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 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.
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.
Alignment of the assessments with the objectives and expected learning outcomes along with the evidences are given in the table below:
| Objectives | Expected Learning Outcome | Assessments | Evidence |
| 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 | Have morals and ethics, Discipline in the study and life. Responsibility towards oneself and society Good personalities and able to express themselves appropriately | Classroom Participation Submission of Assignments on time Group Discussion Class Attendance Roleplays | Google Classroom MIS attendance Roleplay Report |
| 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 | 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 | Assignments Quizzes Class Tests Mid-Term Exam Final Exam Projects | TQF-03 Assessment plan Google Classroom Project Reports |
| 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 | 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 | Group Presentation Projects based on online scientific tools | Student Presentation Airline Dispatch Project |
| 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 | Be able to search for information and knowledge. Able to present or communicate in English. | Group Presentation | Student Presentation |
| O6- Be able to perform various tasks in the aviation industry | 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 | Projects Internship Presentation | Internship presentation |
Evidence
| ID_Evidence | Name_Evidence |
| 4.1-1 | O1 & O2 |
| 4.1-1.1 | Submission of Students work in Google Classroom |
| 4.1-1.2 | MIS-Attendance |
| 4.1-1.3 | Moral and ethics |
| 4.1-1.4 | Roleplays |
| 4.1.2 | O3 |
| 4.1-2.1 | TQF-03 |
| 4.1-2.2 | Formative Assessment in Google Classroom |
| 4.1-2.3 | Sample Continuous Assessment Score |
| 4.1-2.4 | Project Reports |
| 4.1-3 | O4 |
| 4.1-3.1 | Student Presentation |
| 4.1-3.2 | Air Navigation Project |
| 4.1-4 | O5 |
| 4.1-4.1 | Student Presentation |
| 4.1-5 | O6 |
| 4.1-5.1 | Air Navigation Project |
| 4.1-5.2 | Internship Presentation Report |
4.2 The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently.
Operational Result
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.
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.
The assessment and assessment-appeal policies are clearly stated, easily accessible and effectively communicated to the students through the university website. The students are also encouraged by the teachers to read and understand the academic policies and regulations that are mentioned in the university website and students’ 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.
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.
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.
The assessments methods also include class participation of the students, assignments, quizzes, individual and group presentations and projects.
Comprehensive procedures for assessment-appeal policies are clearly defined including the grounds for appeal, timelines, responsibility and guidelines for fairness and transparency.
Evidence
| ID_Evidence | Name_Evidence |
| 4.2-1 | Website link – Assessment and Assessment appeal procedures |
| 4.2-2 | Student Handbook |
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
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.
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.
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.
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
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.
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.
Evidence
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
At our institution, we recognize the critical role of assessment methods 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.
We utilize rubrics 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
Our assessment methods include marking schemes, 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.
We have established timelines and regulations 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.
We prioritize the validity 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..
To promote reliability, 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.
The teacher sets the questions for both the Mid-term and final examinations based on Bloom’s 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.
We are dedicated to fair assessment practices 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.
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.
Evidence
| ID_Evidence | Name_Evidence |
| 4.4-1 | Sample rubrics & Marking Schemes |
| 4.4-2 | Assessment Guidelines and Policies |
| 4.4-3 | KM workshop on Linking Assessment with Teaching Plans |
| 4.4-4 | TQF-03 & TQF-05 Review sample |
| 4.4-5 | Verification of Learning Outcomes Guidelines |
4.5 The assessment methods are shown to measure the achievement of the expected learning outcomes of the programme and its courses.
Operational Result
students’ achievement of these outcomes.
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.
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.
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.
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.
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.
To assess the alignment between the assessment methods and learning outcomes, the following steps were undertaken:
- 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.
- 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.
- 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.
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.
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.
Evidence
| ID_Evidence | Name_Evidence |
| 4.5-1 | Learning Outcome Alignment with Assessment Methods |
| 4.5-2 | TQF-03- Section 3 |
| 4.5-3 | Sample Rubrics and scoring criteria |
| 4.5-4 | Project evaluation reports |
| 4.5-5 | Internship Evaluation Reports |
| 4.5-6 | Employer survey |
| 4.5-7 | TQF-05 sample |
| 4.5-8 | Student’s sample Continuous Assessment Score |
| 4.5-9 | Verification of Learning Outcomes |
4.6 Feedback of student assessment is shown to be provided in a timely manner.
Operational Result
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.
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.
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.
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.
The teachers assess each student through mid-term examination in the 8th 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 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’s guidelines and feedback to progress positively and score good grades in their final examinations.
Evidence
| ID_Evidence | Name_Evidence |
| 4.6-1 | Feedback of the lecture given in Google Classroom |
| 4.6-2 | Sample Continuous Assessment Score |
| 4.6-3 | Results of Feedback (Mid-Term & Final Score) |
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
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.
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.
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.
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.
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’ internship. Based on this discussion the questions papers were prepared by the teachers for assessing the junior students in mid-term and final examinations.
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.
Evidence
| ID_Evidence | Name_Evidence |
| 4.7-1 | TQF-3 & 5 reviews |
| 4.7-2 | Exam paper review |
| 4.7-3 | Student Course Evaluation |
| 4.7-4 | Lecturer Evaluation by Students |
| 4.7-5 | Meeting with stakeholders |
| 4.7-6 | Internship supervisor evaluation report |
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 | |