1. แนวทางพัฒนา การเขียน SAR ระดับหลักสูตร
ปรีชา เติมสุขสวัสดิ์
14 ธันวาคม 2558
คณะครุศาสตร์อุตสาหกรรม
สถาบันเทคโนโลยีพระจอมเกล้าเจ้าคุณทหารลาดกระบัง

2. ความพึงพอใจของลูกค้า
ดีเยี่ยม
เป็นไปตามที่กำหนด
เพิ่มคุณค่า
ความเหมาะสมกับวัตถุประสงค์
ความคุ้มค่า

3. 21st Century Education 20th Century Education. 21st Century Education.
Time-based
Outcome-based
Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension and application.
Learning is designed on upper levels of Blooms’ – synthesis, analysis and evaluation (and include lower levels as curriculum is designed down from the top.)
Textbook-driven
Research-driven
Passive learning
Active Learning
Learners work in isolation – classroom within 4 walls
Learners work collaboratively with classmates and others around the world – the Global Classroom
Teacher-centered:  teacher is center of attention and provider of information
Student-centered:  teacher is facilitator/coach
Little to no student freedom
Great deal of student freedom
Fragmented curriculum
Integrated and Interdisciplinary curriculum
Source:
Education in the 21st Century

4. What is Quality Assurance (QA)?
Quality assurance can be described as the systematic, structured and continuous attention to quality in terms of maintaining and improving quality.
Source: AUN-QA Manual for the Implementation of the Guidelines, P20
Quality assurance in higher education can be defined as systematic management and assessment procedures to monitor performance of higher education institutions.
Source: The Regional Report of Asia and the Pacific (UNESCO, 2003b)
QA in Higher Education

5. http://www.aunsec.org/publications.php Bangkok Accord
Establishment
Initiation
Implementation
Improvement

6. AUN-QA Model for Higher Education Quality Assurance at Programme Level
Stakeholders Satisfaction
Quality Assurance and (Inter)national Benchmarking
How ELO’s are translated into the programme and can be achieved via teaching and learning strategy and student assessment
Input of the process: academic and support staff, student quality, student advice and support, and facilities and infrastructure
Quality assurance process of teaching and learning, staff development and stakeholders feedback
Outcomes of the learning process:
pass rates, dropout rates, average time to graduate, employability of the graduates, and research activities
Expected Learning Outcomes
A c h i e v e m e n t s
Expected Learning Outcome (ELO) เป็นเป้าประสงค์ของหลักสูตร ที่สร้างความพึงพอใจตอผู้มีส่วนได้ส่วนเสีย
row ที่ 1(สีฟ้า) แสดงการดำเนินการในกระบวนการต่างๆ เพื่อให้เกิด ELOs
row ที่ 2 (สีฟ้าอ่อน) เป็น input ของกระบวนการต่างๆ
row ที่ 3 (สีส้ม) เป็นกระบวนการที่ทำให้เกิดการประกันคุณภาพ และ
row ที่ 4 (สีเขียว) เป็น outcomes ของกระบวนการเรียนรู้
เพื่อการพัฒนาให้อยู่ในระดับสูงขึ้น

7. AUN-QA Model for Higher Education Quality Assurance at Programme Level
Stakeholders Satisfaction
Quality Assurance and (Inter)national Benchmarking
Programme Specification
Programme Structure & Content
Teaching & Learning Strategy
Student Assessment
Academic Staff Quality
Support Staff Quality
Student Quality
Facilities & Infrastructure
Quality Assurance of Teaching & Learning
Stakeholder Feedback
Pass Rates
Drop Out Rates
Employability
Expected Learning Outcomes
A c h i e v e m e n t s
Student Advice & Support
Staff Development Activities
Graduation Time
Research 1 2 3 4 5 11 12 13 15 10 6 7 8 9 14
หลักคิดดังกล่าวถูกถอดเป็นการดำเนินงานอย่างเป็นระบบ เพื่อสร้างความมั่นใจในคุณภาพของบัณฑิต รวมทั้งคำนึงถึงการพัฒนาอยางต่อเนื่อง

8. Business Process Marketing Research Materials, Man, Machine, Method
Customer / Social
Design
Production
Sale
Product spec.
Design Process
Product
Monitor, Control and Improvement (QC and QI to get QA)

9. AUN-QA Marketing Research Design Production Sale Design Product spec.
(Man) Academic staff quality (6)
Support staff quality (7)
Staff development activities (12)
(Machine) Facilities and Infrastructure (10)
Program Spec (2)
Employer / Social
Design
Production
Sale
Design Product spec.
(ELO) (1)
Design Process
Design Program Structure
and Content (3)
(Material) Admission (Student quality (8))
(Method) Student Advice and support (9)
Output (14)
Outcome (Stakeholder satisfaction (15))
(Method) Teaching and Learning strategy (4)
(Method) student assessment (5)
Monitor, Control and Improvement (Quality Assurance of Teaching and Learning Process) (11) and Stakeholders feedback (13))

10. Looking at the Quality and Improvement Activities
7-point rating scale for quality assessment
Meaning of the Value
Looking at the Quality and Improvement Activities
1 = nothing (no documents, no plans, no evidence) present
1 = absolutely inadequate; immediate improvements must be made
2 = this subject is in the planning stage
2 = inadequate, improvements necessary
3 = documents available, but no clear evidence that they are used
3 = inadequate, but minor improvements will make it adequate
4 = documents available and evidence that they are used
4 = adequate as expected (meeting AUN-QA guidelines and criteria)
5 = clear evidence on the efficiency of the aspect
5 = better than adequate (exceeding AUN-QA guidelines and criteria)
6 = example of best practices
7 = excellent (world-class or leading practices)

