{"id":15339,"date":"2025-03-09T07:27:41","date_gmt":"2025-03-09T07:27:41","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2425\/business\/?post_type=bba_program&p=15339"},"modified":"2026-06-15T08:28:53","modified_gmt":"2026-06-15T08:28:53","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":"bba_program","link":"https:\/\/qa.trsu.ac.th\/business\/?bba_program=%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":"4. BBA Criterion 4. Student Assessment"},"content":{"rendered":"\n

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

Criterion<\/strong><\/p>\n\n\n\n

Requirements<\/strong><\/p>\n\n\n\n

\n
\"\"<\/figure>\n<\/figure>\n\n\n\n

Quality level assessment<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

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

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

Performance<\/strong><\/p>\n\n\n\n

The Bachelor of Business Administration program employs a variety of assessment methods to evaluate students’ achievement of course, program, and TQF 3 teaching and learning objectives. Assessment methods are designed to evaluate students’ knowledge, critical thinking, communication skills, problem-solving ability, professional competencies, research skills, teamwork, and application of business concepts in real-world contexts.<\/p>\n\n\n\n

The program follows the institution’s assessment and grading policy. In general, student performance is assessed through a 60% final examination, a 20% midterm examination, and a 20% continuous assessment<\/strong>, which may include assignments, in-class exercises, group case study analysis, discussions, presentations, projects, self-reflection, research outputs, internship reports, and capstone requirements. Lecturers may adjust the assessment structure based on the nature of the course, provided that the adjustment is justified and clearly reflected in the TQF 3.<\/p>\n\n\n\n

Assessment Method<\/strong><\/td>Purpose \/ Competency Assessed<\/strong><\/td>Constructive Alignment<\/strong><\/td><\/tr>
Midterm Examination<\/strong><\/td>Assesses students\u2019 understanding of key concepts, theories, and topics covered in the first part of the course<\/td>Aligned with course learning objectives, TQF 3 content coverage, and expected knowledge outcomes<\/td><\/tr>
Final Examination<\/strong><\/td>Measures students\u2019 overall understanding, integration of concepts, and achievement of course outcomes<\/td>Aligned with course learning outcomes and program learning outcomes stated in the curriculum<\/td><\/tr>
Multiple-Choice Questions<\/strong><\/td>Assesses factual knowledge, conceptual understanding, and recall of business principles<\/td>Aligned with foundational knowledge and comprehension objectives<\/td><\/tr>
Essay Questions<\/strong><\/td>Assesses explanation, reasoning, organization of ideas, and written communication<\/td>Aligned with analytical thinking, communication, and higher-order learning outcomes<\/td><\/tr>
Case Study Analysis<\/strong><\/td>Assesses students\u2019 ability to apply business concepts to practical situations and solve problems<\/td>Aligned with application, analysis, decision-making, and professional competency outcomes<\/td><\/tr>
Concept Mapping<\/strong><\/td>Assesses students\u2019 ability to organize, connect, and explain relationships among concepts<\/td>Aligned with conceptual understanding, synthesis, and critical thinking outcomes<\/td><\/tr>
Class Participation and Discussions<\/strong><\/td>Assesses engagement, communication, reasoning, and ability to express ideas<\/td>Aligned with active learning objectives, communication skills, and collaborative learning outcomes<\/td><\/tr>
Group Work and Presentations<\/strong><\/td>Assesses teamwork, leadership, communication, presentation skills, and collaborative problem-solving<\/td>Aligned with interpersonal skills, professional communication, and teamwork-related program outcomes<\/td><\/tr>
Assignments and In-Class Exercises<\/strong><\/td>Assesses continuous learning, application of lessons, and completion of course tasks<\/td>Aligned with teaching-learning objectives and ongoing achievement of course outcomes<\/td><\/tr>
Research \/ Capstone Outputs<\/strong><\/td>Assesses research ability, data analysis, academic writing, problem identification, and business application<\/td>Aligned with research skills, analytical thinking, and integrative learning outcomes<\/td><\/tr>
Internship Report<\/strong><\/td>Assesses students\u2019 ability to connect classroom learning with actual workplace experience<\/td>Aligned with practical training, professional skills, work ethics, and employability outcomes<\/td><\/tr>
Self-Reflection<\/strong><\/td>Assesses students\u2019 awareness of their learning progress, strengths, weaknesses, and professional development<\/td>Aligned with lifelong learning, self-development, and reflective learning outcomes<\/td><\/tr>
TOEIC \/ English Proficiency Test<\/strong><\/td>Assesses students\u2019 English communication readiness before graduation<\/td>Aligned with communication competence and employability-related outcomes<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Major examinations are designed to assess students\u2019 knowledge, critical thinking, and ability to apply concepts in different contexts. The midterm examination is normally two hours, while the final examination is three hours. Both examinations cover topics specified in TQF 3 and are aligned with the course content, learning objectives, and expected learning outcomes. Examination items may include multiple-choice, essay, case-study, and concept-mapping questions to ensure variety and assess both lower- and higher-order thinking skills.<\/p>\n\n\n\n

