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 Graduate Diploma in Teaching Profession (Revised Program 2024(2566)) identified the assessment methods that align with PLOs. Assessment methods had to be valid and reliable to collect the students’ proficiency to accept their PLOs’ achievement. The courses formulated the CLOs that contributed to achieving the assigned PLOs and then the courses designed the assessment methods that could articulate the achievement of the CLOs. The teaching and learning activities were also aligned with the CLOs.
The following processes are followed in the development of assessment tools
- The program coordinator monitors the development of learning assessment tools. Each lecturer prepares examination paper together with the table of specifications ( TOS) which shows the blue print of the assessment tool.
- The lecturer submits the assessment tools together with the Table of Specifications (TOS).
- The program coordinator checks the assessment tool against the intended learning outcome. If there are corrections or suggestions, the program coordinator discusses them with the lecturer, and necessary revisions will be incorporated.
- The face and content validity of the assessment tool will be checked by another responsible person or committee assigned within the university to ensure quality.
- The assessment tool will be approved after thorough verifications.
- The process is done to all assessment tools (papers)
As a result, the tests are aligned with the LOs
Other assessment methods are used, but they should be stipulated in the approved plan in the TQF. All assessment methods should be provided with rubrics to increase the validity of the assessment method.
Students must get 80% of the total study time to be eligible for evaluation of acade
4.2 The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently.
Operational Result
After course completion, the course coordinators along with the instructors collected
and analyzed the scores and then identified the grade of the individual student by the criteria reference.
The grading of each course would be considered by the curriculum and the faculty, and
submitted for approval by the University Academic Committee. Every course has to identify and communicate the appeal process in the course.
The assessment and assessment-appeal policies are documented in a handbook, course syllabus, and other program documentation. These documents outline the policies and procedures related to assessments, including details on grading criteria, assessment methods, and the overall assessment process.
At the beginning of the semester, the curriculum clearly explains the rules and regulations of the University. The policies clearly define the assessment criteria and standards that will be used to evaluate student performance. This includes specifying the grading scale, performance levels, and any specific requirements for each assessment task. The criteria and standards should be transparent, consistent, and aligned with the learning outcomes of the program.
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 the course level, the following processes are followed:
- The lecturer prepares a syllabus that shows the procedure of assessment for the course, and all assessment methods are clearly stated.
- The syllabus is released to students through Google Classroom, and this will serve as a guide for the students in attaining the learning outcomes. All the learning management processes are stipulated in the syllabus ( TQF3 equivalent)
- Students must get 80% of the total study time to be eligible for evaluation of academic results.
Students can visualize the process of attaining the learning outcomes and are guided on how they go through their learning process if they know how they will be assessed.
At the program level, the coordinator informs the assessment standards and graduation during the orientation of new students and at the beginning of each semester. All information is documented in a handbook, the Faculty website, and other program documentation.
Criteria for graduation according to program, the student has to complete 34 credits (9 Teaching Profession Core Courses and 3 Teaching Profession Internships) within 3 regular semesters and receive a grade point average of 3.00 out of 4.00 on a 4-point scale.
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 assessment methods are created based on CLOs. The rubrics, questions, choices, and marking schemes were validated by the curriculum, the Faculty, and the University.
For the fairness of the student’s assessment, the assessment methods, weight
distribution, timeline, scoring, and passing criteria that are planned in each course
specification had to be approved by the curriculum and submitted for approval to the
Faculty and the University Academic Committee. To ensure that all
students know about the assessment, this information is communicated via the course syllabus, the Faculty website and on orientation day. Additionally, the course coordinator notified the students periodically during the course operation.
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 are designed to achieve the desired learning outcomes for students. The lecturers are encouraged to use different and varied assessment methods to make sure that the expected learning outcomes are achieved by the students at the end of the course.
St. Teresa International University ensures that all assessments undertaken follow standardized methods to observe the validity, reliability, and fairness of student evaluation. Assessments are typically in the form of written examinations (midterm and final examinations) with a Test Blueprint incorporating Taxonomy’s higher-order thinking skills.
| Type of Assessment | Description | Example |
| Assessment FOR Learning | Formative Assessment | Quizzes, Class Activities, etc. Pretest, Post test |
| Assessment OF Learning | Summative | Midterm Exam, Final exams |
| Assessment AS Learning | Self- Assessment | Student’s Portfolio |
The CLOs of each course are formulated and aligned to the PLOs. Then, the assessment tools
and methods are planned to assess the student’s performance achieved of CLOs.
4.6 Feedback of student assessment is shown to be provided in a timely manner.
Operational Result
The lecturers can give feedback on student assessments in the Google Classroom in a timely manner. The lecturers give feedback on continuous assessments for improving student outputs. For results of major examinations, the lecturer inputs the scores in the MIS and the registrar releases these grades of students. Students are able to get feedback automatically in the google classroom. Students can see their scores at the end of a grading period ( midterms and final grading). Quizzes and continuous assessments are returned via Google Classroom with feedback.
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 following processes are followed to ensure continuous review and the improvement of assessments to align with industry needs:. The program and teaching instructors , the program head, and the dean follow the process:
The theses of the students in the program should be published in a quality publication that undergoes peer review to meet the standards of the education industry.
A committee reviews assessment methods that are put in the lesson plan in google classroom and TQF3 and TQF5. This is evidence that the teaching plan is regularly monitored.
The lecturer can improve the student assessment method based on previous suggestions of the monitoring committee.
Section 6 of TQF 3 mentions the improvement of assessment of learning outcome
The lecturer will implement the improvement in the next semester when the course is offered. A committee reviews TQF 3 and 4 to ensure the process is implemented As a result, there is continuous improvement in the teaching plans of lecturers.
Evidence
| ID_Evidence | Name_Evidence |
| 4.1 | Qualification of Program Instructors |
| 4.2 | QUALIFICATION OF SUPPORTING STAFF |
| 4.3 | Quality Management System |
| 4.4 | ระเบียบวิทยาลัยว่าด้วยการจัดการศึกษาระดับบัณฑิตศึกษา พ.ศ.2565 |
| 4.5 | |
| 4.6 | |
| 4.7 | |
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 | |