Developing Guidelines for Learners' Assessment Based on Appointment Teaching Activities of Study Plans ก2 and ก3 Sukhothai Thammathirat Open University

Abstract

This research aimed to: (1) explore and analyze current teaching-learning models and assessment practices utilized for learners in scheduled instructional activities under Study Plans ก2 and ก3 at Sukhothai Thammathirat Open University; (2) establish standardized and appropriate assessment guidelines for Study Plans ก2 and ก3 based on best practices and alignment with the Thai Qualifications Framework (TQF); and (3) identify other crucial factors influencing the effectiveness of instruction and assessment within these study plans. The study employed a qualitative research methodology, incorporating a literature review, observations of distance education measurement and assessment, semi-structured interviews with 42 instructors, and brainstorming sessions with 15 assessment experts. Data were collected to address three primary research questions and synthesized using content analysis. The findings, categorized by objective, are as follows: Regarding objective 1, the appropriate instructional models for Study Plans ก2 and ก3 emphasize flexibility, with the critical condition that teaching objectives must clearly align with the Course Learning Outcomes (CLOs); most instructors predominantly utilized group discussions and case study presentations. For objective 2, the appropriate assessment guidelines were established based on a 40% coursework component from scheduled activities, divided into two assessments of 20% each. These guidelines focus on authentic assessment designs covering all four domains of the TQF and utilize clear behavioral rubrics to ensure transparency and reliability. Finally, for objective 3, key factors identified for enhancing operational efficiency included student readiness regarding learning equipment, internet connectivity stability, and the clear determination of activity dates prior to registration to mitigate scheduling challenges. Furthermore, providing instructors with the flexibility to consider additional authentic assessment methods tailored to the specific nature of each course module is recommended.