The program also conducts academic performance monitoring every semester. The program head reviews student grades to identify students with a GPA below 2.00 or with failing grades. Students with academic difficulties are advised to take remedial classes, summer classes, or retake failed subjects as appropriate. Graduating students are evaluated before internship application to ensure that they have no failed marks and have obtained the required GPA. Student-interns are also required to complete and submit internship reports, research outputs, and capstone requirements.<\/p>\n\n\n\n

After completion of the program, graduate performance is further reviewed through employer satisfaction surveys and employment data. These tools provide feedback on the relevance of student competencies to workplace expectations and serve as input for improving assessment practices, teaching strategies, and curriculum alignment.<\/p>\n\n\n\n

Overall Result:<\/strong><\/p>\n\n\n\n

The program uses varied assessment methods that are constructively aligned with the expected learning outcomes, course objectives, teaching-learning activities, and program learning outcomes. Through examinations, assignments, case analyses, presentations, research outputs, internship reports, capstone requirements, self-reflection, English proficiency testing, and employer feedback, the program ensures that student learning is comprehensively, fairly, and meaningfully assessed. This assessment system supports continuous monitoring of student progress and contributes to the improvement of teaching, learning, and graduate outcomes.<\/p>\n\n\n\n

Evidence<\/strong><\/p>\n\n\n\n

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
4.1.1<\/td>System and Mechanism on Student Assessment<\/a><\/td><\/tr>
4.1.2<\/td>TQF 3 with Assessment<\/a><\/td><\/tr>
4.1.3<\/td>Students’ Satisfaction<\/a><\/td><\/tr>
4.1.4<\/td>Graduate Percentage<\/a><\/td><\/tr>
4.1.5<\/td>Intensive English Program Orientation<\/a><\/td><\/tr>
4.1.6<\/td>Faculty Meeting<\/a><\/td><\/tr>
4.1.7<\/td>Internship Report<\/a><\/td><\/tr>
4.1.8<\/td>Sample Rubrics for Assessment<\/a><\/td><\/tr>
4.1.9<\/td>Study Plan<\/a><\/td><\/tr>
4.1.10<\/td>Food and Beverage Activities<\/a><\/td><\/tr>
4.1.11<\/td>Google Classroom Submissions<\/a><\/td><\/tr>
4.1.12<\/td>Business Innovation and Investment<\/a><\/td><\/tr>
4.1.13<\/td>Research Conference and Poster Presentation <\/a><\/td><\/tr>
4.1.14<\/td>Strategic Management and Capstone<\/a><\/td><\/tr>
4.1.15<\/td>Business Plan<\/a><\/td><\/tr>
4.1.16<\/td>Alignment of PLO to CLO<\/a><\/td><\/tr>
4.1.17<\/td>Rubrics for Various Activities <\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

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

Performance:<\/strong><\/p>\n\n\n\n

The Bachelor of Business Administration program implements clear assessment and assessment-appeal policies in accordance with the academic policies and regulations of St. Teresa International University. The program ensures that assessment criteria, grading requirements, course expectations, and appeal procedures are explicitly defined, communicated to students, and applied consistently across courses.<\/p>\n\n\n\n

Communication of Assessment Policies and Criteria<\/strong><\/p>\n\n\n\n

Process<\/strong><\/td>Implementation<\/strong><\/td><\/tr>
Preparation of TQF 3 and Course Outline<\/strong><\/td>Lecturers are assigned course loads based on their expertise and experience. Before the semester begins, each lecturer prepares the TQF 3, which includes the course objectives, course content, teaching and learning plan, assessment methods, and grading criteria. A course outline is also prepared to guide students throughout the semester.<\/td><\/tr>
Communication to Students<\/strong><\/td>At the beginning of the semester, lecturers provide students with the course outline, learning resources, assessment criteria, course requirements, project requirements, classroom management guidelines, and orientation to the course. These are explained during the first class meeting and uploaded in Google Classroom for student access and reference.<\/td><\/tr>
Assessment Implementation<\/strong><\/td>Assessment activities are conducted based on the approved TQF 3 and course outline. These may include examinations, assignments, projects, presentations, class participation, case studies, research outputs, and other course-based requirements.<\/td><\/tr>
Feedback to Students<\/strong><\/td>After major examinations or assessment activities, lecturers provide feedback to students to help them understand their performance, identify areas for improvement, and reflect on their learning progress.<\/td><\/tr>
Support for Low-Performing Students<\/strong><\/td>In cases where students show low academic performance, the lecturer informs the academic adviser for further consultation, monitoring, and appropriate academic guidance.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Assessment Appeal Policy and Procedure<\/strong><\/p>\n\n\n\n

The program follows the assessment-appeal policy and procedures of St. Teresa International University. Students have the right to appeal or petition for a grade when they believe clarification, review, or rechecking is necessary. Students who wish to recheck their grades must file an official appeal through the Registration Office and pay the required petition fee. The deadline for filing an appeal is the first day of the week of the following semester.<\/p>\n\n\n\n

