ASSESSMENT FOR ACADEMIC LEARNING DURING THE COVID-19 PANDEMIC

The COVID-19 pandemic has caused the closure of university campuses around the world including RMUTT, Thailand. The on-site classroom sessions are replaced by full online learnings. One of the most challenging issues the teaching staff encountered is how to deal with the usual midterm and final examinations which normally take place on campus. This paper presents the results of the experiment focusing on an Assessment for Academic Learning with assessment activities which are designed and practiced with the aim to promote the students’ learning. The experimental subjects are a Hydrology Engineering course at the agricultural engineering department and a Production Planning and Control course at the industrial engineering department. The objectives of the experiment are to implement self-, peer- and rubric assessment tools, observe perception changes on ourselves and our students, and provide feedback to assist students in improving their learnings. The methodology includes the implementation of a constructive alignment and a four-step teaching-learning-assessment process. An online survey was conducted to collect students’ comments on the online teaching-learning-assessment activities. The results show positive changes in our students, fully engaging with the given task. The assessment tools involved more active participation from the students. The self-, peer-, and rubric assessment helps the student review their learnings, ask for clarification, prepare themselves for next classes, and improve quality of their individual and group assignments. The crucial points for successful online learning and assessment reflected from the students are self-management and time management, as well as a quick feedback from the teachers.