href":"https:\/\/www.stic.ac.th\/qafs2425\/education\/wp-json\/wp\/v2\/media?parent=17715"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}