Step<\/strong><\/td>Appeal Procedure<\/strong><\/td><\/tr>
1. Student Inquiry or Appeal<\/strong><\/td>A student who has a concern regarding a grade or assessment result may first seek clarification from the course lecturer or course coordinator.<\/td><\/tr>
2. Official Petition<\/strong><\/td>If the student wishes to formally appeal or request grade rechecking, the student files an official petition at the Registration Office and pays the required petition fee.<\/td><\/tr>
3. Endorsement and Approval Process<\/strong><\/td>The appeal request is submitted for review and approval by the academic adviser, course coordinator, and Dean, following university procedures.<\/td><\/tr>
4. Review by Appeal Committee<\/strong><\/td>An Appeal Committee Regarding Academic Affairs is appointed to handle academic appeals and ensure that the process is fair, objective, and consistent with institutional policy.<\/td><\/tr>
5. Clarification and Resolution<\/strong><\/td>The course coordinator or responsible lecturer explains the assessment and evaluation criteria to the student. If needed, the student\u2019s scores, outputs, and grade computation are reviewed based on the established criteria.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

In previous academic years, informal inquiries were also accommodated to support transparency and student understanding. For example, students who were unclear about an assignment score could ask the course coordinator for clarification. The course coordinator would explain the assessment criteria and grade computation until the student understood the basis of the score and final grade.<\/p>\n\n\n\n

Consistent Application of Assessment Policies<\/strong><\/p>\n\n\n\n

Upon completion of each course, course coordinators and instructors collect, compute, and analyze student scores based on the approved assessment criteria. The departmental committee then reviews the grades for each course before submitting them for approval by the Academic Committee and the College Executive Committee. This review process helps ensure that assessment policies are applied fairly and consistently, in accordance with university standards.<\/p>\n\n\n\n

Overall Result:<\/strong><\/p>\n\n\n\n

The Bachelor of Business Administration program ensures that assessment and assessment-appeal policies are explicit, properly communicated, and consistently implemented. Through the TQF 3, course outlines, Google Classroom, course orientation, feedback mechanisms, academic advising, official appeal procedures, and committee review of grades, students are informed of assessment expectations. They are given a clear process for seeking clarification or appealing assessment results. This promotes fairness, transparency, accountability, and consistency in the assessment system.<\/p>\n\n\n\n

Evidence<\/strong><\/p>\n\n\n\n

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
4.2.1<\/td>TQF Training and Orientation<\/a><\/td><\/tr>
4.2.2<\/td>Class Material with Assessment<\/a><\/td><\/tr>
4.2.3<\/td>Google Classroom<\/a><\/td><\/tr>
4.2.4<\/td>Teaching Plan<\/a><\/td><\/tr>
4.2.5<\/td>Student Handbook<\/a><\/td><\/tr>
4.2.6<\/td>Examination Guidelines<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\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.<\/strong><\/p>\n\n\n\n

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

Performance:<\/strong><\/p>\n\n\n\n

The Bachelor of Business Administration program follows the academic regulations and assessment standards of St. Teresa International University for student progression and degree completion. These regulations are available on the College website and include policies on measurement, evaluation, grading, student progression, internship eligibility, and graduation requirements. The manual for measurement and grading outlines the standards and procedures for evaluating student performance in accordance with institutional policies and OHEC regulations.<\/p>\n\n\n\n

The program ensures that students are informed of these standards through the College website, course orientations, academic advising, announcements from the Registration Office, and consultation with the Program Head or academic advisers. The standards are applied consistently through grade verification, semester evaluation, advising mechanisms, internship screening, and final graduation checking.<\/p>\n\n\n\n

Process<\/strong><\/td>Implementation<\/strong><\/td><\/tr>
Submission of Examination Papers<\/strong><\/td>Lecturers submit students\u2019 examination papers to the Registration Office for proper documentation and verification.<\/td><\/tr>
Encoding of Scores and Grades<\/strong><\/td>Lecturers enter students\u2019 scores and grades into the Management Information System, upload a copy of the scores, and submit the required documents to the Registration Office for final checking.<\/td><\/tr>
Grade Verification<\/strong><\/td>The Registration Office verifies submitted grades to ensure accuracy, completeness, and compliance with institutional procedures.<\/td><\/tr>
Grade Announcement<\/strong><\/td>The BBA program follows the institutional schedule for official grade announcements.<\/td><\/tr>
Academic Advising<\/strong><\/td>The program provides advisory services for students, especially those with low academic performance or progression concerns.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Assessment of Non-Graduating Students<\/strong><\/p>\n\n\n\n

Area<\/strong><\/td>Standard \/ Procedure<\/strong><\/td>Implementation<\/strong><\/td><\/tr>
Semester Grade Evaluation<\/strong><\/td>Student grades are reviewed every semester based on the prescribed study plan.<\/td>The academic adviser or Program Head evaluates each student\u2019s grades to monitor academic progress.<\/td><\/tr>
GPA Requirement<\/strong><\/td>Students are expected to maintain a GPA of at least 2.00.<\/td>Students with a GPA below 2.00 are advised by the adviser or Program Head regarding appropriate academic actions.<\/td><\/tr>
Low Academic Performance<\/strong><\/td>Students with low academic performance are given academic guidance.<\/td>The adviser or Program Head may recommend remedial support, summer enrollment, subject retaking, or other appropriate interventions.<\/td><\/tr>
Elective and Free Elective Courses<\/strong><\/td>Students must enroll in courses appropriate to their curriculum and study plan.<\/td>The adviser or Program Head recommends suitable elective or free elective courses.<\/td><\/tr>
Professional Courses<\/strong><\/td>Students must take required professional courses according to the designated semester or approved schedule.<\/td>Enrollment in professional courses follows the study plan and requires coordination with the Registration Office, especially for summer enrollment or irregular sequencing.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Assessment of Graduating Students and Internship Eligibility<\/strong><\/p>\n\n\n\n

