Criterion 4 – Student Assessment
Criterion
Requirements
Quality level assessment
Result
4.1 A variety of assessment methods are shown to be used and are shown to be constructively aligned to achieving the expected learning outcomes and the teaching and learning objectives.
Operational Result
The BEd-English Program utilizes a diverse range of assessment methods that are carefully and constructively aligned with the intended learning outcomes and teaching–learning objectives. These include midterm and final examinations, class discussions, and a variety of assigned tasks, all designed to ensure the achievement of expected learning outcomes.
Assessment practices are guided by the Thai Qualifications Framework for Higher Education (TQF), with course-level learning outcomes mapped in accordance with TQF.2 and student achievement evaluated based on the standards outlined in TQF.3.
The program further emphasizes three core learning outcomes—Person-Learner, Active Citizen, and Co-Creator—which are consistently embedded and assessed across student activities and projects. In addition, partner schools play a key role in the assessment process by evaluating fourth-year students during their teaching internships, ensuring that performance is measured within authentic, real-world educational contexts
Student Assessment System
The program adopts a comprehensive and multifaceted assessment approach, which includes:
- Written Examinations: Midterm and final exams assess students’ knowledge of theoretical concepts.
- Class Discussions: Ongoing participation in class discussions is used to evaluate critical thinking, communication, and conceptual understanding.
- Projects and Presentations: Both individual and group assignments are used to assess creativity, practical application, teamwork, and presentation skills.
- Quizzes and Tests: Frequent short assessments help monitor student progress and reinforce understanding throughout the course.
- Practical Assessments: Hands-on tasks, simulations, and lab work test students’ practical skills i.e teaching demonstrations, etc
- Peer Assessments: Collaborative projects often include peer evaluations to encourage self-reflection and teamwork.
- Portfolios: Compilations of student work over time provide a comprehensive view of learning progress and depth of understanding.
- Internship Evaluations: Feedback from mentor teachers and supervisors during internships evaluates students’ professional behavior and application of knowledge in real-world contexts
Learning Management System
- Assessment Planning: The program designs a structured learning assessment plan in alignment with the TQF.
- Transparent Criteria: All students are informed of the assessment criteria and expectations at the outset of each course.
- Monitoring and Evaluation: The teaching, learning, and assessment processes are closely monitored and evaluated according to TQF 3 and TQF 4.
- Review of Achievement: The program systematically reviews students’ academic performance to ensure that learning outcomes are being met.
- Instructor Reporting: After each term, instructors submit TQF 5 and TQF 6 reports to document teaching effectiveness and student achievement, supporting ongoing program improvement.
Evidence
| ID_Evidence | Name_Evidence |
| 4.1-1 | System and Mechanism on Student Assessment |
| 4.1-2 | Various Assessment Tools |
| 4.1-3 | Portfolio Assessment |
4.2 The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently.
Operational Result
Assessment criteria are clearly communicated to students from the first day of class to ensure transparency and a shared understanding of expectations. Detailed information is provided on how performance will be evaluated, including the weighting of various components such as examinations, projects, class participation, and other assigned tasks.
Student Rights and Appeals Process
- Right to Appeal: Students have the right to appeal or petition for their grades if they believe there has been an error or unfair assessment.
- Grade Re-Check Procedure: Students who wish to request a re-check of their grades must complete an official appeal form, available at the Examination Office. This process ensures that any concerns are formally documented and addressed systematically.
- Petition Fee: A petition fee is required to process the appeal, which covers administrative costs associated with the re-evaluation.
- Appeal Deadline: The deadline for submitting an appeal is the first day of the week of the following semester. This timeframe allows sufficient opportunity for students to review their grades and prepare their appeal if necessary.
Evidence
| ID_Evidence | Name_Evidence |
| 4.2-1 | Student Evaluation, Rules and Regulations and Graduation Requirements |
| 4.2-2 | Academic Polices and Appeal Process |
4.3 The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently.
Operational Result
The BEd-English Program implements explicit and well-defined assessment standards and procedures for student progression and degree completion, which are clearly communicated to students and applied consistently. These processes are systematically structured to monitor and evaluate students’ development across each academic year, from entry through to graduation.