11. 1 Criteria, 2 Description, 3 Checklist, 4 Explanation, 5 Diagnostic question, 6 Sources of Evidence`
Translated to sub-criterion in the checklist 3
List in the AUN Guidelines 6 4

12. คู่มือการประกันคุณภาพการศึกษา CUPT QA ฉบับปีการศึกษา 2557
1 Criteria, 2 Description, 3 Checklist, 4 Explanation, 5 Diagnostic question, 6 Sources of Evidence 1 2 3 4 5 6

13. AUN-QA Criterion 1 Expected Learning Outcomes
[1] The curriculum is developed to promote learning, learning how to learn and to instill in students a commitment of lifelong learning (e.g. commitment to critical inquiry, development of study and information-processing skills, a willingness to experiment with new ideas and practices).
[2] The curriculum offers to graduates the ability to do advanced studies, to develop their own personality, to have an academic attitude and to be competent in their field of study. The graduates should also have transferable skills, leadership skills, and should be oriented to the job market and be able to develop their careers.
[3] The curriculum has clearly formulated learning outcomes, reflecting the relevant demands and needs of all stakeholders.
CUPT QA หน้า 31

14. Expected Learning Outcome (AUN 1)
The curriculum promote life-long learning (learn how to learn)
The curriculum develop ability to do advanced study, also transferable skills, leadership skills, relevant to job market
ELO reflect demands and needs of all stakeholders

15. AUN-QA Criterion 1 Expected Learning Outcomes
Diagnostic questions
Why are we educating?
What is the educational philosophy behind the programme?
What are the expected learning outcomes?
How are the programme learning outcomes formulated?
Do the learning outcomes reflect the department’s goals?
Does the labour market set any specific requirements for graduates to meet?
To what extent and how do we try to tune the programme to the labour market?
Is there a well-defined job profile?
How are the learning outcomes made known to staff and students?
To what extent do we think that the learning outcomes have been achieved?
Do we review the learning outcomes?
How are the learning outcomes translated into the concrete requirements of the graduate (i.e. knowledge, skills and attitudes; and professional ethics)?

16. Program Structure and Content (AUN 3)
Curriculum meet the needs of stakeholders (includes vision and mission of the institution)
Curriculum shows balance between specialized content and generic knowledge and skill
Curriculum map to relate curriculum graduate competence and expected outcome of each course
Curriculum shows basic course, intermediate course and specialize course

17. Program Specification (AUN 2)
University publishes program spec.
Program spec.
Intended outcome: knowledge, key skills, cognitive skills, subject specific skill
Teaching and learning method
Assessment method
Program specification must be explicit, concise and understandable

18. Teaching and Learning Strategy (AUN 4)
Quality learning
Facilitate learning
Student-dependent approach
Relax, supportive, collaborative and informal learning environment
Promoting individual responsibility for learning
Action learning
Facilitate learning to learn

19. Student Quality (AUN 8) Intake policy Admission process Study load
Correspond with prescribed load
Equally divided over and within academic year
Measure when actual load deviates from prescribed load

20. Student Assessment (AUN 5)
Assessment cover: Student Entrance, Progress and Exit Exam
Variety of assessment method
Criteria reference method
Combination of peer-, self- and teacher assessment
Standard, scope and weight of assessment are clear and accessible
Standards applied in assessment are explicit and clear
Assessment response diagnostic, formative and summative purpose
Reliability and validity of assessment
Appeal procedure

21. Student Advices and Support (AUN 9)
Student progress
Systematic monitored
Feedback and corrective action
Supportive learning environment
Physical, Social and psychological environment

22. Academic Staff Quality (AUN 6)
Competent and sufficient
Recruit
Role and responsibility
Duty allocation
Provision for review, consultation and redeployment
Appraisal
Promotion
Termination, retirement and benefit

23. Supporting Staff Quality (AUN 7)
Competent and sufficient
Library staffs
Computer staffs
Laboratory staffs
Administrative staffs

24. Staff Development Activities (AUN 12)
Staff training and development needs
Systematically identified
Related to individual aspiration, curriculum and institution requirement
Staff development plan
Implementation
Effectiveness of deployment

25. Facilities and Infrastructure (AUN 10)
Keywords: adequate and up-to-date
Lecture facilities
Library
Laboratory
Computer facilities
Environmental health and safety

26. Output (AUN 14)
Regards of student achievement and needs of stakeholder
Pass rate
Average time to study
Employability
Research activities

27. Stakeholders Feedback (AUN 13)
Adequate structure feedback from all stakeholders
Labour market
Student
Alumni
Staff

28. Stakeholder Satisfaction (AUN 15)
How is data involving stakeholder satisfactory acquired?
Use of satisfactory data to improve the program

29. Quality Assurance of Teaching and Learning Process (AUN 11)
Curriculum design
Course and curriculum evaluation
Evaluation by student
Continuous improvement
Results from evaluation
Stakeholder feedback

30. Looking at the Quality and Improvement Activities
7-point rating scale for quality assessment
Meaning of the Value
Looking at the Quality and Improvement Activities
1 = nothing (no documents, no plans, no evidence) present
1 = absolutely inadequate; immediate improvements must be made
2 = this subject is in the planning stage
2 = inadequate, improvements necessary
3 = documents available, but no clear evidence that they are used
3 = inadequate, but minor improvements will make it adequate
4 = documents available and evidence that they are used
4 = adequate as expected (meeting AUN-QA guidelines and criteria)
5 = clear evidence on the efficiency of the aspect
5 = better than adequate (exceeding AUN-QA guidelines and criteria)
6 = example of best practices
7 = excellent (world-class or leading practices)