Area<\/strong><\/td>Standard \/ Procedure<\/strong><\/td>Implementation<\/strong><\/td><\/tr>
Pre-Internship Grade Evaluation<\/strong><\/td>Students must meet the institutional requirement of maintaining a GPA of at least 2.00 before internship.<\/td>Before the end of Year 3, Semester 2, the Program Head evaluates students\u2019 grades and academic standing.<\/td><\/tr>
No Failed Marks Before Internship<\/strong><\/td>Students must complete required subjects and should not have failing marks before internship placement.<\/td>Students with GPA below 2.00 or failing marks are advised to enroll in summer classes or retake required courses.<\/td><\/tr>
Completion of Required Courses and Credits<\/strong><\/td>Students must complete the required courses and credits specified in the TQF 2.<\/td>The Program Head and Registration Office conduct a comprehensive review of grades, subjects, and credits before students are allowed to start internship.<\/td><\/tr>
Internship Application Screening<\/strong><\/td>Students applying for internship must pass academic evaluation.<\/td>The program evaluates whether students have completed necessary courses and met all academic requirements prior to internship endorsement.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Post-Internship Assessment and Degree Completion<\/strong><\/p>\n\n\n\n

Area<\/strong><\/td>Standard \/ Procedure<\/strong><\/td>Implementation<\/strong><\/td><\/tr>
Required Internship Hours<\/strong><\/td>Student-interns must complete the required number of internship hours.<\/td>Internship attendance, completion records, and reports are monitored by the program and internship provider.<\/td><\/tr>
Internship Performance<\/strong><\/td>Student-interns must demonstrate good performance and comply with the policies of the internship provider.<\/td>Performance is evaluated through feedback from the internship provider and monitoring by the Program Head or assigned lecturer.<\/td><\/tr>
Weekly Internship Report<\/strong><\/td>Student-interns must submit weekly reports describing their internship experiences and learning progress.<\/td>Reports are checked and used to monitor student performance, professional development, and workplace learning.<\/td><\/tr>
On-Site Evaluation<\/strong><\/td>The Program Head or assigned lecturer conducts on-site visits to evaluate internship performance.<\/td>Site visits provide direct monitoring of student-intern performance and coordination with the internship provider.<\/td><\/tr>
Final Internship Report and Presentation<\/strong><\/td>Student-interns must prepare and present a final internship report for assessment.<\/td>The final report and presentation are evaluated as part of the internship completion requirement.<\/td><\/tr>
Graduation Eligibility<\/strong><\/td>Students become eligible to apply for graduation only after completing all academic and internship requirements.<\/td>The Program Head and Registration Office verify completion of required courses, credits, internship, reports, and other program requirements.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Overall Result:<\/strong><\/p>\n\n\n\n

The assessment standards and procedures for student progression and degree completion in the Bachelor of Business Administration program are explicit, communicated to students, and applied consistently. Through published academic regulations, measurement and grading manuals, MIS-based grade submission, Registration Office verification, academic advising, semester grade evaluation, internship eligibility screening, internship performance monitoring, and final graduation checking, the program ensures that students progress and complete the degree in accordance with clear, consistently applied academic standards.<\/p>\n\n\n\n

Evidence<\/strong><\/p>\n\n\n\n

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
4.3.1<\/td>Faculty Website<\/a><\/td><\/tr>
4.3.2<\/td>Study Plan<\/a><\/td><\/tr>
4.3.3<\/td>Advisory and Reports<\/a><\/td><\/tr>
4.3.4<\/td>Faculty Meeting<\/a><\/td><\/tr>
4.3.5<\/td>Sample Internship Application<\/a><\/td><\/tr>
4.3.6<\/td>Sample Internship Acceptance<\/a><\/td><\/tr>
4.3.7<\/td>Sample Graduation Application<\/a><\/td><\/tr>
4.3.8<\/td>Students’ Internship Report<\/a><\/td><\/tr>
4.3.9<\/td>Student Handbook<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\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.<\/strong><\/p>\n\n\n\n

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

Performance<\/strong><\/p>\n\n\n\n

The Bachelor of Business Administration program has established assessment methods and criteria to ensure fairness, validity, and reliability in accordance with institutional policies and guidelines. Assessment tasks, including multiple-choice examinations, subjective examinations, written outputs, presentations, case studies, research activities, classroom participation, and field experience requirements, are designed to align with the Course Learning Outcomes (CLOs) and the Program Learning Outcomes (PLOs).<\/p>\n\n\n\n