Assessment practices are aligned with the program’s Year-Level Learning Outcomes (YLOs), ensuring that students progressively develop and demonstrate the required competencies at each stage of their academic journey
Year-Level Learning Outcomes (YLOs)
Year 1: Foundational Development
- Knowledge & Understanding: Students gain foundational knowledge of moral principles and ethical conduct.
- Skill Building: Development of basic knowledge and introductory skills relevant to the English education field.
- Personal Growth: Cultivation of responsibility and awareness of ethical behavior in both personal and professional contexts
Year 2: Academic and Professional Progression
- Academic Proficiency: Students are expected to have attained at least 40% of the knowledge and competencies within their English major.
- Educational Knowledge : An introduction to educational philosophy and key concepts in education management.
- Skill Advancement: Strengthened communication and critical thinking skills, along with deeper engagement in their discipline
Year 3: Knowledge on Educational Philosophies and Application
- Subject or Course Mastery: Students should have acquired approximately 80% of the knowledge and skills required in English language teaching
- Critical Thinking: Improved analytical abilities and problem-solving skills.
- Collaboration: Development of teamwork capabilities and the ability to tackle real-world challenges collaboratively.
Assessment Procedures:
- Written examinations and analytical/research-based assignments on educational philosophies and pedagogical theories
- Advanced performance tasks including comprehensive lesson planning, micro-teaching, and classroom simulations
- Case study analysis and problem-based tasks addressing real classroom and ethical situations
- Group projects, seminars, and presentations demonstrating application of theory into practice
- Portfolio development with reflective journals documenting teaching practices and professional growth
Performance Criteria:
- Demonstrates strong understanding and application of educational philosophies in teaching contexts
- Integrates pedagogical theories effectively into lesson design and instructional practices
- Exhibits advanced English proficiency in academic and professional communication
- Applies critical thinking and ethical judgment in analyzing classroom situations
- Shows professionalism, collaboration skills, and reflective practice for continuous improvement
Year 4: Professional Readiness
- Teaching Competence: Mastery of essential teaching skills, preparing students for a professional career in English education
- Leadership & Analysis: Strong leadership qualities and analytical thinking relevant to teaching.
- Career Preparedness: Readiness to enter the workforce with confidence, assume leadership roles, and make meaningful contributions to professional communities.
Assessment Procedures:
- Teaching internship/practicum evaluation, including classroom observation and mentor/supervisor assessments
- Full lesson planning, teaching demonstrations, and real classroom implementation
- Action research project or classroom-based research addressing teaching and learning issues
- Portfolio submission including lesson plans, teaching materials, reflections, and evidence of professional practice
- Reflective reports, presentations, and seminars on teaching experiences, leadership, and professional development
Performance Criteria:
- Demonstrates mastery of teaching competencies in real classroom settings
- Applies effective classroom management, instructional strategies, and assessment practices
- Exhibits strong leadership, initiative, and collaboration in professional contexts
- Uses analytical and reflective skills to improve teaching practices and solve classroom challenges
- Shows readiness for employment with professionalism, confidence, and ethical responsibility
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
The program implements diverse assessment methods designed to ensure the validity, reliability, and fairness of student assessment procedures. Lecturers are required to prepare and submit examination papers together with detailed rubrics, marking schemes, Tables of Specification (TOS), assessment timelines, and related regulations. These assessment practices are systematically monitored and reviewed to promote consistency, transparency, and alignment with the intended learning outcomes. The following procedures are implemented by the program:
- The program monitors teaching, learning, and assessment processes based on the plans and specifications stated in TQF 3 and TQF 4.
- Clear schedules, guidelines, and regulations are established for the preparation and submission of midterm and final examination papers.
- Instructors prepare and submit examination papers, including rubrics, marking schemes, and Tables of Specification, in accordance with the standards and criteria prescribed by the program.