The program sets clear schedules and guidelines for preparing midterm and final examination papers. These include deadlines, procedures, assessment weightings, rubrics, marking schemes, and grading criteria. The assessment details are explicitly stated in TQF 3, particularly in Section 4.2, and communicated to students during class or general orientation. To ensure continuous access to assessment information, lecturers also upload the learning plan and course-related assessment guidelines in Google Classroom.<\/p>\n\n\n\n

To support fairness and consistency in assessment, lecturers are required to attach rubric assessments to examination papers and, when applicable, to performance-based tasks. These rubrics provide clear grading criteria and guide lecturers in objectively evaluating student outputs. The program also uses tailor-fit rubrics for research presentations, case studies, classroom activities, and other course requirements. For Cooperative Education or Field Experience, the program uses assessment tools aligned with the Program Learning Outcomes to evaluate students’ workplace performance, professional behavior, and application of learning in real-world settings.<\/p>\n\n\n\n

The assessment system promotes transparency because students are informed in advance about how they will be assessed, the required outputs, the grading criteria, and the corresponding weight of each assessment component. It also promotes reliability because lecturers use established rubrics and marking schemes to apply consistent grading standards. Validity is ensured because the assessment methods align with the CLOs, PLOs, course content, and the program’s expected competencies.<\/p>\n\n\n\n

The Bachelor of Business Administration program follows the institution\u2019s standard grade computation:<\/p>\n\n\n\n

Assessment Component<\/strong><\/td>Percentage<\/strong><\/td><\/tr>
Midterm Examination<\/strong><\/td>20%<\/td><\/tr>
Final Examination<\/strong><\/td>60%<\/td><\/tr>
Continuous Assessment<\/strong><\/td>20%<\/td><\/tr>
Total<\/strong><\/td>100%<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

The university also follows the institutional grading system, subject to the discretion and approval of the President and the University Council:<\/p>\n\n\n\n

Grade<\/strong><\/td>Score Range<\/strong><\/td><\/tr>
A<\/strong><\/td>80\u2013100<\/td><\/tr>
B+<\/strong><\/td>75\u201379<\/td><\/tr>
B<\/strong><\/td>70\u201374<\/td><\/tr>
C+<\/strong><\/td>65\u201369<\/td><\/tr>
C<\/strong><\/td>60\u201364<\/td><\/tr>
D+<\/strong><\/td>55\u201359<\/td><\/tr>
D<\/strong><\/td>50\u201354<\/td><\/tr>
F<\/strong><\/td>0\u201349<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Overall Result:<\/strong> The program ensures that assessment methods include rubrics, marking schemes, timelines, and regulations that support valid, reliable, and fair assessment practices. Through the use of CLO-based examination design, TQF 3 assessment plans, Google Classroom learning plans, rubric-based evaluation, institutional grade computation, and approved grading standards, students are assessed using clear, transparent, and consistently applied procedures<\/p>\n\n\n\n

Evidence<\/strong><\/p>\n\n\n\n

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
4.4.1<\/td>Assessment Plan<\/a><\/td><\/tr>
4.4.2<\/td>Teaching Plan<\/a><\/td><\/tr>
4.4.3<\/td>Student Assessment and Examination Guidelines<\/a><\/td><\/tr>
4.4.4<\/td>Students’ Outputs<\/a><\/td><\/tr>
4.4.5<\/td>TQF Review\/Comments<\/a><\/td><\/tr>
4.4.6<\/td>Verification of Learning Outcomes Guidelines<\/a><\/td><\/tr>
4.4.7<\/td>Assessment Guidelines and Policies<\/a><\/td><\/tr>
4.4.8<\/td>Sample Exam Rubrics<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\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.<\/strong><\/p>\n\n\n\n

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

Performance<\/strong><\/p>\n\n\n\n

The Bachelor of Business Administration program uses assessment methods aligned with its expected learning outcomes and those of its courses. These assessment methods are designed to measure students\u2019 achievement of knowledge, skills, attitudes, ethics, communication ability, analytical thinking, information technology competence, professional readiness, and practical application of business concepts.<\/p>\n\n\n\n

The program follows institutional assessment policies and guidelines to ensure that student evaluations are valid, reliable, and fair. For knowledge-based core and elective courses, assessment commonly includes written examinations (midterm and final), objective and subjective questions, quizzes, assignments, case analyses, and course projects. Examination papers are prepared using a test blueprint aligned with the Course Learning Outcomes and include items that measure both basic understanding and higher-order thinking skills based on Bloom\u2019s Taxonomy.<\/p>\n\n\n\n

To ensure that students\u2019 achievement of learning outcomes is measured comprehensively, the program uses three major types of assessment: assessment for learning, assessment of learning, and assessment as learning.<\/p>\n\n\n\n

Types of Assessment Used by the Program<\/p>\n\n\n\n

Type of Assessment<\/strong><\/td>Description<\/strong><\/td>Purpose<\/strong><\/td>Example Activities<\/strong><\/td><\/tr>
Assessment for Learning<\/strong><\/td>Formative assessment used by lecturers to check students\u2019 progress during the learning process<\/td>Provides feedback to students and lecturers to improve teaching and learning<\/td>Quizzes, assignments, class discussions, in-class exercises, consultations<\/td><\/tr>
Assessment of Learning<\/strong><\/td>Summative assessment used to determine students\u2019 mastery of knowledge and ability to apply skills<\/td>Measures achievement of course and program learning outcomes<\/td>Midterm examination, final examination, research presentation, business plan, capstone project, product development, internship report<\/td><\/tr>
Assessment as Learning<\/strong><\/td>Reflective assessment where students evaluate their own learning progress<\/td>Encourages students to identify their strengths, weaknesses, and areas for improvement<\/td>Reflection papers, goal setting, self-assessment, peer discussion, think-pair-share activities<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

The program also integrates an internship as an important assessment component of the curriculum. An internship provides students with professional and practical experience, allowing them to apply classroom learning in real-world settings. Through structured internship assessment tools, the program measures students\u2019 professional behavior, technical competence, communication skills, responsibility, workplace ethics, and readiness for employment.<\/p>\n\n\n\n

Expected Learning Outcome Area<\/strong><\/td>Assessment Methods Used<\/strong><\/td>Evidence of Student Achievement<\/strong><\/td><\/tr>
1. Moral and Ethics<\/strong><\/td>Pen-and-paper activities on values, ethics, honesty, and responsibility; observation of student behavior and participation; case studies on ethical issues in business and society; role-playing exercises on professional ethics; internship evaluation<\/td>Students demonstrate academic and professional ethics, respect institutional rules, show discipline and punctuality, act responsibly, and recognize the importance of moral values and ethical integrity<\/td><\/tr>
2. Knowledge<\/strong><\/td>Quizzes, midterm and final examinations, case studies, projects, assignments, presentations, interdisciplinary activities, language proficiency assessment, and technology-based tasks<\/td>Students demonstrate knowledge and understanding of business principles and theories, apply tools to solve problems, analyze business situations, integrate knowledge across related fields, communicate in Thai and foreign languages, and use technology to search for academic and professional information<\/td><\/tr>
3. Cognitive Skills<\/strong><\/td>Problem-solving exercises, case analyses, conceptual analysis activities, research projects, capstone projects, business plans, product development activities, reflective reports, and innovation-based presentations<\/td>Students demonstrate critical thinking, systematic analysis, problem-solving ability, creativity, research capability, and the ability to propose solutions to complex business and management problems<\/td><\/tr>
4. Interpersonal Skills and Responsibility<\/strong><\/td>Group projects, collaborative tasks, presentations, simulations, case discussions, research activities, capstone work, business plan development, and internship assessment<\/td>Students demonstrate teamwork, leadership, responsibility for assigned tasks, effective communication, cooperation, and the ability to work with others in academic and professional settings<\/td><\/tr>
5. Numerical Analysis, Communication, and Information Technology Skills<\/strong><\/td>Statistical or mathematical assignments, data analysis activities, research projects, written reports, oral presentations, infographics, video presentations, multimedia outputs, tour packages, itineraries, and technology-based projects<\/td>Students demonstrate the ability to analyze data, interpret information, communicate effectively in writing and speaking, use appropriate presentation formats, apply information technology, and produce original digital outputs with proper respect for copyright<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Specific Examples of Assessment Alignment<\/strong><\/p>\n\n\n\n

Course \/ Activity Example<\/strong><\/td>Learning Outcome Measured<\/strong><\/td>Assessment Method<\/strong><\/td><\/tr>
Research<\/strong><\/td>Cognitive skills, data analysis, academic writing, communication, and ethical use of information<\/td>Research proposal, final research paper, oral defense or presentation, adviser evaluation<\/td><\/tr>
Capstone Project<\/strong><\/td>Integration of knowledge, problem-solving, creativity, teamwork, and professional application<\/td>Capstone output, presentation, rubric-based evaluation<\/td><\/tr>
Business Plan<\/strong><\/td>Entrepreneurial thinking, business analysis, creativity, communication, and financial reasoning<\/td>Written business plan, group presentation, feasibility analysis<\/td><\/tr>
Product Development<\/strong><\/td>Innovation, market analysis, creativity, teamwork, and applied business knowledge<\/td>Product proposal, prototype or concept presentation, project report<\/td><\/tr>
Case Study Analysis<\/strong><\/td>Application of theories, decision-making, analytical thinking, and problem-solving<\/td>Written case analysis, group discussion, class presentation<\/td><\/tr>
Cocktail \/ Food and Beverage Presentation<\/strong><\/td>Practical skills, communication, professionalism, and application of hospitality knowledge<\/td>Demonstration, presentation, practical performance rubric<\/td><\/tr>
Mini-Seminar Presentation<\/strong><\/td>Communication, research, organization of ideas, and confidence<\/td>Oral presentation, peer and lecturer evaluation<\/td><\/tr>
TOEIC<\/strong><\/td>English communication readiness and employability skills<\/td>TOEIC score or English proficiency result<\/td><\/tr>
Video Presentation \/ Infographics<\/strong><\/td>Communication, digital literacy, creativity, originality, and copyright awareness<\/td>Multimedia output, rubric-based evaluation<\/td><\/tr>
Internship<\/strong><\/td>Workplace performance, professionalism, responsibility, ethics, and application of learning<\/td>Internship report, weekly report, employer evaluation, site visit evaluation, final presentation<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