- The Program Academic Committee reviews and approves examination papers and assessment tools to ensure the validity, reliability, fairness, and consistency of the assessment process
Improvement Plan
- The program reviews student achievement to ensure the effectiveness of teaching and learning.
- Instructors prepare TQF 5 and TQF 6 reports and submit them to the program after the completion of teaching to report student achievements.
- The program validates and corrects TQF 5 and TQF 6 reports within 30 days.
- The program submits academic results to the academic department for the announcement of grades.
- The program organizes meetings to assess teaching and learning management at the end of each semester.
- The program prepares TQF 7 within 60 days after the end of the academic year.
- The program assesses the quality of the curriculum and uses the evaluation results to improve quality in the next academic year
Evidence
| ID_Evidence | Name_Evidence |
| 4.4-1 | Academic Polices: Student Assessment, Grading System |
| 4.4-2 | BEd Program Various Assessment Tools |
| 4.4.-3 | Portfolio Assessment Guidelines Student Portfolios |
4.5 The assessment methods are shown to measure the achievement of the expected learning outcomes of the programme and its courses.
Operational Result
The assessment methods employed in the BEd-English Program are carefully aligned with the expected learning outcomes of both the program and its courses. A variety of assessment approaches are utilized to effectively measure students’ achievement of the intended knowledge, skills, competencies, and professional attributes by the end of each term. Lecturers are encouraged to implement appropriate and outcome-based assessment methods that accurately reflect student performance and learning progress. These assessment practices are designed to ensure validity, reliability, fairness, and alignment with the course and program learning outcomes.
Assessment Guidelines and Procedures
- Monitoring and Evaluation: Teaching, learning, and assessment activities are continuously monitored and evaluated in accordance with the specifications outlined in TQF 3 and TQF 4.
- Scheduling and Guidelines: Clear timelines and instructions are established for the preparation of midterm and final exams. All assessments are required to align with the intended course learning outcomes. Guidelines and schedules are also communicated to our students through our website and designated advisers.
- Assessment Design: Instructors are responsible for preparing and submitting exam papers accompanied by scoring rubrics, marking schemes, and Tables of Specification. These tools help ensure that assessments accurately reflect the learning outcomes and maintain consistency in grading.
- Review and Approval: The Program Academic Committee carefully reviews and approves all midterm and final exam papers to ensure they are valid, reliable, and aligned with course objectives. This review process guarantees fairness and academic integrity.
Evaluation and Improvement Plan
- Review of Student Achievement: The program conducts systematic reviews of student performance to evaluate the effectiveness of instruction in meeting the learning outcomes.
- Reporting: Upon course completion, instructors submit TQF 5 and TQF 6 reports detailing student achievements. These reports are essential for determining whether the learning outcomes have been successfully attained.
- Validation and Correction: The program reviews and verifies the accuracy of TQF 5 and TQF 6 reports within 30 days to ensure consistent and reliable reporting of student performance.
- Grade Announcement: Final academic results are submitted to the academic department for grade announcements, promoting transparency and accountability.
- Semester-End Evaluation: At the end of each semester, the program holds review meetings to assess the effectiveness of teaching practices and learning management. These evaluations provide valuable feedback for curriculum enhancement.
- Annual Review (TQF 7): Within 60 days after the academic year concludes, the program prepares a TQF 7 report that includes a comprehensive evaluation of curriculum quality and overall program performance.
- Continuous Improvement: Evaluation findings are used to refine the curriculum and instructional strategies for the following academic year. This ongoing improvement cycle ensures that the program remains responsive, relevant, and effective in achieving its educational objecti
Evidence
| ID_Evidence | Name_Evidence |
| 4.5-1 | System and Mechanism on Student Assessment |
| 4.5-2 | TQF 5( Course Evaluation and Improvement Plan, Student course Assessment |
4.6 Feedback of student assessment is shown to be provided in a timely manner.
Operational Result
Feedback on student assessment is provided to students and instructors in a timely and systematic manner to support continuous improvement in teaching and learning. The assessment of teaching management is primarily based on students’ evaluations of teaching performance in each course. The program committee reviews the evaluation results and promptly meets with instructors who receive ratings below 3.51 to develop appropriate improvement plans and enhance teaching effectiveness.