The Bachelor of Business Administration program uses varied, outcome-based assessment methods to measure achievement of expected learning outcomes at both course and program levels. Through examinations, quizzes, assignments, case studies, research outputs, capstone projects, business plans, product development activities, presentations, digital outputs, reflective activities, TOEIC assessment, and internship evaluation, the program ensures that students are assessed not only on knowledge acquisition but also on practical application, ethics, communication, teamwork, analytical thinking, digital competence, and professional readiness.<\/p>\n\n\n\n

The use of test blueprints, rubrics, learning outcome mapping, internship assessment tools, and course-based evaluation supports the alignment between assessment methods, Course Learning Outcomes, Program Learning Outcomes, and the expected competencies of graduates. This ensures that student achievement is measured comprehensively, fairly, and meaningfully.<\/p>\n\n\n\n

Evidence<\/strong><\/p>\n\n\n\n

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
4.5.1<\/td>\u00a0Internship Evaluation<\/a><\/td><\/tr>
4.5.2<\/td>\u00a0Internship Reports<\/a><\/td><\/tr>
4.5.3<\/td> <\/strong>Students’ Output<\/a><\/td><\/tr>
4.5.4<\/td>TQF 3 and 5 Samples<\/a><\/td><\/tr>
4.5.5<\/td>Verification of The Learning Outcomes<\/a><\/td><\/tr>
4.5.6<\/td>Students’ Assessment Score<\/a><\/td><\/tr>
4.5.7<\/td>Employer Survey<\/a><\/td><\/tr>
4.5.8<\/td>Sample Rubrics and Scoring<\/a><\/td><\/tr>
4.5.9<\/td>Alignment of the Learning Outcomes with Assessment Methods<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

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

Performance<\/strong><\/p>\n\n\n\n

The Management Information System (MIS) serves as the college’s online platform for accessing up-to-date data, utilized by administrators, lecturers, and non-teaching staff to track student-related information. Each student has a personalized account, providing access to their grades every term and semester. Students can log in at any time to check their term grades for each subject. Many courses prioritize providing prompt feedback to students, particularly those emphasizing soft skill development.<\/p>\n\n\n\n

Instructors offer feedback on student performance through verbal and written comments at the end of classes or workshops. Similar feedback mechanisms are employed for courses with group assignments, small group discussions, or student presentations. Semesterly progress reports allow for assessing students’ development over their academic journey.<\/p>\n\n\n\n

Evidence<\/strong><\/p>\n\n\n\n

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
4.6.1<\/td>Google Classroom<\/a><\/td><\/tr>
4.6.2<\/td>Calendar of Activities<\/a><\/td><\/tr>
4.6.3<\/td>Assessment Scores of Students<\/a><\/td><\/tr>
4.6.4<\/td>Management Information System<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\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.<\/strong><\/strong><\/p>\n\n\n\n

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

Performance<\/strong><\/p>\n\n\n\n

The Bachelor of Business Administration program ensures that student assessment methods and assessment processes are continuously reviewed and improved to maintain their relevance to industry needs and alignment with the expected learning outcomes. The program conducts regular reviews of assessment plans, TQF 3, TQF 5, major examinations, course activities, and assessment tools to ensure that students are evaluated based on the Course Learning Outcomes (CLOs), Program Learning Outcomes (PLOs), and the competencies expected by the business, logistics, tourism, and hospitality industries.<\/p>\n\n\n\n

To strengthen assessment quality, the program assigns a responsible checker to review the TQF 3 prepared by lecturers before implementation. The checker verifies alignment between CLOs and PLOs, evaluates the appropriateness of the course content, reviews teaching and learning strategies, and checks whether the assessment methods are suitable for measuring the intended learning outcomes. The checker also ensures that recommendations and improvement points identified in the TQF 5 of the previous semester are incorporated into the current TQF 3.<\/p>\n\n\n\n

In response to stakeholder recommendations, the program continues to improve its assessment tools by strengthening the use of rubric-based assessments for major outputs, including presentations, research projects, business plans, case analyses, capstone outputs, internship performance, and practical activities. These rubrics specify clear assessment criteria, performance levels, and expected standards to ensure assessments are fair, valid, reliable, and aligned with the CLOs, PLOs, and industry-required competencies.<\/p>\n\n\n\n

The program also considers feedback from stakeholders, including lecturers, students, internship providers, and employers, to improve rubrics and assessment tools, ensuring that assessment criteria remain aligned with industry expectations and the Program Learning Outcomes.<\/p>\n\n\n\n

The program also reviews major examinations to ensure that test items are aligned with the planned objectives stated in the TQF 3, measure appropriate levels of learning, promote higher-order thinking skills, and reflect industry-related situations. Examination papers are reviewed at two levels: the faculty and institutional levels.<\/p>\n\n\n\n

Review Level \/ Process<\/strong><\/strong><\/td>Responsible Person \/ Committee<\/strong><\/strong><\/td>Purpose of Review<\/strong><\/strong><\/td>Improvement Action<\/strong><\/strong><\/td><\/tr>
Review of TQF 3<\/strong><\/td>Responsible checker \/ Program Head \/ Course Coordinator<\/td>Checks alignment of CLOs, PLOs, course content, teaching-learning strategies, and assessment methods<\/td>Assessment plans are revised before implementation to ensure alignment with expected learning outcomes<\/td><\/tr>
Incorporation of TQF 5 Recommendations<\/strong><\/td>Lecturer \/ Course Coordinator \/ Program Head<\/td>Ensures that previous semester findings, problems, and recommendations are considered in the next course plan<\/td>Improvements from the previous semester are reflected in the current TQF 3 and course delivery<\/td><\/tr>
Faculty-Level Exam Review<\/strong><\/td>Course Coordinator \/ Head of Program<\/td>Reviews all major examination papers to ensure quality, clarity, fairness, appropriate coverage, and alignment with course learning outcomes<\/td>Exam papers are revised when needed before submission to the institutional level<\/td><\/tr>
Institution-Level Exam Review<\/strong><\/td>Office of the Vice President for Academic Affairs \/ Academic Committee<\/td>Conducts further review of examination papers to ensure institutional standards, CLO alignment, and relevance to industry needs<\/td>Final improvements are made to strengthen validity, reliability, fairness, and industry relevance<\/td><\/tr>
Review of Assessment Relevance<\/strong><\/td>Program Head \/ Course Coordinator \/ Academic Committee<\/td>Evaluates whether assessment tasks reflect current industry expectations and professional competencies<\/td>Case studies, projects, presentations, internship tasks, and exam questions are improved to reflect real business situations<\/td><\/tr>
Review of Student Performance Results<\/strong><\/td>Lecturer \/ Course Coordinator \/ Program Head<\/td>Analyzes student achievement based on scores, course results, and learning outcome attainment<\/td>Teaching strategies and assessment methods are adjusted to better support student learning<\/td><\/tr>
Feedback-Based Improvement<\/strong><\/td>Lecturers \/ Program Committee<\/td>Considers student feedback, lecturer reflection, internship feedback, and employer input<\/td>Assessment methods are refined to improve relevance, clarity, and alignment with learning outcomes<\/td><\/tr>
Rubric-Based Assessment Review<\/strong><\/td>Lecturer \/ Course Coordinator \/ Program Head<\/td>Reviews rubrics for presentations, projects, research, internship, and practical outputs to ensure alignment with CLOs, PLOs, and industry competencies<\/td>Rubrics are revised based on stakeholder feedback to improve fairness, clarity, validity, reliability, and industry relevance<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

The review process helps ensure that assessments remain current, outcome-based, and relevant to workplace expectations. For example, written examinations assess students\u2019 knowledge and analytical ability. At the same time, case studies, business plans, research projects, presentations, capstone outputs, and internship assessments measure practical application, communication, problem-solving, teamwork, professional ethics, and industry readiness.<\/p>\n\n\n\n

Overall Result:<\/strong><\/p>\n\n\n\n

The Bachelor of Business Administration Program continuously reviews and improves its student assessment system through TQF 3 checks, the use of TQF 5 recommendations, faculty- and institution-level examination reviews, rubric-based assessment review, assessment alignment checks, and feedback-based improvement. These processes ensure that assessment methods remain aligned with the expected learning outcomes and responsive to industry needs. As a result, students are assessed not only on academic knowledge but also on practical skills, higher-order thinking, professional competencies, and employment readiness.<\/p>\n\n\n\n

Evidence<\/strong><\/p>\n\n\n\n

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
4.7.1<\/td>TQF 3 and 5 Submission<\/a><\/td><\/tr>
4.7.2<\/td>Review\/Comment of the Examination Paper<\/a><\/td><\/tr>
4.7.3<\/td>Review Assignment for TQF 3 and 5<\/a><\/td><\/tr>
4.7.4<\/td>MIS Course Coordinator<\/a><\/td><\/tr>
4.7.5<\/td>Teachers’ Evaluation<\/a><\/td><\/tr>
4.7.6<\/td>Curriculum Committee Review<\/a><\/td><\/tr>
4.7.7<\/td>Students’ Feedback Lecturers’ Performance <\/a><\/td><\/tr>
4.7.8<\/td>Employers’ Comments and Feedback<\/a><\/td><\/tr>
4.7.9<\/td>Alumni Feedback<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Self-Assessment<\/strong><\/p>\n\n\n\n

Requirements<\/strong><\/strong><\/td>Result<\/strong><\/strong><\/td>Score<\/strong><\/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>\/<\/td>1<\/td><\/tr>
4.2 The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently.<\/td>\/<\/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.<\/td>\/<\/td>1<\/td><\/tr>
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><\/tr>
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>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>\/<\/td><\/tr>
4.6 Feedback of student assessment is shown to be provided in a timely manner.<\/td>\/<\/td>1<\/td><\/tr>
Overall<\/strong><\/strong><\/td>5<\/strong><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n