At the end of each academic year, the program chair prepares the TQF 7 report, which summarizes the teaching evaluation results, improvement actions undertaken, and the outcomes achieved. The report is submitted to the faculty for review, feedback, and further discussion.
To ensure timely feedback on learning outcomes, TQF 3 and TQF 5 are regularly reviewed to verify the alignment between course objectives and the learning outcomes specified in TQF 2. Examination papers and student performance results are analyzed to determine the effectiveness of teaching and assessment methods. Student feedback regarding their learning experiences is also collected and reviewed to support continuous enhancement of the evaluation process.
In addition, feedback from community partners, stakeholders, and peer instructors is gathered to provide broader and more comprehensive perspectives on student performance. Community evaluations, particularly regarding students’ participation in community service activities, as well as peer assessments from instructors within the program, contribute to the continuous monitoring and improvement of student learning outcomes.
To improve the timeliness of student feedback, the program can implement the following measures:
- Regular Feedback Sessions: teachers and advisers regularly meet with students to discuss their academic performance, learning progress, classroom participation, and overall development. These sessions provide students with constructive feedback, guidance, and individualized support to help them identify their strengths and areas for improvement. Through continuous communication and mentoring, students are encouraged to reflect on their learning experiences, address academic concerns, and enhance their skills and competencies. The regular feedback mechanism also strengthens student-teacher relationships and promotes a supportive, student-centered learning environment that contributes to academic success and personal growth
- PLC Room: Educational Learning Exchange Centre a dedicated venue for student assessment feedback, academic consultation, and collaborative learning. The center serves as a space where students and faculty members engage in professional learning community (PLC) activities, reflective discussions, mentoring sessions, and academic exchanges aimed at improving teaching and learning outcomes. Through this facility, students are provided with constructive feedback on their academic performance, teaching demonstrations, projects, and other learning outputs, allowing them to reflect on their strengths and areas for improvement. The PLC Room also promotes peer collaboration, knowledge sharing, innovation, and continuous professional development among students and faculty members
- Feedback Mechanisms & Channels: Digital platforms like our Learning Management System and Google Classroom enable us to provide immediate feedback on assignments and assessments
Evidence
| ID_Evidence | Name_Evidence |
| 4.6-1 | System and Mechanism on Student Assessment |
| 4.6-2 | Regular Feedback Sessions |
| 4.6-3 | PLC Room: Educational Learning Exchange Centre |
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
The student assessment processes are continuously reviewed and improved to ensure their relevance to industry needs and alignment with the expected learning outcomes of the program and courses. The institution implements a comprehensive quality assurance process involving both internal committees and external stakeholders to maintain the effectiveness, validity, and relevance of assessments.
At the faculty level, all examination papers are submitted to the Head of the Program for review. The designated faculty committee evaluates the assessment tools to ensure that they meet academic standards and are properly aligned with the expected course learning outcomes. Feedback from industry professionals and school mentors is also considered to ensure that assessments reflect current professional practices and industry expectations. Based on the review results, necessary revisions and improvements are made to strengthen the quality and relevance of the assessments.
At the institutional level, examination papers approved by the faculty are forwarded to the Office of the Vice President for Academic Affairs for further evaluation. The review process includes feedback from academic experts and industry representatives to ensure that assessments remain aligned with Course Learning Outcomes (CLOs), Program Learning Outcomes (PLOs), and evolving professional requirements. Recommendations from these reviews are utilized to continuously enhance assessment methods and procedures.
Overall, the institution remains committed to the continuous improvement of student assessment processes through regular monitoring, stakeholder feedback, and systematic review. Input from faculty members, students, school mentors, and industry professionals is integrated to ensure that assessments remain relevant, outcome-based, and responsive to the demands of the modern educational and professional environment.
Evidence
| ID_Evidence | Name_Evidence |
| 4.7-1 | Assessment System Evaluation and Continuous Improvement Plan |
| 4.7-2 | BEd Program Various Assessment Tools |
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 | |